Title: |
Environmental Trends and the Competitiveness of the Transportation Industry |
Authors: |
Djoe Mbambi Puna, Muhammad Junaid, Byimana Jean Bosco, Avome Mba Marossia, Israel Muaka Mvitu, Rabbi Binda Mvitu |
Source: |
International Journal of Latest Engineering Research and Applications, pp 01 - 16, Vol 10 - No. 09, 2025 |
Abstract: |
By mid-century, some nations aim to have produced electric vehicles with zero emissions. Transportation currently accounts for 25% of carbon emissions, and this percentage is only going up. Using data from June 2012 through June 2023, the study looks at 75 nations to see how transportation competitiveness affects carbon emissions reduction. The research uses Panel Quantile Regression to classify transportation-related carbon emissions into four evolving quantiles. Groups 2 and 3 of the quantile scale suggest that carbon emissions are driven by transportation rivalry, whereas group 1 shows the opposite. Quantiles 2 and 4 show a U-shaped Environmental Kuznets Curve, according to the research. The point at which the EKC shifts from quantiles 2 to 4 is moderated by transportation competition. Particularly in the group with highCO2 quantiles, this moderating effect flattens the EKC and reduces sensitivity. The results suggest that lowering carbon emissions across quantiles is a goal of population growth and institutional quality plans. |
Keywords: |
Transportation industry, Carbon dioxide emissions, Environmental Kuznets Curve (EKC), Panel Quantile Regression Model, 75 countri |
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DOI: |
10.56581/IJLERA.10.9.01-16 |
Title: |
The Effectiveness of the Flipped Classroom Approach on Academic Achievement: An Empirical Study |
Authors: |
Awatif Isnoun, Abubaker Kashada, Mohamed Alforgani, Khalid J Bisher, Adnan Alrmash |
Source: |
International Journal of Latest Engineering Research and Applications, pp 17 - 23, Vol 10 - No. 09, 2025 |
Abstract: |
This study investigates the effectiveness of the flipped classroom (FC) approach on academic achievement among undergraduate students at Surman College of Science and Technology in Libya. The flipped classroom model, which shifts direct instruction outside the classroom through digital materials and emphasizes active learning during class, was compared with traditional lecture-based instruction. A sample of 40 female students enrolled in a Database II course was divided equally into experimental and control groups. The experimental group engaged with pre-class digital resources and participated in interactive, problem-based activities during class, while the control group followed conventional lectures and homework assignments. Data were collected through pre-tests, post-tests, and student perceptions, and analyzed using SPSS with t-tests to determine statistical significance. Results revealed that the flipped classroom group demonstrated higher academic achievement compared to the traditional group, with significant improvements in post-test scores and deeper engagement with course material. Findings suggest that the flipped classroom enhances student learning outcomes by promoting active participation, critical thinking, and personalized guidance. This study contributes to the growing body of evidence supporting innovative teaching strategies in higher education, particularly in developing contexts such as Libya. Implications and limitations are discussed to inform future research and practice. |
Keywords: |
Flipped Classroom; Academic Achievement; Active Learning; Higher Education; Teaching Strategies; Student Engagement; Libya |
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