The proliferation of digital streaming platforms has profoundly altered media consumption patterns, particularly among the collegiate population. This article aims to comprehensively explore television binge-watching within this demographic, focusing on its conceptualization, the underlying motivations (gratifications) that drive it, and the self-reported consequences. By synthesizing extant literature, this study provides an integrated perspective on this widespread behavior. Findings indicate that binge-watching is a complex activity fueled by desires for entertainment, emotional escape, and social engagement. Concurrently, it is associated with a range of perceived negative impacts on academic performance, sleep quality, and physical well-being. A nuanced understanding of these dimensions is crucial for educators, parents, and students to effectively navigate the evolving digital media landscape.

This study investigates the impact of multilingualism on cognitive development and academic performance among secondary school students in South Kivu, Democratic Republic of the Congo. Employing a quantitative research design, the study sampled 102 students from both monolingual and bilingual educational settings. Data were collected using a standardized cognitive assessment questionnaire and academic records and analysed using the statistical package for social sciences (SPSS) with descriptive and inferential statistics. The findings revealed that bilingual students outperformed monolingual peers in academic performance across the last semester and the previous academic year. However, bilingual students also reported higher levels of cognitive failures, including forgetfulness, distractibility, and false triggering. Inferential statistics indicated significant differences between monolingual and bilingual students in both academic outcomes and cognitive development components, with distractibility emerging as a key predictor of academic performance. These findings suggest that while bilingualism may enhance academic achievement, it also introduces cognitive challenges, potentially due to institutional factors within private bilingual schools. The study emphasizes the need for structured support systems in multilingual educational environments to optimize cognitive and academic development.

This research explores the benefits, challenges, and impacts of artificial intelligence (AI) in the hotel industry. Utilizing a qualitative approach, the study examines how the industry has sought to advance technologically. Nine hotel and technology executives from across the United States participated in semi-structured interviews, discussing key topics about artificial intelligence, such as its implementation within hotel properties, effects on employees, and satisfaction with guests.

Participants emphasized several challenges, including the early-stage development of AI and the difficulties of integrating it into existing hotel systems. The findings suggest that, although artificial intelligence is set to play a significant role in the future of the hotel industry, its full impact on employees and guests has yet to be realized. Participants also emphasized the importance of employees embracing technology rather than fearing displacement.

The importance of preserving a human presence among employees and ensuring that automation does not alter the guest satisfaction experience is highlighted. Valuable insights into the intentions of hotel executives and the future direction of their establishments, such as the potential benefits artificial intelligence could bring for both executives and guests, are revealed, providing recommendations for successful integration.

Teaching and learning continually evolve towards more innovative approaches; therefore, educational reforms should incorporate new policies that reflect these innovations. Teachers are also at the center of these changes and are directly affected. The aim of this study was to investigate English teachers' pedagogical content knowledge (PCK) in English language classrooms through the use of multiple case studies. Purposive sampling was used to elicit participants' contributions in two high schools in Lesotho. Data was collected through class observations and post-observation interviews with participants and was analyzed thematically. The findings show that English language teachers are aware of the goals and objectives of the main curriculum, and they possess efficient abilities to implement it. However, this study also found that the traditional method of teaching still dominates in classrooms, thereby limiting classroom participation. The researchers recommend higher students' classroom engagement.