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Post-harvest losses are becoming a huge issue worldwide and are predominantly severe in developing countries. Seeking ways to control post-harvest losses is important because losses decrease farm income by more than 15% for approximately 480 million small-scale farmers.

The study engaged Wave 4 (2018/2019) of the Living Standards Measurement Studies–Integrated Survey on Agriculture, to examine the impact of soil technology such as fertilisers, herbicides, pesticides and certified crops on post-harvest losses in Nigeria. The study engaged descriptive statistics, logit regression and propensity score matching (PSM) to analyse the data.

The study found that approximately 38% of the household harvest was lost along the value chain. In addition, the results showed that among the indicators of soil technology, crop certification has a significant impact on the reduction of post-harvest losses. The implication is that from the nearest neighbour and kernel-based matching, the use of certified crops by households contributed to 1.62 and 1.36% reduction in post-harvest losses, respectively. In contrast, pesticide, herbicide and fertiliser use had no significant impact on post-harvest losses.

One of the limitations is that this study applied the PSM, the model did not account for endogeneity. Therefore, in examining this concept, further studies should consider applying other impact model such as the difference-in-difference to account for endogeneity.

While previous studies have examined how ICT adoption, storage mechanisms and value chain among others help to minimise post-harvest losses, the aspect of how soil technology can reduce post-harvest losses has been a subject of exclusion in the extant literature. This study empirically examines the impact of soil technology adoption on post-harvest losses in Nigeria.

This study tests convergence in energy diversification, per-capita income and financial development and explores their interrelationships.

Club convergence tests, Granger tests and panel regressions are employed on 134 countries from 1995 to 2019.

While overall convergence is absent across the entire sample, countries have converged within specific clubs. Low- and lower-middle-income countries show convergence in energy diversification and per-capita income. Positive bidirectional relationships are found between energy diversification and per-capita income, and between financial development and per-capita income. A U-shaped relationship between oil prices and energy diversification is identified.

The findings suggest that achieving a shared equilibrium in energy diversification, economic prosperity and financial development is feasible through technological progress within convergence clubs. Investments in human capital and technology are crucial prerequisites for sustainable development.

This study pioneers testing energy diversification, per-capita income and financial development convergence, investigating the tri-directional relationship between them, and exploring the U-shaped relationship between oil prices and energy diversification.

Considering the potential of Collaborative International Online Learning (COIL) for cross-boundaries interacting and collaborating effectively, this study aims to explore the intercultural awareness of pre-service language teachers after participating in a COIL project.

Following a quantitative research approach and an exploratory cross-sectional method, the authors administered a 13-item questionnaire to unveil the perceptions of 64 future language teachers from Spain after their online experience with counterparts from the USA.

Participants consider that COIL may have enhanced their intercultural and global awareness and equipped them with valuable skills and knowledge for the future, being women more positive than men. Moreover, the results also suggest that those participants who have not traveled abroad consider COIL to be a good opportunity to compensate for the lack of knowledge or experience with other cultures resulting from not having had the opportunity to visit other countries.

COIL needs to be seen as a powerful tool to promote global learning, intercultural understanding and the development of skills among students that will be vital for success in today’s interconnected world. Nevertheless, universities and teacher training centers need to rethink the preparation of future teachers for the increasing demands to prepare students for the requirements of the global world, and to do so, they need to consider that COIL may offer them significant benefits.

This work offers an interesting exploration of teachers’ attitudes toward COIL, providing insights into the potential of online collaboration for developing intercultural awareness.