As calls to center lived experience in higher education intensify, so too do concerns about the ethical, emotional, and structural risks involved in integrating real-life narratives into pedagogy. This study introduces Simulated Lived Experience (SLE) as a novel pedagogical modality that leverages the immersive affordances of learning environments like the metaverse to approximate systemic conditions of marginalization without reproducing trauma or requiring emotional labor from marginalized individuals. Drawing on critical pedagogy frameworks and affect theory, the research explores how SLE enables learners to engage with ethical discomfort, narrative complexity, and affective dissonance through the enactment of virtual selves. A qualitative design was employed, with data collected via semi-structured interviews from 12 participants who engaged in metaverse-based simulations portraying exclusionary dynamics related to disability, race, and institutional access. Thematic analysis generated four key findings: (1) virtual simulations evoke affective authenticity but also ethical unease, (2) embodied disorientation fosters structural insight, (3) narrative authorship and representation are ethically contested, and (4) discomfort acts as a catalyst for critical reflection. The study concludes that while SLE cannot replace lived experience, it can function as a powerful epistemic mediator when designed collaboratively, approached reflexively, and grounded in epistemic care.

Social interaction has long been a subject of theoretical inquiry in both Computer-Mediated Communication (CMC) and Human-Computer Interaction (HCI), but seldom has it been examined through the lens of digital embodiment. As the metaverse gains traction as a platform for learning and collaboration, understanding how its affordances construct behavioral engagement demands empirical scrutiny. Thus, this study examines the effects of avatar customization and communication modality on behavioral engagement within a metaverse-based simulation. Using a 2×2 factorial design, participants were randomly assigned to avatar (customized vs. generic) and modality (voice vs. text) conditions, with engagement tracked via a stealth assessment approach across multiple sessions. Findings indicate that avatar customization facilitated broader spatial exploration, while voice-based communication elicited higher interpersonal interaction. Critically, the convergence of both factors produced a compounded effect that yielded selective interaction effects on temporal and social dimensions of engagement. This study contributes a framework of affordance convergence that informs both the theoretical modeling of digital embodiment and the practical design of immersive learning platforms. As educational experiences increasingly unfold within socio-technical systems, the challenge for both HCI and CMC is to design environments where social interaction is both mediated and dynamically co-constructed through the alignment of interactional affordances.

Generative AI offers promising potential to promote environmental sustainability through personalized recommendations that influence individual behavior. This study examines the factors influencing the adoption and actual use of generative AI recommendations for environmental sustainability among Gen Z users in the Philippines by integrating the Theory of Planned Behavior (TPB) and the Technology–Environmental, Economic, and Social Sustainability Theory (T-EESST) with key generative AI attributes, together with trust and perceived risk. Survey data were collected from 531 Gen Z users in higher education institutions in the National Capital Region (NCR), Philippines, and analyzed using a hybrid SEM and ANN approach. Results from SEM indicate that key AI attributes, namely perceived anthropomorphism, perceived intelligence, and perceived animacy, significantly influenced users’ attitude towards generative AI recommendations. Attitude, perceived behavioral control, and trust emerged as significant predictors of behavioral intention, which have an eventual positive relation to actual use and environmental sustainability outcomes. In contrast, subjective norms and perceived risk did not significantly affect behavioral intention, which may suggest that Gen Z users’ engagement with generative AI for environmental sustainability is primarily driven by internal evaluations, perceived capability, and trust rather than social pressure or risk concerns. Complementing these findings, the ANN analysis identified perceived behavioral control, attitude, and trust as the most important factors, reinforcing the robustness of the SEM results. Overall, this study integrates existing sustainability and technology-adoption literature by demonstrating how generative AI recommendations can support environmental sustainability among Gen Z users by combining behavioral theory, sustainability theory, and AI attributes through a hybrid SEM–ANN approach in the context of a developing country.

Solar energy deployment increasingly competes with prime agricultural lands, creating conflicts between energy goals and food security. To resolve these competing demands, our study identified where agrivoltaic systems—combining solar energy and agricultural production on the same land—should be strategically deployed across the Philippines. Using geospatial analysis which integrates terrain suitability, solar photovoltaic (PV) potential, and crop compatibility with shade-tolerant crops, we identified 10.09 million has of cropland suitable for agrivoltaics, representing 81.8% of the nation's agricultural land. Regions in the Mindanao island emerged as premier agrivoltaic deployment zones, combining maximum crop compatibility (15 shade-tolerant crops), high solar PV potential (683-687 MW), and substantial suitable areas (587,000-715,000 has). These findings provide actionable recommendations for strategic agrivoltaic deployment that advances both food security and renewable energy goals in the Philippines simultaneously.