http://116.203.177.230/index.php/ASSRJ <p><strong>Advances in Social Sciences Research Journal</strong> (ISSN : 2055-0286) is an international peer reviewed open access bi-monthly on-line journal published by the Scholar Publishing United Kingdom. The journal encourages the researchers and practitioners to publish their research work with an objective to widely share their thoughts, ideas and findings beyond physical boundaries. Theoretical &amp; empirical research articles, reviews and case studies related to all the field of social sciences are welcomed for publication after careful reviews and recommendations from subject experts.</p> <p>Advances in Social Sciences Research Journal (ASSRJ) aims to provide a platform for the researches and professionals to publish and get credit of their innovative research work. It appreciates the theoretical and empirical research in all the fields of knowledge related to social sciences particularly in the domain of Accounting and Finance, Advertisement, Behavioural Sciences, Business Management, Contemporary business issues, Contemporary marketing &amp; Finance, Cultural studies, Developmental economics, Economics, Econometrics, Entrepreneurship and small business management, Finance, Human Resource Management, Marketing, Management Sciences, Operation and Production Management, Organizational Behaviour, Portfolio management, Research Methods in Business, Social ethics in various societies.</p> Scholar Publishing, United Kingdom en-US Advances in Social Sciences Research Journal 2055-0286 <p>Authors wishing to include figures, tables, or text passages that have already been published elsewhere are required to obtain permission from the copyright owner(s) for both the print and online format and to include evidence that such permission has been granted when submitting their papers. Any material received without such evidence will be assumed to originate from the authors.</p> http://116.203.177.230/index.php/ASSRJ/article/view/19653 <p>This position paper examines the influence of parental perception on students’ willingness to pursue vocational careers, drawing on a synthesis of current literature from African and Asian contexts. Findings consistently demonstrate that parents’ beliefs, expectations, cultural values, and understanding of vocational pathways significantly shape students’ career decisions. In many societies, vocational education is perceived as inferior to academic professions, contributing to stigma, low enrolment, and reduced student confidence in Technical and Vocational Education and Training (TVET). Misconceptions about income potential, global relevance of skilled trades, and employment opportunities further reinforce negative parental attitudes. Conversely, studies show that when parents are informed about the economic and developmental benefits of vocational careers, they become strong advocates for their children’s participation. The paper argues that school counsellors play a central role in reshaping parental perceptions and supporting evidence-based career guidance. A gap remains in the literature regarding structured parent-focused interventions and culturally responsive counselling models that can realign parental beliefs with contemporary labour market realities. The paper concludes with suggestions for policy, school counselling practice, and parental engagement strategies aimed at improving students’ willingness to pursue vocational careers.</p> Margaret George Kennedy Emelie Celestina Chizoba Copyright (c) 2025 Margaret George Kennedy, Emelie Celestina Chizoba https://creativecommons.org/licenses/by/4.0 2025-12-07 2025-12-07 12 12 19 29 10.14738/assrj.1212.19653 http://116.203.177.230/index.php/ASSRJ/article/view/19652 <p>This study explores the key factors influencing the adoption of E-learning systems among undergraduate students in Saudi Arabia by extending the Technology Acceptance Model (TAM) with multi-level external variables. These include individual-level factors (self-efficacy, enjoyment, computer anxiety), cultural-level (subjective norms, experience), and system-level (content quality). Furthermore, the study examines the moderating effect of accessibility on the relationships between perceived usefulness, perceived ease of use, and intention to use Blackboard as a representative E-learning platform. Data collected from 400 undergraduate students at Shaqra University and analyzed using PLS-SEM. The findings indicated that self-efficacy significantly predicts perceived ease of use but not perceived usefulness. Subjective norms positively influenced only perceived usefulness. Enjoyment and experience positively affected both perceived ease of use and usefulness, while computer anxiety negatively impacts ease of use alone. Content quality demonstrates a strong positive effect on both core TAM constructs. Accessibility moderates the relationship between ease of use and intention to use Blackboard. Aligned with Saudi Vision 2030’s educational goals, these findings highlight the importance of digital infrastructure, skill development, and inclusive access in shaping students’ adoption of E-learning technologies.</p> Raghad Alsubaie Sya Azmeela Shariff Syuhaida Ismail Maslin Masrom Copyright (c) 2025 Raghad Alsubaie, Sya Azmeela Shariff, Syuhaida Ismail, Maslin Masrom https://creativecommons.org/licenses/by/4.0 2025-12-06 2025-12-06 12 12 01 18 10.14738/assrj.1212.19652