This study examines how a structured LinkedIn workshop influenced undergraduates’ intention to engage in professional online networking. Grounded in Experiential Learning Theory, the workshop combined interactive instruction, guided profile development, and a practitioner-led session. Based on post-intervention survey data from undergraduate students in Vietnam, the findings show that only familiarity with LinkedIn and the perceived training role of the guest speaker significantly predicted engagement intention. The study contributes to business communication pedagogy by emphasizing platform familiarization and expert-led instruction in career-oriented digital learning.

This study investigates how students interpret AI-assisted written communication in a university context. Although AI assistant programs are increasingly used to draft institutional emails, little is known about whether they enhance clarity or undermine trust and perceived professionalism. Using survey data from 194 Vietnamese undergraduates, the study validates four constructs including perceived usefulness, trust, perceived professionalism, and attitudes toward AI assistant programs, and examines their effects on students’ intention to read emails frequently. Results show that students clearly distinguish clarity benefits from credibility concerns, indicating that AI-assisted emails can improve comprehension.

This conceptual article develops a model of positive LinkedIn communication, arguing that responsive, affirming, and authentic interaction—organized into two higher-order behavioral dimensions—strengthens perceived support and trust, thereby shaping professional outcomes (e.g., recruitment, collaboration, and commercial opportunities). By shifting attention from static profile signals to communicative behaviors enacted in posts, comments, and messages, the framework advances testable propositions and specifies mechanisms, boundary conditions, and potential trade-offs that invite empirical evaluation across organizational and cultural contexts.