Against the backdrop of the intertwined trends of economic globalization and de-globalization, the internationalization of higher education has emerged as a key factor reshaping the global talent market landscape and influencing the employment competitiveness of graduates. As core representatives in the global higher education sector, China and the United States exhibit fundamental differences in their internationalization development paths, talent cultivation logics, and market adaptation models. These differences directly lead to distinct characteristics between graduates of the two countries in terms of employment capability composition, international market adaptability, and cross-cultural work competence. Based on human capital theory and global competence theory, this paper adopts literature research and comparative analysis methods to systematically examine the divergent impacts of higher education internationalization on the employment competitiveness of graduates in China and the United States from four dimensions: philosophy, model, effect, and root cause. The study refines the core dimensions of employment competitiveness, and combined with scholars' survey data and case studies, it finds that China's higher education internationalization is mainly policy-driven, with a focus on knowledge imparting and uneven resource distribution. It significantly enhances graduates' professional hard power, but has obvious shortcomings in cultivating soft skills such as cross-cultural practice and critical thinking. In contrast, the United States is market demand-oriented, emphasizing capacity building and multi-stakeholder collaboration. Through a well-established system, it achieves the simultaneous improvement of graduates' hard and soft power, with remarkable effects in internship and cross-cultural training mechanisms. The root causes of these differences lie in the divergent adaptation logics of the two countries' educational traditions, institutional environments, and labor market structures. By analyzing these differences and their internal mechanisms, this paper provides targeted references for China's higher education internationalization to shift from scale expansion to quality improvement and build a talent cultivation system adapted to the international market. It also offers practical insights for relevant interdisciplinary research and tripartite collaborative education.

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Against the backdrop of global industrial transformation and upgrading, as well as structural changes in the demand for skilled talent, vocational training in higher education has become a core pillar for enhancing national industrial competitiveness. Employing the methods of literature review and comparative analysis, this paper systematically compares the higher education vocational training models of China and the United States across five key dimensions: policy frameworks, training objectives, curriculum systems, industry–education integration, and faculty development. The findings indicate that the United States has developed a decentralized model characterized by market-driven dynamics, decentralized governance, and symbiotic partnerships between educational institutions and enterprises, whereas China has established a centralized model marked by government leadership, systematic planning, and institution-centered implementation. These differences stem from the adaptive logic of distinct institutional contexts, industrial structures, and labor market characteristics. The U.S. model demonstrates strengths in market responsiveness and practical effectiveness, while the Chinese model highlights advantages in scale and equity. On this basis, the paper proposes pathways for optimizing China's vocational training model: building a dual mechanism that combines government guidance with market-driven forces, deepening modular curriculum reform, improving long-term collaborative mechanisms for industry–education integration, and strengthening the development of "dual-qualified” faculty. This study provides localized insights for the high-quality development of vocational education in China and contributes to addressing the persistent mismatch between skilled talent cultivation and industrial demand.

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Against the dual backdrop of the "Double Reduction" policy and the reform of basic education oriented toward core competencies, biology competitions have, by virtue of their depth of knowledge, inquiry-based nature, and practice-oriented advantages, become an important vehicle for compensating for the limitations of conventional classroom teaching and promoting students' comprehensive development. Based on the author's years of experience in systematic training for biology competitions and conventional classroom teaching, and drawing on constructivist learning theory, the STEAM education concept, the STS education ideas proposed by Jianjun Li and others, as well as the elite talent cultivation model constructed by Cai Chen, Nie et al., this study systematically explores the integration mechanism of biology competition content with conventional classroom teaching from four dimensions: theoretical foundations, educational value, practical pathways, and case validation. The study proposes a four-in-one integration model of "content reconstruction—method innovation—evaluation optimization—resource integration", which seeks to achieve complementary advantages between competition-based education and regular teaching by selecting competition-relevant content, innovating teaching methods, improving evaluation systems, and integrating high-quality resources. Practice shows that this integration model can effectively stimulate students' interest in biology, enhance scientific thinking and inquiry abilities, and simultaneously support the professional development of teachers and the improvement of the curriculum system, providing an actionable reference for the reform of science education in secondary schools.

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After-school services play a crucial role in implementing the "Double Reduction" policy, but practical implementation faces issues such as inadequate content, low participation, and incomplete systems. Addressing these dilemmas has become a key focus in education. This study aims to explore factors influencing the quality of primary school after-school services and propose feasible policy recommendations. Guided by ecosystem theory, the research involves observations of three after-school service scenarios and semi-structured interviews with teachers, parents, and students. It identifies problems including unbalanced program design, poor content quality, uneven effectiveness, insufficient resource collaboration, and weak supervision. Corresponding countermeasures are proposed from micro, meso, and macro levels based on the ecosystem perspective. The systematic analysis of after-school services enriches research perspectives in this field, and the recommendations provide valuable insights for promoting multi-stakeholder cooperation among schools, communities, and policymakers.

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