Accurate measurement of energy expenditure during adolescent physical activities is fundamental for evaluating exercise intensity, scientifically developing exercise prescriptions, and monitoring physical health status. With increasing national attention to adolescent physical fitness, the demand for scientific monitoring of students' energy expenditure in physical activities has become increasingly urgent. This paper systematically reviews current mainstream energy expenditure measurement methods, including the doubly labeled water method, indirect calorimetry, heart rate monitoring, motion sensor methods, and physical activity questionnaires, analyzing the principles, characteristics, and limitations of each method when applied to adolescent physical activities. On this basis, the paper focuses on emerging technological directions for energy expenditure measurement, particularly non-contact measurement methods based on computer vision and deep learning-based energy expenditure prediction models. The review reveals that traditional measurement methods generally face challenges in adolescent physical education settings, including high cost, cumbersome operation, and interference from wearable devices with normal physical movement, whereas non-contact measurement methods show promise in overcoming these limitations. Finally, this paper provides an outlook on future research directions for energy expenditure measurement methods in adolescent physical activities.

The Master of Agricultural Management plays an important role in cultivating high-level "agriculture, rural areas, and farmers" (san nong) management professionals for the implementation of the Rural Revitalization Strategy. However, the traditional competency-oriented model of talent cultivation for this degree can no longer meet the needs arising from the Rural Revitalization Strategy. Based on an analysis of the influencing factors and dimensions of competency requirements for agricultural management positions under the context of rural revitalization, this study adopts both interview and questionnaire survey methods to identify the core competency requirements for the Master of Agricultural Management. Accordingly, a core competency indicator system is constructed, consisting of four first-level indicators and twelve second-level indicators. The study aims to provide a theoretical foundation for reforming the training model of Master of Agricultural Management programs in universities.

The development of new quality productive forces calls for high-caliber innovative talent, and the cultivation of interdisciplinary and innovative professionals depends on the optimization and upgrading of educational paradigms in terms of educational philosophy, cognition, and practice. A retrospective examination of the evolution of educational paradigms reveals a mutually reinforcing relationship between education and the development of productive forces. On the one hand, productive forces shape the disciplinary structure, organizational forms, and developmental objectives of education; on the other hand, educational paradigms promote the growth of new quality productive forces by providing intellectual support and cultivating talent reserves. After more than a century of transformation, the educational paradigm has reached a critical juncture marked by both unprecedented opportunities and significant challenges. How education can further consolidate its role as a source of innovation for social development has become an urgent issue. From the perspective of cultural reflection, it is particularly important to understand the underlying logic of constructing a smart education paradigm. This requires the development of a smart educational ecosystem characterized by a high degree of humanistic engagement in its resources, interactions, and evaluation mechanisms; the continuous pursuit of stronger integration between knowing and doing within a closed-loop teaching and learning process; and a closer alignment between knowledge management and the cultivation of comprehensive competencies. Employing the smart education paradigm as a compass to navigate the diverse possibilities of future educational life represents a key direction for educational exploration in the age of artificial intelligence.

Digital capitalism is not merely an upgraded form of traditional capitalism; rather, it represents a reconfiguration of social relations arising from the deep integration of capitalist logic and digital technology. Under this new regime, users' everyday communicative activities are appropriated by capital and transformed into an implicit, non-waged form of data-producing labor, trapping digital interaction in the paradox of an appearance of freedom and an essence of domination. Digital communication exhibits four interrelated forms of alienation, while data fetishism obscures the exploitative nature of this process. Rooted in historical materialism, Marx and Engels' theory of intercourse begins with material social interaction, reveals the dialectical relationship between the development of productive forces and the forms of human intercourse, and, through its critique of alienated social relations, points toward the emancipation of humanity. As such, it provides an essential theoretical framework for analyzing the dilemmas of digital communication. Overcoming this alienation requires both the socialization of the means of communication and the democratization of communicative relations, thereby transcending the logic of capital through institutional transformation and human agency and reconstructing a digital communicative ecology grounded in universal human interaction.

As inclusive education expands globally, general school teachers face systemic challenges in bridging the gap between classroom realities and mandated professional competencies. Using a qualitative grounded theory design, this study decodes the developmental trajectory of special education literacy among general school teachers. Data were generated through theoretical sampling, comprising in-depth interviews with eight teachers across diverse regional contexts and a focus group with seven educational stakeholders; the theoretical saturation of the emerging model was rigorously verified via constant comparative analysis. The findings conceptualize a three-stage developmental continuum—progressing from intuitive experience to professional practice, and ultimately to reflective professionalism—cross-cut by five dynamic dimensions: cognitive appraisal, instructional practice, institutional support, home–school collaboration, and professional learning. Crucially, the study uncovers a structural decoupling within this trajectory, conceptualized as the "Instructional Substitution Effect", wherein teachers' technical deficits compel a reliance on defensive behavior management over substantive differentiated instruction. By addressing this "practice-ahead-of-cognition" asymmetry, this study advances inclusive pedagogical theory and provides a diagnostic blueprint for designing localized, scaffolded teacher professional development and structural school support eco-systems.