The middle grades of primary school represent a critical transitional period in which children's rule consciousness develops from externally imposed regulation toward self-regulation. The quality of rule consciousness cultivation during this stage directly influences students' formation of behavioral habits and the development of their social adaptability. Due to limitations in students' cognitive development and self-control abilities, insufficient emphasis on rule education in schools and inadequate professional competence among teachers, as well as deviations in family education concepts and inappropriate educational approaches, middle-grade primary school students face prominent practical difficulties in terms of rule cognition, emotional identification, and behavioral practice. Based on an analysis of the problems existing in the cultivation of rule consciousness among middle-grade primary school students, this paper explores the underlying causes from three dimensions: students' own limitations, deficiencies in school education, and deviations in family education. It further proposes a systematic strategic framework from four perspectives: constructing a four-stage cultivation model of "cognition–identification–internalization–practice", optimizing the content and methods of rule education, strengthening the collaborative education mechanism among families, schools, and society, and improving the evaluation and feedback system. The study argues that resolving the dilemmas in cultivating rule consciousness among middle-grade primary school students requires the joint participation of students, schools, families, and society. A comprehensive and multi-level system for cultivating rule consciousness should be established to provide solid educational support for the development of students' rule literacy.

The surging wave of intelligent technology is profoundly reshaping the landscape of education, and the construction of a smart education paradigm stands as the core proposition in responding to this epochal transformation. As a critical arena of educational reform, institutions of higher education can only break through the impasse of cultivating innovative talents and propel the "student-centered" educational philosophy from vision to practice by thoroughly clarifying the intrinsic logic and practical imperatives of the smart education paradigm. The construction of this paradigm should reconcile the realistic tensions of contemporary development with the deep-seated concerns of humanistic spirit: centering on human development to manifest the humanistic warmth embedded in educational resources, interactions, and evaluations; aiming at the integration of knowledge and action to enhance the coherent efficacy across the chain of instructional activities; and bridging through industry-university collaboration to strengthen the adaptive capacity of educational practices to the demands of the times. At the confluence of technological advancement and cultural reflection, smart education fosters a future-oriented educational ecosystem that balances innovative efficiency with the warmth of human cultivation, thereby offering a referential pathway for the high-quality development of education in the intelligent age.

Attention Deficit Hyperactivity Disorder (ADHD) is a common neurodevelopmental disorder in children, mainly manifested by inattention, hyperactivity and impulsivity. In recent years, music therapy has gradually become an important research direction of adjunctive intervention for ADHD due to its potential effects on attention regulation, executive function and emotional support. This paper adopts the literature review method to sort out relevant studies on ADHD and music therapy, and analyzes the theoretical basis, possible mechanisms and research progress of music therapy in the intervention of children with ADHD. Meanwhile, combined with the development of digital therapeutics and mobile health, this paper further discusses the main types, functional characteristics and practical limitations of digital music intervention tools. On this basis, referring to commonly used digital health application evaluation frameworks such as MARS, ENLIGHT and the APA App Evaluation Model, this paper preliminarily proposes evaluation dimensions for digital music intervention tools targeting ADHD. Studies show that music therapy has certain application potential in improving attention regulation, executive function and emotional support of children with ADHD. However, existing studies still have limitations such as limited sample sizes, large differences in intervention forms and insufficient clinical evidence. Relevant digital products also have shortcomings in individualized design, evidence base, safety and child data protection. In the future, it is still necessary to combine real-user studies and clinical evaluations to further verify the actual effects and applicable boundaries of digital music intervention.

Generative Artificial Intelligence (GenAI), with its powerful corpus-processing and rapid text-generation capabilities, has been widely applied in the field of translation, bringing new momentum to academic English translation. Human–machine collaborative translation based on Large Language Models (LLMs) can substantially improve the efficiency of academic English translation and play an important role in supporting international academic publication, communication at international conferences, and the dissemination of academic discourse internationally. However, GenAI also has inherent limitations in handling complex academic logic and constructing discourse for cross-cultural communication. Therefore, exploring human–machine collaborative approaches to academic English translation driven by GenAI is of considerable significance for effectively improving the quality and efficiency of academic English translation. Accordingly, this study analyzes the characteristics of academic English translation, as well as the advantages and limitations of applying GenAI to academic English translation, and proposes pathways for human–machine collaborative academic English translation driven by GenAI, with the aim of providing practical guidance for academic English translation.

Against the backdrop of the Digital China initiative and the deepening integration of media, digital and intelligent technologies are reshaping the ecosystem of the media industry, presenting broadcasting and hosting students in Guizhou higher vocational colleges with severe employment challenges. Grounded in Social Cognitive Career Theory, this study adopts a qualitative research approach and conducts semi-structured interviews with 12 graduating students majoring in broadcasting and hosting at two higher vocational colleges in Guizhou Province. The interview data are analyzed through thematic analysis and three-level coding using NVivo 12. The findings indicate that students' employment difficulties arise from the interplay of three factors: conflicts in self-efficacy, a lag in educational provision, and profound changes in the industry ecosystem. Accordingly, this study proposes a set of systematic countermeasures, including structural reform on the supply side of education, enhancement of students' self-efficacy and reconstruction of their professional competencies, closer alignment with the evolving industry ecosystem and strengthened employment support, as well as greater policy coordination.

Current employment work in higher education faces a deep paradox: institutional supply and resource input continue to increase, yet graduates' employment anxiety and career confusion have not been alleviated correspondingly. The crux lies in the fact that the dominant logic of university employment work remains a "placement logic"—centered on job matching, contract signing rate improvement, and process management, positioning students as objects to be placed rather than subjects of career construction. Drawing on Amartya Sen's capability approach, this paper proposes that university employment work should shift from "employment placement" to "career empowerment", fostering students' autonomous capacity to construct their careers in an uncertain professional world through three mechanisms: cognitive empowerment, relational empowerment, and action empowerment. This shift is not merely a technical adjustment of working methods but a fundamental reconstruction of the philosophy of career education.

China's "1+X" certificate system—pairing an academic degree ("1") with multiple vocational skill certificates ("X")—has been piloted in vocational and applied undergraduate institutions since 2019. Seven years into implementation, however, applied undergraduate Business English programs still struggle with shallow industry partnerships, curricula that lag behind market needs, under-equipped training facilities, faculty who lack operational experience, and assessment methods that reward rote learning over demonstrated competence. This paper draws on competency-based education theory and curriculum integration theory to examine these gaps through a quantitative survey study—literature review and questionnaire surveys (N = 287 students and N = 47 faculty)—conducted at four applied undergraduate institutions in central China. Survey results revealed that 78% of respondents (students and faculty combined, N = 334) reported university–enterprise cooperation as "surface-level or formal only", 82% identified curricula as outdated relative to current industry practice, 72% considered practical training facilities insufficient, 64% of faculty had no hands-on e-commerce operational experience, and 81% reported assessment dominated by written examinations. Chi-square tests indicated no significant inter-institutional differences across any dimension (χ² range: 2.14–5.87, df = 3, all p > 0.05), confirming that these challenges are systemic rather than institution-specific. This study argues that the Cross-Border E-Commerce B2B Data Operations certificate can serve as an effective anchor for curricular restructuring when institutions pursue five mutually reinforcing reforms: revising cultivation plans to match certificate standards, building a "course–position–certificate–competition" curriculum, deepening school–enterprise training systems, cultivating dual-qualified faculty, and broadening evaluation beyond traditional examinations. The findings extend competency-based education theory into the Chinese applied undergraduate context and offer a transferable framework for institutions seeking to align academic and vocational credentials.

As an indigenized foreign language teaching theory in China, the Production-Oriented Approach (POA) explicitly identifies "teacher-led" instruction as one of its four core features. Although the POA theory provides a clear conceptual positioning of teacher roles, how these roles are actually enacted in practice remains insufficiently synthesized. This study employs a systematic review method to comprehensively retrieve and integrate empirical studies on teacher roles in POA-based college English classrooms published between 2015 and 2025. The review organizes existing evidence around three central questions: role enactment, implementation challenges, and influencing factors. The findings reveal that teachers play complex and multifaceted roles across the three teaching phases—motivating, enabling, and assessing—yet considerable individual differences exist in implementation quality. Additionally, teachers encounter challenges along cognitive, practical, and affective dimensions during role performance. Furthermore, multiple interacting factors at teacher, student, and contextual levels jointly shape teachers' role performance. This study argues that there is a notable gap between the theoretical prescriptions of POA teacher roles and empirical realities in practice. These findings offer implications for designing POA teacher training programs and providing institutional support, thereby facilitating more effective and large-scale implementation of the POA framework.

This study investigates university students' perceptions of flipped learning in English-language education in Hong Kong, China's higher education sector. Using a mixed-methods approach, the research combines survey data from 30 Hong Kong, China undergraduates majoring in English with semi-structured interviews to capture both general trends and personal experiences. Findings indicate that students generally perceive flipped learning as beneficial for enhancing engagement and communicative competence, particularly through interactive in-class activities. However, challenges such as limited self-regulation and technical barriers remain significant obstacles to its effectiveness. This study highlights the pedagogical potential of flipped learning to enhance critical thinking and autonomous learning, while also underscoring the need for contextual adaptation in Hong Kong, China's exam-driven environment. By situating students' perspectives within broader theoretical frameworks of constructivism and social learning, this research contributes to the literature on blended learning and second language acquisition, offering evidence-based recommendations for curriculum designers and instructors to implement flipped approaches in English-medium higher education.

Probability-based lucky-draw promotions embedded in retail activities create hidden consumption traps for consumers. Many working-age adults make purchasing decisions based on subjective intuition rather than objective computation and lack practical knowledge of mathematical expectation and compound interest, which leads to impulsive buying and preference for immediate consumption over long-term saving. This study selects two typical everyday financial scenarios and develops practical mathematical courses for adults aged 18-45. Based on questionnaire data collected from 210 employed residents in Jinan, mathematical modeling is adopted to compare benefits of fixed discounts and paid lotteries, and compound-interest asset appreciation. Two supporting video courses and worksheets are designed for teaching experiments. Survey results indicate that 76.2 % of respondents overspend in probability-driven promotions and 82.4 % cannot distinguish simple and compound interest. After course intervention, participants' test performance on marketing-trap identification and compound-interest calculation improved by an average of 68.7 %, and impulsive-shopping desire decreased noticeably. Such courses can fill gaps in adults' quantitative financial-thinking capacity. Nevertheless, short-term learning can only improve theoretical awareness temporarily; sustained practice is required to reshape long-term financial-behavior habits.