This study explores how classroom activity types shape enjoyment and boredom among Chinese university students in foreign language learning over a four-week period, as well as the relationship between these emotions and academic achievement, based on Control-Value Theory. Using a mixed-methods approach, data was collected from 65 second-year students, measuring emotions through five-point Likert scale questionnaires after each class, gathering 846 questionnaires, each corresponding to a specific Classroom Activity Type (CAT), and supplemented by open-ended questionnaires. Academic achievement was assessed through pre-test and post-test evaluations at the beginning of the study and after 13 weeks. Results show a significant negative correlation between Foreign Language Enjoyment (FLE) and Foreign Language Boredom (FLB). Traditional activities such as practice exercises and teacher lectures were associated with lower FLE and higher FLB, while interactive activities such as teamwork, student presentations, and multimedia use were associated with higher FLE and lower FLB. Interestingly, these emotional experiences had no significant predictive value for academic achievement after 13 weeks, but students often perceived boring activities as useful, suggesting a potential disconnect between emotional experiences and perceived value. These findings emphasize the importance of designing engaging classroom activities to enhance enjoyment and alleviate boredom, providing valuable insights for educational practice and policy.

Against the backdrop of innovation driven by interdisciplinarity, universities with industry characteristics face issues in cultivating management talents, like the lack of top-level design in the interdisciplinary mechanism, the disconnection between talent cultivation and industry practice, and the tendency of subject resource allocation towards traditional advantageous disciplines. Taking Beihang University as a typical case, this paper finds through research that Beihang University locates research questions by means of “problem-oriented, methodological intersection, and ability expansion”, shattering disciplinary barriers. Relying on the dual college system cultivation system, diversified academic platforms, and the design of interdisciplinary curriculum modules, it facilitates knowledge and method sharing, and joint talent cultivation. With the help of transnational and cross-regional cooperation as well as the joint cultivation between universities and enterprises, it constructs a cultivation path for composite talents. The research suggests that universities with industry characteristics need to anchor their research directions according to national strategic needs, and promote organizational restructuring, joint cultivation, and the optimization of the academic ecosystem through top-level institutional design. The practical experience of Beihang University provides an experience reference for universities with industry characteristics to solve the dilemma of cultivating top-notch innovative management talents under the background of interdisciplinarity.

Educational equity is a crucial component of social fairness, and the urban-rural education disparity is a persistent socioeconomic issue that has garnered significant attention. This paper will conduct in-depth research and analysis from four aspects: the state, schools, communities, and families. It will explore the promoting role of national policies on educational achievements, analyze the role of teaching staff in students' development, and consider the influence of community environments and family atmospheres on students' growth based on existing literature and data. The research results show that the policy of allocating educational resources is biased towards urban areas, resulting in significant differences between urban and rural areas in terms of capital investment, teacher allocation standards, etc. Urban schools have abundant educational resources, can carry out diverse teaching activities, and provide multiple channels for continuing education. In contrast, rural schools are constrained by scarce resources, have a single curriculum, and find it difficult to promote quality education. At the same time, some rural families are limited by their economic conditions and educational concepts and provide relatively limited educational support for their children, further exacerbating the imbalance in urban and rural education development.

With the in-depth advancement of the Belt and Road Initiative (BRI), Chinese language education has gained significant development opportunities worldwide, particularly in the countries along the BRI routes. This paper explores the opportunities and challenges faced by international Chinese education under the BRI framework from multiple perspectives. It proposes strategies to address these challenges, emphasizing the importance of strengthening international cooperation, cultivating localized teachers, developing specialized teaching materials, and leveraging modern technology. These approaches aim to facilitate the deep integration of Chinese language education in BRI countries, providing theoretical and practical support for its further development.

Against the backdrop of the in-depth implementation of the new curriculum standards and quality-oriented education, the practical requirements of fostering students through subject teaching have become increasingly explicit. This paper explores practical pathways for integrating thematic education into junior high school English instruction, focusing on addressing existing challenges such as the vague understanding of key concepts, the underdevelopment of thematic teaching frameworks, and the insufficient exploration of students’ emotional attitudes. By innovating methods of incorporating thematic education into English teaching, the goal is to achieve a dual enhancement of curriculum reform and educational value.

With the advancement of new engineering education, the course of Robot Programming and Application, as an important subject in the field of intelligent manufacturing, urgently needs teaching reform. This paper explores how to improve the teaching effect of the Robot Programming and Application course through a diversified and blended teaching mode under the background of new engineering. Based on the Chaoxing Learning Pass platform, this study combines online and offline teaching resources to construct a teaching mode of “independent learning before class, interactive exploration during class, and extension and improvement after class”, and verifies its effectiveness through practice. The results show that the diversified and blended teaching mode can significantly enhance students' learning interest and practical ability, providing a beneficial reference for the teaching reform of related courses under the background of new engineering.

This study explores the innovative application of intelligent technology in the task-based Chinese teaching method, focusing on the effectiveness of real-time guidance of speech recognition and intelligent analysis technology on learners' pronunciation, grammar, and vocabulary. In the experiment, 100 Chinese second language learners were divided into intelligent assistant groups and traditional teaching groups for comparative observation. According to the data, the task completion efficiency of the intelligent group increased by 20%, and the language proficiency evaluation index increased by an average of 30%. More than 80% of learners reported that the instant feedback mechanism effectively improved their confidence and participation in learning. The research proves that intelligent technology can build dynamic learning paths and optimize language acquisition efficiency through personalized training modules. Although the system has technical bottlenecks in the dimension of understanding cultural context, the experimental results provide empirical support for the deep integration of intelligent technology and language teaching, and lay the technical foundation for further research and development of a culturally sensitive intelligent teaching system.

To understand the current status of the willingness of undergraduate nursing students in vocational colleges to work in elderly care institutions under the integrated medical and elderly care model, and to analyze the influencing factors, providing a reference for the training of suitable talents for this model in China’s vocational nursing education. A cluster sampling method was used to select three classes of first-year nursing students at the vocational college level, and 116 valid questionnaires were collected. The investigation included a general information questionnaire, a questionnaire on the willingness to work in elderly care institutions under the integrated medical and elderly care model, an elderly knowledge questionnaire (FAQ), and an elderly attitude scale (KAOP). Among the 116 first-year nursing students, 60 (51.7%) expressed willingness to work in elderly care institutions under the integrated model, 9 (7.8%) were unwilling, and 47 (40.5%) were uncertain. The average score on the elderly knowledge scale was 13.24±3.12, and the average score on the elderly attitude scale was 132.68±20.56. Factors influencing nursing students’ willingness to work in elderly care institutions included gender, whether they had obtained a 1+X elderly care certificate, whether they understood the integrated medical and elderly care model, whether they had experience interacting with the elderly, FAQ scores, and KAOP scores. The willingness of first-year nursing students in vocational colleges to work in elderly care institutions under the integrated medical and elderly care model is moderate. Schools should actively promote school-enterprise cooperation, strengthen students’ understanding of the industry status of integrated elderly care institutions, and provide active guidance and education to encourage students to engage with elderly care content.

In recent years, the state has attached great importance to the cultivation of outstanding legal talents, and the shortage of foreign-related legal professionals in the mineral resources sector deserves particular attention. Universities should focus on “nurturing virtue and shaping character, grounding knowledge in practical experience, and cultivating high-level talents,” by training students in essential competencies such as professional knowledge, vocational skills, and foreign language communication, as well as competitive competencies including Anglo-American legal thinking, practical experience in mineral resource law, and foreign-related legal work. To innovate the training system for foreign-related legal professionals in the mineral resources field, universities may take measures such as deepening ideological and political education, innovating the law curriculum system, compiling specialized monographs on mineral law, strengthening the occupational dimension of foreign language instruction, and building platforms for internships and employment.

This study, guided by a competency-driven approach, explores the integration and practical application of Ideological and Political Education (IPE) into the "Portuguese Translation" course, and constructs a teaching model characterized by "one list, one database, three stages, and three dimensions." Focusing on the Portuguese Translation curriculum, the paper identifies key pain points, including insufficient ideological and political integration, low student engagement, and a lack of accurate evaluation. In response, it builds and implements the competency-driven "one list, one database, three stages, and three dimensions" teaching model. By developing a course knowledge checklist, establishing a repository of ideological and political cases, promoting a three-stage teaching methodology, and implementing a three-dimensional full-process evaluation strategy, the study achieves a deep integration and mutual promotion of ideological education and professional Portuguese translation teaching, ultimately fulfilling the fundamental goal of competency development.