Environment and Social Psychology

Abstract Education is one of the key avenues for investing in human capital and is also an important means of enhancing society's research and development capabilities and technological levels. Therefore, investment in education has become an overlooked factor, affecting the quality of economic growth. Since the reform and opening-up, with the continuous improvement of China's economic development level, the role of education has become increasingly prominent, and investment in education by central and local governments at all levels has continued to increase. Especially since achieving the goal in 2012 of having fiscal education expenditure exceed 4% of GDP, education funding has entered the "4% era," effectively ensuring the level of educational development. However, while educational development can positively drive economic growth, the relationship between the two is not simply linear. The impact of education on the quality of economic growth depends on multiple conditions, among which the matching of the education investment structure is one of the key factors determining the influence of education on the quality of economic growth [ 1 ] . Comprehensive Financial Report. This article will delve into the structure of educational investment and its interaction with the quality of economic growth, aiming to provide recommendations for the effective policy arrangement of educational investment and industrial structure to improve the quality of economic growth.

Abstract This qualitative study explored community participation practices in supporting local law enforcement at the barangay level in Eastern Visayas, Philippines. A total of 20 participants—including seven barangay tanods, eight purok leaders, and five local constituents—were purposively selected. Data were gathered through semi-structured interviews and analyzed thematically. Findings show complementary roles across community actors: tanods provide frontline visibility (patrols, curfew support, de-escalation), while purok leaders organize meetings, mobilize residents, and mediate minor disputes. Citizen engagement—via prompt reporting, group messaging, and assembly participation—was associated with quicker responses, fewer petty conflicts, and a stronger sense of collective responsibility. Perceived challenges included fear of retaliation, uneven participation, coordination lapses, and occasional partiality in informal mediation. Overall, community participation appears to enhance vigilance, trust, and responsiveness, but sustained impact depends on consistent coordination, impartial processes, and supportive mechanisms (e.g., training and anonymous reporting). The study recommends capacity-building in conflict mediation, improved protection and reporting protocols, and structured feedback channels to strengthen participatory governance and localized peacekeeping.

Abstract This study explores the socialization shaping mechanisms of empathy incubation effects on university students' character development within moral narrative theater environments. Using a quasi-experimental design, 456 university students underwent a 16-week drama education intervention, with mixed-methods research systematically analyzing the psychological ecological characteristics of drama education environments, the generative mechanisms of empathy incubation effects, and their shaping effects on personality traits. The research findings reveal: (1) Drama education environments create a unique psychological ecosystem for student character development through three dimensions—physical spatial layout, social interaction networks, and cultural atmosphere cultivation—where open circular layouts significantly enhance psychological safety (26.7% improvement), collective creation strengthens social cohesion (84.5% improvement), and multicultural integration promotes value coordination (consistency index increased from 0.34 to 0.78); (2) Empathy incubation effects demonstrate three-dimensional coordinated development characteristics of cognitive empathy, affective empathy, and behavioral empathy, with overall empathy capacity improving by 52.0%, behavioral empathy frequency increasing by 239.1%, and effect sizes reaching large effect levels; (3) Participants showed positive changes across all Big Five personality trait dimensions, with openness increasing by 37.8%, agreeableness growing by 48.6%, conscientiousness improving by 27.6%, and neuroticism decreasing by 21.3%; (4) Moral character structure underwent optimized reorganization, with moral sensitivity increasing by 52.9% and moral behavioral consistency index rising from 0.41 to 0.84, achieving coordinated unity of moral cognition, emotion, and behavior; (5) Six-month follow-up data demonstrated good stability and persistence of personality changes, with test-retest reliability coefficients exceeding 0.82. The study constructed a theoretical model of empathy incubation effects, validated the significant role of drama education environments in university students' personality socialization shaping, and provided important theoretical foundations and practical guidance for innovation in university moral education and talent cultivation model reform.

Abstract The revitalization of Hanfu, the traditional Chinese dress, has recently experienced a marked cultural revival that cannot be reduced to the sphere of fashion but rather points to the complex psychological preconditions of identity construction, heritage maintenance, and consumer choice among the representatives of different generational groups. The current study employs a composite Kano Model-Analytic Hierarchy Process (Kano-AHP) framework to explore intergenerational differences in psychological needs and decision-making priorities upon which Hanfu consumption is based. Through rigorous quantitative analysis of survey data from 552 Chinese consumers across four generational cohorts (Gen Z, Millennials, Gen X, Baby Boomers), the research categorizes nine core Hanfu attributes into Must-Be, One-Dimensional, and Attractive needs using the Kano Model, while quantifying their relative importance in purchase decisions through AHP weighting. Results reveal significant intergenerational divergence (χ² = 127.43, p < 0.001) in attribute perception and prioritization. Younger consumers (Gen Z, Millennials) prioritize identity expression and aesthetic innovation, classifying Modern Design Integration (weight: 0.248) and Community Acceptance (weight: 0.201) as primary "Attractive" delighters. Conversely, older cohorts (Gen X, Boomers) emphasize cultural authenticity and functional comfort, with Historical Accuracy (weight: 0.324) and Fabric Quality (weight: 0.284) categorized as essential "Must-Be" requirements. A unified framework provides practical advice to the designers, marketers and cultural institutions so as to develop generation-specific strategies that would synchronise product development with the generation-specific psychological profiles and decision-making calculi, thus developing sustainable cultural engagement and market growth.

Abstract This study explores the multidimensional concept of teacher leadership among nursing college lecturersin Shandong Province, China. However, various barriers continue to impede the development of teacherleadership in China. These include inadequate policy support, limited professional training, and low levels ofteacher awareness regarding leadership roles. Therefore, this study aims to develop a measurement model fornursing teacher leadership. A quantitative cross-sectional survey design was employed, involving 266nursing college educators. Data were collected using a five-point Likert scale questionnaire comprising 42measurement items, which were validated through face and content validity assessments, and analyzed usingConfirmatory Factor Analysis (CFA) to ensure the reliability and validity of the constructs with the aid ofSEM Amos software.Through the reliability analysis, the findings indicated that all constructs achievedstrong reliability, with Cronbach's alpha values ranging from 0.837 to 0.963. In addition, this studysuccessfully developed a Nursing Teacher Leadership measurement model and validated 41 leadershipbehaviours encompassing dimensions such as self-awareness, change leadership, communication, diversity,instructional proficiency, and continuous improvement. These leadership behaviours among nursing lecturerswere confirmed. The findings suggest that educators are ready to take on greater roles in decision-making,yet there is a need for professional development programs to enhance their instructional competencies.Thisstudy is expected to contribute to the literature on teacher leadership by providing empirical evidence from,the Chinese context and emphasizing the importance of comprehensive support systems to developleadership skills among nursing educators. Future research is recommended to expand the study acrossnursing colleges throughout China to allow for broader generalization of the findings.

Abstract Grounded in Crime Prevention Through Environmental Design (CPTED) and informed by social‑psychological theory, this study examines how street‑environment features shape pedestrians’ perceived safety through normative cueing and perceived guardianship. We combined a field survey and spatial analysis to sample representative sites in the Shinsakae district (Nagoya), then conducted laboratory experiments comprising eye‑tracking, Semantic Differential (SD) ratings, and a virtual‑reality (VR) replication. Stimuli were 24 photographs (12 daytime, 12 nighttime). Fifty participants (architecture=20; non‑architecture=30) first viewed photographs while gaze behavior was recorded, followed by SD ratings on 22 bipolar adjective pairs; a subset of scenes was presented in VR. Areas of Interest (AOIs) were defined by seven CPTED‑related factors that also function as social signals: lighting and sightlines (normative clarity, reduced ambiguity), cleanliness vs. untidiness (injunctive norms), greenery (affect regulation), signage/graffiti and fly‑posting (disorder cues), and pedestrian/vehicle activity (perceived capable guardianship and social density). Eye‑tracking heat maps and scan paths showed consistent attention to lighting elements, moving vehicles, and salient signage; untidy cues captured attention in ways associated with lower safety ratings. SD results converged with the gaze patterns: lighting and cleanliness were the most influential positive contributors, whereas visible disorder reduced perceived safety; the VR condition approximated daytime judgments but not nighttime. Taken together, the findings suggest that physical design acts partly by shaping normative expectations and perceived guardianship—pointing to interventions that pair maintenance and lighting with place management to strengthen collective efficacy and the salience of prosocial norms.

Abstract This study explores how artificial intelligence (AI) affects communication practices and social adaptation among residents in ancient Chinese villages, particularly through its role in tourism development and cultural heritage preservation. It seeks to understand the dual impact of AI as a driver of rural transformation and a disruptor of cultural continuity. A systematic literature review was conducted using five academic databases: JSTOR, Google Scholar, Web of Science, Scopus, and ProQuest. Studies published between 2021 and 2024 were selected based on strict inclusion criteria focusing on rural tourism in China, AI technologies, and resident adaptation. Boolean logic was applied to combine keywords and refine search precision.  AI supports tourism through smart management platforms, virtual reality heritage tours, and intelligent visitor services. These technologies enhance cultural engagement and economic development. Translation tools improve communication between locals and tourists, while AI-based hospitality systems strengthen rural infrastructure. However, findings also reveal that older residents struggle to adapt to AI, and overuse of AI marketing risks cultural commodification. Traditional storytelling practices shift due to generational differences in AI use. AI serves as a powerful force for rural economic and cultural advancement, but it also introduces risks of community disconnection and cultural erosion. Sustainable integration of AI requires balancing innovation with preservation of traditional values. The study recommends inclusive AI education programs, ethical frameworks for AI deployment, and culturally sensitive tourism governance policies. Efforts should focus on protecting intangible heritage while enabling digital growth. This study is original in its specific focus on the intersection of AI, tourism, and social adaptation in ancient Chinese villages a topic largely underrepresented in current literature. It addresses the gap in understanding rural responses to digital transformation. Academic contributions include theoretical insights on AI-driven cultural adaptation. Practically and politically, the research informs policymakers, tourism planners, and technology developers working at the intersection of heritage and innovation.

Abstract Based on group dynamics theory, this study employed a quasi-experimental design to explore the social identity effects and underlying mechanisms in left-right hand coordination training for novice Morin Khuur learners. Through a 12-week controlled experiment involving 80 Morin Khuur beginners, participants were randomly assigned to either a group training environment (experimental group, n=40) or an individual training environment (control group, n=40). Statistical methods including repeated measures ANOVA, mediation analysis, and moderation analysis were systematically employed to examine the impact of group environment on left-right hand coordination development and the mediating role of social identity. The results revealed: (1) The group training environment significantly outperformed the individual training environment, with the experimental group achieving an overall coordination improvement of 121.3% and an effect size of 1.35; (2) Social identity played a crucial mediating role between group environment and coordination development, with the mediation effect accounting for 68.5% of the total effect, among which group belonging contributed the most (45.9%); (3) Group cohesion significantly moderated the social identity effect, with high-cohesion groups demonstrating a mediation effect of 73.2%, substantially exceeding the 58.4% observed in low-cohesion groups; (4) Cultural identity significantly moderated group training effectiveness, with the high cultural identity group showing a mediation effect of 76.8%, and Mongolian students exhibiting the strongest cultural identity moderation effect; (5) Peer support networks influenced learning outcomes through a triple mechanism of emotional support, instrumental support, and informational support, with the high support network group achieving coordination improvement of 149.4%. This study validates the applicability of social identity theory in traditional music skill learning, provides scientific evidence for group-based music teaching models, and holds significant theoretical value and practical implications for promoting traditional cultural transmission and music education innovation.

Abstract This environmental and social-cognitive research evaluated the General Studies Teaching Program implementation and its effectiveness on student performance within educational ecosystems, aiming to improve curriculum development through understanding person-environment-society interactions that influence academic outcomes. Grounded in Taba's model and informed by environmental psychology and social-cognitive theory, the study examined curriculum aspects as environmental affordances and social learning opportunities across seven dimensions: environmental needs diagnosis, objective formulation, content selection, content organization, learning activity selection and organization, and evaluation systems. The study comprised 380 students from four universities in Heilongjiang, China, representing diverse environmental contexts within the regional educational ecosystem. Environmental and social-psychological analysis revealed that while the curriculum demonstrated general effectiveness in providing environmental affordances (M=4.06 for needs diagnosis), significant deficiencies emerged in environmental organization (M=2.71) and experiential learning opportunities (M=3.25) that limit students' environmental competence and social-cognitive development. Statistical analysis indicated significant demographic differences across academic levels, with transfer students experiencing particular environmental transition stress and social adaptation challenges. Environmental learning activities, social collaboration organization, and feedback systems demonstrated statistically significant influence on academic performance, suggesting these factors serve as critical mediators in the perception-to-action pathway. Average academic performance was 75.3% with substantial variability (60%-89%), indicating disparities in environmental competence and social support access that create inequitable learning ecosystems. To address these environmental and social-cognitive deficiencies, a comprehensive curriculum enhancement framework is recommended that integrates environmental psychology principles with social-cognitive theory, focusing on environmental design improvements, social integration strategies, and differentiated support systems that promote both individual environmental flourishing and collective social transformation within inclusive educational communities.

Abstract This exploratory study examined the role of fitness activities in enhancing mental health among Physical Education (PE) teachers in Zamboanga, Philippines, focusing on their experiences managing stress in demanding work environments. Semi-structured interviews were conducted with 40 PE teachers to explore their preferred fitness routines, the impact of exercise on their mental clarity and stress management, and the consequences of skipping workouts. The data were analyzed using a structured thematic analysis approach, drawing from established qualitative frameworks to ensure rigor and credibility. Findings showed that PE teachers prioritize quick, space-friendly exercises such as deep breathing, stretching, and light cardio for immediate stress relief, while high-energy activities like Zumba and circuit training were favored for mood elevation and social engagement. Participants consistently reported improved mental clarity, patience, and positivity after engaging in fitness activities, whereas skipping workouts resulted in heightened stress, irritability, and reduced emotional balance. Overall, the study underscores the importance of integrating fitness routines into the daily lives of PE teachers as a critical form of self-care and stress management, ultimately enhancing their mental well-being and resilience in navigating the demands of their profession.

Abstract Students often feel disengaged in class discussions due to ineffective teaching methods, such as passive lectures and over-reliance on learning materials, which lack interactive elements like group work or open discussions. Repetitive, simplistic content further diminishes interest by failing to challenge them. Uninspired teaching attitudes and outdated, irrelevant learning materials undermine motivation and fail to connect studies with real-world applications. This paper explored how active learning experiences in classrooms encourage students to participate in class activities and discussions. Fifteen science, technology, engineering and mathematics (STEM) college students were purposely sampled for this study. Their experiences in learning STEM-related subjects were explored through one-on-one interviews, allowing for the collection of detailed narratives. The findings revealed that several active learning strategies effectively engaged students in the learning process. The relevance of learning materials to real-world contexts significantly enhanced engagement, as students valued instructors who connected theoretical concepts to practical applications and current events. The flipped classroom approach also emerged as a powerful method, enabling students to transition from passive learning to active participation through discussions and hands-on activities during class presentations. Teachers’ energy and passion for the subject not only enlivened even challenging or monotonous material but also inspired students to engage more actively, which transforms the classroom dynamic into one of motivation and intellectual curiosity. Timely and constructive feedback was essential in maintaining student engagement, as it guided improvement, encouraged reflection, and supported a collaborative learning atmosphere. Rather than passively receiving information, students actively engage through activities such as discussions, problem-solving, hands-on tasks, and group projects.

Abstract Based on environmental social psychology theory, this study systematically investigated the impact mechanisms of red culture integration into environmental education on college students' ecological ethics identity through a mixed-methods approach combining quasi-experimental design with large-scale surveys. Through surveys of 1,200 college students from four regions nationwide and quasi-experimental research involving 160 students, the findings revealed that red culture integration into environmental education had a significant positive impact on college students' ecological ethics identity (β=0.616, p<0.001). The experimental group students' ecological ethics identity scores significantly improved from 4.82 in the pretest to 5.45 in the posttest, with an effect size of 0.95, indicating a large effect level that remained significant in delayed posttests. Mediation effect analysis revealed that cognitive processing mechanisms (52.9%), emotional experience mechanisms (66.9%), and social learning mechanisms (48.4%) played important mediating roles in the educational impact process, with emotional experience mechanisms demonstrating the strongest mediation effect. Particularly, the mediating role of national pride reached 70.9%, reflecting the unique advantages of red culture in emotional appeal. Moderation effect analysis found that individual characteristics (political identity level, environmental concern degree, cultural background differences), educational contextual factors (teaching methods, curriculum design elements, learning environment atmosphere), and sociocultural factors (regional cultural differences, family educational background, media exposure level) significantly moderated the educational effects, presenting obvious individual differentiation and contextual dependency characteristics. The research results indicate that red culture integration into environmental education effectively promoted the formation and development of college students' ecological ethics identity through multiple pathways including stimulating national identity, promoting value reconstruction, and providing role model demonstrations. This study not only enriches the theoretical framework of environmental social psychology but also provides important empirical support and practical guidance for ecological civilization education model innovation and red culture inheritance and development in the new era.

Abstract Mood states represent a central dimension of psychological well-being, influenced by multiple factors, including sociodemographic variables. However, in the Peruvian context, there is still no extensive empirical evidence that explores how these variables modulate emotional responses at different stages of the life cycle. Moods were analyzed according to sociodemographic variables in a representative sample of the Peruvian population. A quantitative, non-experimental and cross-sectional design was applied; 2283 people participated distributed according to population groups (adolescents, youth, adults and older adults). A validated scale was used to assess the child's condition. Data was analysed with non-parametric tests (absence of normal distribution in the data). High and medium levels were found in the dimensions of mood, significant differences were found in the dimensions of anxiety, depression, joy and hostility according to sociodemographic variables. Women and divorced/widowed people reported higher levels of anxiety and depression. Participants with higher levels of education, higher incomes, and residents of urbanized areas showed higher levels of joy. Adolescents, women, and people with higher education had higher scores in hostility. It is concluded that moods are influenced by specific sociodemographic characteristics, evidencing the need for differentiated interventions according to population profile, implementing community mental health strategies, especially in vulnerable contexts.

Abstract Adolescence is an important stage for the construction of identity, where sexuality acquires a central role, in the Peruvian context, cultural and family patterns tend to strengthen conservative visions, conditioning adolescents' attitudes towards sexuality. The aim of this study was to analyze attitudes towards sexuality in Peruvian adolescents, considering sociodemographic characteristics and the cultural context in which they develop. Method. The study was observational and cross-sectional, with a quantitative approach; 1865 adolescents intentionally selected in five educational institutions participated; The scale of attitudes towards sexuality was applied, the data were analyzed using non-parametric tests, with calculation of effect sizes. Results. It was found that more than 90% of the adolescents evaluated presented conservative attitudes towards sexuality, evidencing a strong influence of family, religious and sociocultural factors in the configuration of these attitudes. It is concluded that these predominant conservative attitudes reflect the validity of traditional values in the socialization of adolescents, likewise, there is a need to strengthen comprehensive sex education programs that promote objective information, responsibility and autonomy in the experience of sexuality.

Abstract This study addresses the critical importance of customer-focused strategies and brand promotion within the food component import–export sector, a context that remains underexplored, particularly with respect to the influence of external factors across diverse geographical settings. Its objective was to empirically investigate how operational excellence, particularly customer relationship management (CRM), value-added services, and product quality and safety assurance affects customer loyalty and, in turn, drives brand promotion. Utilizing a descriptive quantitative research design, a cross-sectional survey was administered in the Philippines, with data analyzed through Structural Equation Modeling (SEM). The findings indicate that CRM exerts the most significant influence on customer loyalty, while product quality and safety assurance also positively contributes. Importantly, customer loyalty emerged as a strong driver of brand promotion. The model demonstrated high predictive power for customer loyalty and substantial explanatory power for brand promotion. These results highlight that strong customer relationships developed through CRM are essential for fostering loyalty and positioning customers as effective brand advocates. Preserving product quality and safety assurance is fundamental, the study's results imply that companies should purposefully put in comprehensive CRM systems and tailored encounters. To develop devoted clients, hence boosting brand awareness and securing sustained competitive advantage. Future studies ought to broaden the scope of investigated factors and explore more generalizable geographical settings to improve generalizability.

Abstract Under the carbon peaking target, residents' green consumption behavior plays a crucial role in reducing carbon emissions. This study takes Dongguan as a case to investigate the influencing factors and mechanisms of residents' green consumption behavior, aiming to provide evidence for formulating targeted emission reduction strategies in high-carbon regions. Based on the Theory of Planned Behavior (TPB) and the Attitude-Behavior-Context (ABC) theory, the research adopts a quantitative approach, conducting a questionnaire survey among 500 residents through multi-stage stratified sampling and analyzing the data using structural equation modeling (SEM). The results indicate that green consumption awareness, perceived behavioral control, and external factors (economic, policy, and market) all have significant positive effects on green consumption behavior, while subjective norms show no significant impact. Green consumption attitudes mediate the relationship between most variables and behavior. It is recommended that the government establish a "cognition-attitude-behavior" full-chain guidance mechanism, optimize policy tools and market supply, while enterprises should develop differentiated green products for diverse consumer groups to collaboratively advance regional carbon peaking goals.

Abstract Emotional management is one of the core skills that preschoolers need in their social and academic development. Nevertheless, the present-day Chinese early childhood education does not have systematic inclusion in the development of emotional competencies, which is why it is necessary to study the developmental trends and educational deficiencies through an empirical approach. This paper explored developmental patterns of emotional management skills in four domains, recognition and understanding, expression, regulation, and application of emotional management skills among Chinese preschoolers to guide evidence-based curriculum development. A mixed-method design surveyed 164 children (ages 3-6) from six intact classes in Huaibei City, employing teacher-rated questionnaires and semi-structured interviews. Data analysis included descriptive statistics, one-way ANOVA with Tukey's post-hoc tests, and thematic analysis of interview transcripts. Children demonstrated moderate performance across dimensions (M=2.75-2.90). Significant age-related improvements emerged in emotion recognition (F(5,158)=7.002, p<0.001), expression (F(5,158)=3.452, p=0.005), and regulation (F(5,158)=4.320, p=0.001), with large classes consistently outperforming younger peers. However, emotion application showed no significant age differences (F(5,158)=2.193, p=0.058), revealing a critical transfer gap between strategy knowledge and practical implementation. The results show the necessity of well-organized interventions with a focus on knowledge-to-practice transfer based on situational simulation, structured role-play, and contextualized emotional strategy rehearsal. Instead of teaching cognitive strategies, education programs ought to emphasize the process of closing the knowing-doing gap.

Abstract Background: In the face of the increasingly prominent moral decline and psychological health problems of young college students around the world, such as the frequent occurrence of violence, crime and suicide, it has become a common topic of global education reform and development. Emphasizing and strengthening the moral education and psychological health of young college students has become a common topic of global education reform and development. Similar social cases are still on the rise, reflecting a deviation from the correct moral outlook. These cases also show that the traditional theory indoctrination teaching method of moral education can no longer achieve the goal of moral education for college students. Moral education and psychological health education need more attractive and emotional teaching materials and methods. Art education can make up for the "requirements" of students. This is because art education includes a variety of vivid, visual, and infectious materials and methods, such as painting, music, and calligraphy. The aim of this study is to develop a blended teaching module integrating moral education-art education to promote the moral and psychological health of university students. International organizations and governments around the world have reflected deeply on the crisis of moral education for young people facing the world today, which has finally evolved into a call for moral education. Subjects and Methods: The study selected a class of 40 students as a sample. The study was conducted in the form of a 40-person pre- and post-test. The test is based on effectiveness questionnaire. The questionnaires were completed before the start and after the end of the moral education and psychological health courses respectively. The questionnaire evaluated the effectiveness of teaching in the moral education and psychological health courses after using the new modules for teaching. Results: This study used SPSS v 28.0 to analyse and collect data.   It was found that the students who were taught using blended teaching module on integrated moral-art education had significantly higher scores than those who were not taught using the blended teaching module. Their moral and psychological health scores were statistically higher than those before the course started. Conclusions: Using blended teaching module on integrated moral-art education for the course not only enhanced students' satisfaction, but also gained students' favor. At the same time, it has positive significance in promoting students' moral and psychological health levels.

Abstract With the increasingly fierce competition in the online retail industry and consumers' increasing demand for online shopping experience, the existing marketing model is difficult to sustain and effectively attract consumers, and more e-commerce websites and sellers are trying to adapt to the ever-changing business environment through the introduction of new marketing models. Understanding the effect of e-commerce live streaming's influence on online purchasing intention can provide references and suggestions for e-commerce websites and sellers to give full play to the marketing value of live streaming and improve market competitiveness by doing so. Considering the interaction process between consumers and e-commerce live streaming platforms, we construct a relationship model between e-commerce live streaming technical features and online purchase intention based on the theory of "stimulus-organism-response". The study found that the real-time interactivity experience, perceived proximity, and authenticity of e-commerce live streaming positively influence consumer intention. By enhancing social support, these technical features further boost online buying interest. This study offers a technical review of the impact of the live streaming features on the consumer behaviour with the emphasis on the importance of the latter and provides insights into the optimal use of the resources allocation within the framework of e-commerce and live streaming technology.

Abstract This study examines the generative potential of AI in reshaping teaching in higher education as related to teaching methods and changing the nature of student involvement. The purpose of the study is to identify ways college educators perceive the roles of Generative AI within their classrooms and to critically evaluate both the benefits and drawbacks of its integration into courses. This adopted qualitative research design, a series of semi-structured interviews of 12 college instructors. The data were analyzed with the help of reflexive thematic analysis to identify important patterns and themes in responses. The findings suggest huge potential for Generative AI in supporting personalization of learning, providing students with tailored experiences in learning. Furthermore, it appears to be enhancing student engagement in learning by creating more interactive learning environments. Further, it can help in reducing the administrative burden on educators since repetitive tasks would be relieved and allow educators more time for meaningful interaction with students. However, the report points out some challenges for its implementation. These range from ethical issues regarding how AI affects academic integrity and personal privacy, proper education and training of teachers who use AI tools, as well as overreliance of students on technology-the likely outcome is impeded ability of students to develop new skills. The best strategy would be adopting the hybrid model, bringing the traditional methods of instruction along with Generative AI.

Abstract In the era of digital transformation, cultural institutions worldwide are leveraging augmented reality (AR) to redefine visitor experiences, yet the psychological mechanisms underlying AR's impact on cultural engagement remain underexplored, particularly in the context of Chinese arts museums. This study investigates how AR-mediated interactive exhibitions enhance visitors' environmental perception (i.e., understanding of artworks' historical, social, and natural contexts) and foster cultural confidence, integrating theories from environmental psychology and social identity. Using a mixed-methods design, we conducted surveys (N = 500) and semi-structured interviews (n = 30) across three case studies: the Palace Museum's "Digital Treasure Gallery," Suzhou Museum's AR Garden, and Hunan Museum's Mawangdui AR Exhibition. Structural equation modeling (SEM) revealed that AR's interactivity and immersiveness significantly improved environmental perception (β = 0.62, p < 0.001), which in turn enhanced cultural confidence (β = 0.48, p < 0.01), with a mediating effect accounting for 63% of the total impact. Qualitative analysis identified two key pathways: (1) spatiotemporal reconstruction, where AR recreated artworks' original environments (e.g., ancient landscapes for traditional Chinese paintings), bridging the gap between historical contexts and modern viewers; (2) emotional resonance, where interactive elements (e.g., virtual craftsmanship simulations) fostered deeper emotional connections to cultural heritage. The findings demonstrate that AR serves as a dynamic tool for translating static art collections into "environmental narratives," enabling visitors to perceive art as embedded in broader ecological and social systems. This dual enhancement of cognitive understanding and emotional identification strengthens cultural self-assurance, aligning with China's goals of sustainable cultural inheritance (SDG 11.4) and social cohesion (SDG 16.9). For museum practitioners, the study advocates prioritizing "context-rich" AR designs that integrate environmental storytelling over technical spectacle, while highlighting the need for cross-disciplinary collaboration to maximize the psychological impacts of digital cultural initiatives.

Abstract Drawing from Intersectional theory, this qualitative study explores two research questions: the employment challenges faced by persons with disabilities (PWDs) and the employers’ perception of small and medium-sized enterprises (SMEs) in hiring PWDs. A thematic analysis is adopted and addresses two main research questions by using semi-structured interviews with ten SMEs operators. The results for the first research question point to four related problems: employers not knowing enough about the skills of PWDs and not recognizing them, common stereotypes and societal views, physical barriers and infrastructure issues in the workplace, and employers concerned about cost and resources. The second research question revealed SMEs employers’ reluctance to hire persons with disabilities because of a lack of understanding of their skills and perceive them as difficult to work with. It also recognizes potential facilitators, like the importance of variety and the practicality of focused interventions such as specialized training, financial incentives such as tax breaks, and peer-support networks. Results from this study demonstrated that hiring people with disabilities is affected by a combination of factors, namely, their disabilities, employer biases, and the restrictions faced by SMEs. These indicate the importance of multi-tiered interventions that deal with both structural and attitudinal barriers, thus, the study importance in theoretical and practical effects. Most importantly, it promotes the hiring of PWDs as a shared responsibility between employers, policy makers, and society.

Abstract This psychocultural study explores the relationship between musical transmission and collective memory within the Tujia ethnic minority in China, focusing on the role of traditional folk songs as mnemonic vessels for cultural identity. Using a mixed-methods design across three generational cohorts, the study applies four novel analytical techniques—Multi-Generational Transmission Analysis (MGTA), Digital Cognitive Mapping, Biometric Coding, and Network Analysis—to examine how emotional engagement, symbolic coherence, and social learning contexts shape memory retention. The findings indicate a marked generational decline in cultural knowledge, especially in contextual understanding and symbolic literacy. Emotional synchrony during ritual-based transmission emerged as a strong predictor of memory retention, while institutional instruction showed limited efficacy. Furthermore, most lyrical and symbolic changes reflected cultural erosion rather than creative innovation. The study concludes that sustainable heritage preservation depends not only on documentation but on revitalizing embodied, affective, and community-rooted learning environments that support psychocultural continuity.

Abstract This study proposes a generative artificial intelligence framework that integrates prompt engineering and K-means clustering to generate stylized dialogues from the tradition of Dream of the Red Chamber. The prompts for each character were constructed from the linguistic features of classical texts, and each generated sentence was encoded into semantic, lexical, and keyword-based features. K-means clustering was used to identify stylistic categories, and the number of clusters was validated using the Elbow Method and the Silhouette Coefficient. Evaluation used BLEU, Perplexity, and a custom Style Consistency Score. As a result, the K-means-enhanced model improved fluency and style consistency over the baseline. This method provides a quantitative approach to improving generative models in traditional cultural domains.

Abstract Background:  University students worldwide face escalating mental health challenges, yet their access to appropriate psychological support services remains critically limited. Despite growing institutional awareness of student well-being needs, systematic barriers continue to impede effective service utilization, creating a concerning gap between mental health needs and actual service engagement. Objective:  This systematic review aims to comprehensively identify and analyze the multifaceted barriers that prevent university students from accessing mental health services, while simultaneously evaluating the effectiveness of interventions designed to address these obstacles. Methods:  Following PRISMA guidelines [1] We conducted an extensive systematic review by searching seven electronic databases, including PubMed, PsycINFO, ERIC, CINAHL, Web of Science, Scopus, and the Cochrane Library for studies published between January 2017 and December 2024. We included empirical studies examining barriers to accessing mental health services among university students aged 18-30 years. Study quality was rigorously assessed using the Mixed Methods Appraisal Tool [2]  and Newcastle-Ottawa Scale [3] . Data synthesis employed structured narrative analysis complemented by quantitative analysis where appropriate. Results:  Our comprehensive search identified 2,847 initial records, from which 45 studies meeting strict inclusion criteria were analyzed, encompassing 78,392 participants across 23 countries. Through systematic analysis, three primary barrier categories emerged: individual-level barriers, including stigma, misconceptions, and help-seeking reluctance; structural barriers, encompassing financial constraints, service availability, and accessibility issues; and institutional barriers, involving inadequate resources, insufficient staff training, and system integration failures. Financial constraints emerged as the most frequently reported barrier across 69% of studies, followed closely by stigma-related concerns in 64% of studies and limited-service awareness in 58% of included research. Analysis of intervention studies revealed moderate effectiveness for comprehensive, multi-component approaches that address barriers at multiple levels simultaneously. Conclusions:  Multiple interconnected barriers create complex obstacles to university students' access to mental health services. The evidence strongly supports implementing multi-level interventions that simultaneously address individual, structural, and institutional factors rather than targeting isolated barriers. Future research should prioritize implementation science approaches and examine the long-term sustainability of barrier-reduction interventions in diverse university settings.

Abstract This systematic review synthesizes 25 empirical studies (1/1/2015–16/6/2025) to examine the impact of teachers’ digital competence on students’ academic self-efficacy, learning engagement, and other related outcomes. The findings reveal that teachers’ digital competence boosts academic self-efficacy by fostering confidence and self-regulation. It also enhances learning engagement across behavioral, emotional, and cognitive dimensions. These effects are supported by frameworks such as TPACK and Social Cognitive Theory. Quantitative research and questionnaires were the most commonly used methods, and technology integration environments (e.g., AR/VR, AI tools) in improving students’ other related outcomes were the most frequent variable focus. However, the existing research exhibits geographical biases (with a predominance of studies from developed regions), methodological limitations (including an overreliance on cross-sectional surveys), and a focus on higher education, which leaves K-12 and vocational contexts underexplored. Key gaps include inconsistent measurement tools and insufficient examination of mediating mechanisms (e.g., the role of academic self-efficacy in the relationship between teachers’ digital competence and learning engagement). This review underscores the need for longitudinal studies, standardized assessments, and more equitable research representation in economically underdeveloped regions. Practical implications highlight the importance of integrating technical and pedagogical training in teacher development programs to optimize digital learning environments.

Abstract This study addresses a crucial aspect of school success in the context of current educational reforms by methodically examining how instructional leadership indirectly affects student outcomes through teacher self-efficacy. In order to synthesise methodological approaches, research trends, and conceptual frameworks across various educational contexts, bibliometric mapping and qualitative content analysis were integrated into a systematic literature review of 34 peer-reviewed empirical studies published between 2015 and 2025, adhering to PRISMA 2020 guidelines. The results demonstrate that by defining school missions, overseeing instructional programs, and creating a supportive learning environment, instructional leadership raises teacher self-efficacy and boosts teachers' confidence in their ability to deliver instruction, manage the classroom, and engage students. Although the review shows a preponderance of quantitative designs, a narrow cross-cultural breadth, and a dearth of longitudinal and mixed-methods research, which limit subtle contextual insights, these processes do contribute to increased student accomplishment. The report offers evidence-based suggestions for leadership development programs that aim to improve student learning outcomes by increasing teacher efficacy. In addition to highlighting methodological and contextual priorities for future research, this review adds originality and value to the field by providing an integrative conceptual framework that elucidates the psychological processes connecting instructional leadership to educational outcomes.

Abstract This systematic review synthesizes empirical studies published between 2019 and 2025 on the relationship between distributed leadership (DL) and teacher self-efficacy (TSE) in Mainland China. A total of 8,742 records were retrieved from major academic databases, with 10 high-quality studies selected through a PRISMA-guided screening process. The findings reveal a consistently positive association between DL and TSE, mediated by factors such as teacher collaboration, professional trust, teacher leadership, and ICT integration. Moderating influences, including interpersonal trust, school culture, and regional disparities, underscore the contextual complexity of DL within China’s dual centralized governance structure and high power-distance culture. This review clarifies the mechanisms through which DL supports TSE and offers culturally responsive recommendations. It advocates for embedding DL into teacher professional development, strengthening departmental collaboration, increasing teacher leadership participation, and incorporating indigenous philosophies such as Wang Yangming’s “unity of knowledge and action” to enhance intrinsic teacher agency. Overall, this review enriches the cultural lens of educational leadership and offers actionable strategies for fostering teacher professional growth.