Peta International Journal of Social Science and Humanity
The Peta International Journal of Social Science and Humanity (PIJSSH) is an open access, peer-reviewed international journal focused on social, applied, and theoretical research. The goal of PIJSSH is to encourage interdisciplinary social science research and offer valuable and influential research work to a global audience as well as an international community of scholars.
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Developing an Integrated Pedagogical Model for Digital Colour Education to Bridge Theory and Authentic Design Practice in Higher Education
Digital colour competence has become increasingly important as design practice moves across screen-based, interactive and computational environments, yet colour education in higher education may continue to separate conceptual instruction from authentic digital practice. This study develops and empirically grounds an Integrated Pedagogical Model for Digital Color Principles that connects theoretical understanding with authentic design activity. Guided by an interpretivist, social-constructivist orientation, the research employed a qualitative case study within a Digital Media Art programme at Guangzhou Huashang College, China. Evidence was generated through classroom observations, semi-structured interviews, reflective journals, student design artefacts and curriculum documents and analysed using reflexive thematic analysis and qualitative synthesis. The analysis identified four interrelated pedagogical requirements: authentic theory-practice integration, collaborative knowledge construction, reflective learning and technology-enhanced design practice. These requirements, together with the study's theoretical foundations and formative-assessment evidence, informed a six-component model comprising theoretical conceptual learning, authentic digital design practice, collaborative learning, reflective practice, a technology-enhanced learning environment, and continuous formative feedback and assessment. Implementation evidence indicated stronger integration of conceptual reasoning with design practice, greater learner autonomy and more explicit professional judgement. The study contributes an empirically grounded pedagogical architecture for digital colour education and argues that technology becomes educationally productive when embedded within coherent cycles of conceptualisation, making, critique, reflection and revision.
Copyright (c) 2026 Zhu Ziyou, Mohd Fawazie bin Arshad https://creativecommons.org/licenses/by-sa/4.0
The Influence of Talent Management Practices on Employees' Intention to Stay in Chinese Private Enterprises: Evidence from a PLS-SEM Study
This study examines the influence of four talent management practices—training and development, compensation and rewards, career growth opportunities, and employee recognition—on employees' intention to stay in Chinese private enterprises. The study responds to the growing retention challenge faced by private firms operating in a labour market characterised by high employee mobility, competition for skilled workers, changing career expectations, and competition with state-owned and multinational organisations. Drawing on Human Capital Theory, Social Exchange Theory, and the Resource-Based View, a quantitative cross-sectional survey was conducted with 384 full-time employees from private enterprises in manufacturing, technology, retail, and e-commerce across eight Chinese cities. The measurement and structural models were assessed using Partial Least Squares Structural Equation Modelling in SmartPLS 4, following preliminary data screening and descriptive analysis in SPSS. The measurement model demonstrated satisfactory psychometric quality: outer loadings ranged from 0.781 to 0.861, Cronbach's alpha from 0.895 to 0.912, composite reliability from 0.922 to 0.935, and average variance extracted from 0.680 to 0.732. All four hypothesised relationships were positive and statistically significant. Career growth opportunities were the strongest predictor of employees' intention to stay (β = 0.431, t = 8.94, p < 0.001), followed by compensation and rewards (β = 0.257, t = 5.68, p < 0.001), employee recognition (β = 0.154, t = 3.47, p < 0.001), and training and development (β = 0.140, t = 3.05, p = 0.002). The model explained 50.3% of the variance in intention to stay (R² = 0.503), demonstrated predictive relevance (Q² = 0.347), and achieved satisfactory model fit (SRMR = 0.061). The findings show that retention in Chinese private enterprises is best understood as the outcome of an integrated talent management system, with visible long-term career pathways playing a particularly decisive role. The study contributes context-specific evidence for Chinese private enterprises and provides practical guidance for prioritising career development, competitive reward systems, meaningful recognition, and continuous employee development.
Copyright (c) 2026 Jiao Zhen https://creativecommons.org/licenses/by-sa/4.0
From Adaptive Teaching Theory to Classroom Practice: A Design-Based Research Protocol for Diverse Learners
The theory–practice gap remains a persistent problem in education because research often produces abstract principles, whereas classroom teaching requires situated judgment under conditions of learner diversity, curricular constraint, and uncertainty. This paper presents a design-based research (DBR) protocol for developing and refining an Adaptive Teaching Framework (ATF) intended to translate established principles of adaptive teaching into an observable and revisable classroom decision architecture. The framework integrates research on adaptive teaching, differentiated instruction, inclusive pedagogy, formative assessment, scaffolding, and teacher professional judgment. Rather than introducing new mechanisms of adaptation, the ATF organizes established principles into six interdependent decision functions: planning for learner diversity; interpreting learner needs; selecting an adaptive response; enacting and calibrating support; evaluating learner response through formative evidence; and reflecting and recalibrating instruction. The framework is explicitly recursive, with both in-lesson and between-lesson feedback loops, and is constrained by an inclusive-pedagogy principle requiring adaptation to preserve participation in shared curricular purposes. A two-cycle DBR protocol is proposed in authentic school settings, combining teacher co-design, classroom implementation, observation, interviews, teaching artifacts, formative evidence, and documented framework revision. The study asks how teachers interpret and enact the framework, which design features support or constrain its use, how contextual conditions shape adaptation, how the framework changes across iterative cycles, and what evidence of student participation and learning should inform revision. Because fieldwork has not yet been conducted, no findings are reported. The intended contribution is to provide an empirically revisable account of how adaptive-teaching principles are translated into classroom decision processes and how classroom evidence, in turn, modifies the framework and its underlying design principles.
Copyright (c) 2026 Dai Jinjing https://creativecommons.org/licenses/by-sa/4.0
Human-Centered Education in the Age of Artificial Intelligence: A Delegation Framework for Teacher–Student Relationships, Learner Agency, and Ethical Formation
As artificial intelligence (AI) systems become increasingly capable of performing instructional, explanatory, assessment, feedback, and tutoring functions, education faces a question that is theoretical as much as technological: which educational functions can appropriately be delegated to AI, and which require continuing human participation because their value depends on relational, agentic, ethical, or accountable forms of educational practice? This article develops the Human-Centered AI Education Framework (HCAI-EF), a theoretical framework for addressing this delegation problem. Drawing on relational pedagogy, theories of subjectification and educational purpose, social-cognitive and self-determination perspectives on agency, and dialogic and care traditions, HCAI-EF conceptualizes human-centered AI-mediated education through three interdependent dimensions: teacher–student relationships, learner agency, and ethical formation. The framework distinguishes three modes of educational delegation: AI-delegable functions, for which automation does not ordinarily alter the central educational purpose of the activity; AI-augmented functions, in which AI may contribute substantially but meaningful human judgment and oversight remain necessary; and human-primary relational functions, for which interpersonal recognition, contextual judgment, moral accountability, or formation constitutes part of the educational value itself. Rather than classifying technologies categorically, the framework evaluates educational functions according to their relational constitutiveness, judgmental complexity, accountability requirements, and consequences for learner agency. It further distinguishes AI replacing educational tasks, augmenting teachers, augmenting learners, and mediating teacher–student interaction, recognizing that AI can expand accessibility, personalization, participation, and autonomy while also creating risks of cognitive substitution, inappropriate reliance, relational displacement, and diminished accountability. The article derives empirically testable propositions and specifies boundary conditions for future research. HCAI-EF therefore shifts the central question from whether AI can perform an educational task to whether, and under what conditions, delegating that task preserves the human purposes through which it acquires educational meaning.
What Makes Learner-Centered Teaching Effective? Protocol for a Systematic Review and Meta-Analysis of Pedagogical Approaches, Design Characteristics, and Contextual Moderators
Learner-centered pedagogies are generally associated with favorable educational outcomes, but their effects vary substantially across instructional approaches, educational settings, outcomes, and implementation conditions. Existing meta-analyses have typically examined individual pedagogical traditions such as cooperative, problem-based, inquiry-based, project-based, or flipped learning using different eligibility criteria, outcome classifications, effect-size metrics, and analytical strategies. Consequently, the literature provides stronger evidence about whether particular approaches are effective on average than about the design characteristics and contextual conditions that may explain variation in their effectiveness. This protocol describes a systematic review and meta-analysis designed to address that gap. For the purposes of the review, learner-centered pedagogy is operationalized as instruction in which learners make substantive contributions to the learning process through active cognitive engagement, interaction, inquiry, application, reflection, or adaptation to learner needs, while teachers retain an intentional role in structuring and supporting learning. Eight pedagogical families will be examined: collaborative/cooperative learning, problem-based learning, inquiry-based learning, project-based learning, flipped learning, dialogic teaching, experiential/service learning, and personalized/adaptive learning. Rather than treating these labels as homogeneous interventions, the review will additionally code theoretically relevant design characteristics, including instructional guidance and scaffolding, interaction and group structure, intervention duration, teacher preparation, technological support, and implementation fidelity. The review will follow PRISMA-compatible procedures for systematic searching, independent screening, data extraction, risk-of-bias assessment, effect-size estimation, random-effects meta-analysis, treatment of statistically dependent effect sizes, moderator analysis, sensitivity analysis, and assessment of small-study and reporting biases. Academic achievement and learning performance will constitute the primary outcome domain, while cognitive, motivational, self-regulatory, social, and attitudinal outcomes will be analyzed as distinct secondary domains rather than combined into a single overall effect. Comparisons with conventional/business-as-usual instruction and comparisons with alternative learner-centered approaches will also be analyzed separately. No empirical results are reported because the systematic search and meta-analysis have not yet been completed. The intended contribution is to move beyond family-level judgments about whether learner-centered teaching “works” toward a theory-informed account of which design characteristics and contextual conditions are associated with stronger or weaker educational effects.
Copyright (c) 2026 Dai Jinjing, Fahmi Fadhl Al-Hosaini https://creativecommons.org/licenses/by-sa/4.0
Governance Outweighs Environmental and Social Performance in Driving Sustainable Industrial Park Performance during China’s ESG Transition
China's transition toward carbon neutrality has positioned Environmental, Social, and Governance (ESG) performance as a cornerstone of sustainable industrial development. Industrial parks, which serve as the primary engines of China's manufacturing economy, face increasing pressure to integrate ESG principles into their operations. Yet limited empirical evidence identifies which ESG dimension contributes most to sustainability performance within these complex industrial ecosystems. Drawing on Stakeholder Theory, Institutional Theory, and the Resource-Based View, this study develops and tests a theoretical framework that positions governance as the dominant ESG capability driving sustainable industrial park performance. Using a sequential explanatory mixed-methods design, survey data from 200 ESG stakeholders across industrial parks in Shandong Province were analyzed through partial least squares structural equation modeling (PLS-SEM), complemented by 20 semi-structured interviews. The results reveal that all three ESG dimensions significantly influence sustainability performance, with governance exerting the strongest effect (β = 0.338, p < 0.001), followed by environmental performance (β = 0.246, p < 0.001) and social performance (β = 0.192, p < 0.001). Government support positively moderates the ESG–sustainability relationship (β = 0.163, p = 0.002), indicating that institutional facilitation amplifies the effectiveness of ESG implementation. The integrated framework explains 68.3% of the variance in sustainability performance. These findings extend ESG research from firm-level analysis to industrial park ecosystems and identify governance as a strategic organizational capability rather than merely a compliance mechanism. The study offers actionable insights for policymakers strengthening ESG governance frameworks and park managers seeking to prioritize institutional capacity building in pursuit of China’s Dual Carbon objectives.
Copyright (c) 2026 Liu Qi, Tarekol Islam Maruf https://creativecommons.org/licenses/by-sa/4.0
A Unified Multimodal Framework for Joint Visual Question Answering and Image Captioning
Recent advances in vision–language models have significantly improved performance on multimodal tasks such as Visual Question Answering (VQA) and image captioning. However, most existing approaches address these tasks independently, resulting in redundant model architectures and limited cross-task knowledge transfer. In this paper, we propose a unified multimodal framework that jointly learns VQA and image captioning within a single architecture. The proposed model employs a shared vision–language encoder combined with task-specific decoding heads, enabling efficient parameter sharing and improved generalization across tasks. To enhance cross-modal alignment, we introduce a cross-attention mechanism that jointly models interactions between visual features, questions, and captions. In addition, a multi-task learning objective is designed to balance generative and discriminative training signals. We evaluate the proposed framework on the VQA v2 and MSCOCO benchmarks. Experimental results show that our approach achieves +1.7% improvement in VQA accuracy and +4.2 CIDEr score in captioning, while reducing model parameters by approximately 30% compared to separate task-specific models. Furthermore, the unified model demonstrates improved robustness and generalization by leveraging complementary information across tasks. These findings highlight the effectiveness of joint multimodal learning for efficient and scalable vision–language understanding.
Copyright (c) 2026 Wu Zhan, Anwar Saif https://creativecommons.org/licenses/by-sa/4.0
Can EdTech Bridge the Educational Divide? A Study of Digital Learning in Rural Chinese Schools
This conceptual review explores the role of educational technology (EdTech) in addressing the persistent educational divide between urban and rural regions in China. Drawing on existing literature, policy documents, and government initiatives, the paper critically examines the extent to which digital learning tools and platforms have contributed to improving access, equity, and learning outcomes in rural Chinese schools. The analysis highlights both the progress made through national strategies such as the "Smart Education of China" initiative and the ongoing challenges related to infrastructure gaps, teacher readiness, and student engagement. The paper concludes with policy recommendations aimed at enhancing the effectiveness and inclusiveness of EdTech interventions, emphasizing the need for context-sensitive approaches and sustainable investment in rural education.
Copyright (c) 2026 Zheng Wenjuan https://creativecommons.org/licenses/by-sa/4.0
Language Policy and Identity in Chinese Classrooms: The Case of Mandarin and Local Dialects
This paper explores the intersection of language policy and identity formation in Chinese classrooms, focusing on the dominance of Standard Mandarin (Putonghua) and its impact on students who speak local dialects such as Cantonese, Shanghainese, Hokkien, and others. While national language policies have promoted linguistic unification as a means of fostering national identity and socioeconomic mobility, these policies often marginalize regional linguistic identities. Drawing from sociolinguistic theory and a review of policy documents and existing literature, this study examines how students experience language regulation in educational settings and how their linguistic identities are shaped, negotiated, or suppressed in the process. The paper argues for a more inclusive approach to language education that acknowledges linguistic diversity as a cultural asset rather than a barrier to national cohesion.
Copyright (c) 2025 Zheng Wenjuan https://creativecommons.org/licenses/by-sa/4.0
Revisiting the Urban-Rural Education Divide: Implications from Sociocultural Theory
The urban–rural education divide continues to be a pervasive feature of educational inequality globally, reflected in disparities in access, infrastructure, teacher quality, and learning outcomes. While policy responses often emphasize resource redistribution and infrastructural development, they frequently overlook the cultural, linguistic, and contextual dimensions that shape educational engagement. This paper re-examines the urban–rural divide through the lens of sociocultural theory, foregrounding the view that learning is socially situated, culturally mediated, and deeply influenced by place-based experience. Drawing on Vygotsky’s foundational concepts and subsequent contributions to sociocultural thought, the paper critiques dominant, urban-centric educational models and argues for a more nuanced understanding of rural learners’ identities, knowledge systems, and community practices. Through a critical review of literature and theoretical application, the paper advocates for a reconceptualization of educational equity that centers context, cultural relevance, and local agency in both pedagogy and policy.
Copyright (c) 2025 Tian Sha, Wu Xiaoxiao, Su Li, Zhao Wenmeng https://creativecommons.org/licenses/by-sa/4.0
The Role of School Leadership in Implementing National Education Goals: A Theoretical Perspective from the Chinese Context
School leadership is increasingly recognized as a critical driver of educational reform and policy implementation worldwide. In China, where national education goals are shaped by centralized planning but executed at the local level, school leaders play a pivotal intermediary role. This paper explores how school leadership contributes to the realization of national education goals such as equity, quality, and modernization through a theoretical lens grounded in the Chinese educational context. Adopting a theoretical and conceptual analysis approach, the study draws upon established leadership frameworks including instructional, transformational, and distributed leadership, applying them to the unique structure and culture of the Chinese education system. A targeted review of relevant Chinese education policies and academic literature informs the interpretation and contextualization of these models. The analysis reveals that while Chinese school leaders are increasingly expected to act as agents of change, their roles are often constrained by hierarchical bureaucratic structures, top-down accountability mechanisms, and limited autonomy. Nevertheless, emerging practices, particularly those incorporating distributed and instructional leadership strategies, show promise in aligning school-level initiatives with national priorities. The findings suggest that effective school leadership in China requires both systemic support and cultural adaptation of global leadership models. Enhancing the capacity of school leaders to interpret, adapt, and implement national education goals is essential for the success of ongoing reforms. This paper offers a conceptual foundation for understanding the leadership-policy nexus in centralized education systems and provides implications for leadership development and policy alignment in China and similar contexts.
Copyright (c) 2025 Xue Pengfei , Li Meng https://creativecommons.org/licenses/by-sa/4.0
Enhancing Tourist Satisfaction through Smart Tourism: Evidence from Urban Cities in China
Background: Smart tourism represents a paradigm shift in urban destination management, integrating advanced technologies such as artificial intelligence (AI), big data analytics, and mobile applications to optimize the tourist experience. Despite China's global leadership in deploying smart tourism infrastructure, a disconnect persists between technological implementation and actual tourist satisfaction—raising questions about the effectiveness of current digital strategies. Methods: This study adopts a quantitative, causal-explanatory research design to investigate the influence of five core smart tourism technology attributes—information availability, personalization, accessibility, interactivity, and security—on perceived value and tourist satisfaction. Data were collected from 450 tourists in Beijing and Shanghai using a structured questionnaire, of which 420 valid responses were analyzed. Structural Equation Modeling (SEM) was employed to test the hypothesized relationships. Results: The analysis reveals that personalization (β = 0.32, p < 0.001), interactivity (β = 0.21, p < 0.001), and information availability (β = 0.27, p < 0.01) significantly enhance perceived value (R² = 0.62), which in turn strongly predicts tourist satisfaction (β = 0.46, p < 0.001; R² = 0.68). Furthermore, satisfaction positively influences revisit intention (β = 0.38), word-of-mouth (β = 0.34), and willingness to pay a premium (β = 0.29), all at p < 0.001. Mediation analysis confirms that perceived value partially mediates the relationship between smart tourism attributes and satisfaction. Conclusion: This study contributes to smart tourism theory by extending the Stimulus–Organism–Response (S-O-R) framework and enriching the Technology Acceptance Model (TAM) with post-adoption constructs such as perceived value and satisfaction. The findings offer actionable insights for tourism stakeholders, emphasizing the importance of aligning technological innovation with user-centered design, trust-building mechanisms, and inclusive accessibility. These strategies are vital to narrowing the expectation–experience gap and enhancing the overall effectiveness of smart tourism initiatives in urban contexts.
Copyright (c) 2025 Yao Dingzhao, Tarekol Islam maruf https://creativecommons.org/licenses/by-sa/4.0
University Graduates and Employment Challenges: Causes, Impacts, and Countermeasures
This review synthesizes theories and evidence on why many university graduates encounter difficult school-to-work transitions, and which responses most effectively improve outcomes. Conceptually, job-market signaling helps explain why degrees increasingly struggle to differentiate candidates in crowded markets: credentials act as imperfect proxies for productivity and can fuel credential inflation without guaranteeing job-ready skills. Empirically, graduate employment difficulties arise from intersecting drivers high expectations, limited practical experience, inadequate career guidance, and rapid digital transformation impelling multi-actor solutions that engage universities, employers, governments, and graduates themselves. The evidence base points to the value of demand-linked, authentic learning: work-integrated learning (WIL) including internships, co-ops, and project-based placements improves job readiness and eases transitions when designed with clear outcomes, supervision, and reflection. The review also documents economic and psychosocial consequences of delayed or poor matches skill atrophy, slower mobility, and “scarring” effects on earnings and stability underscoring the costs of prolonged underemployment. Beyond supply-side reforms, promising policies pair curriculum renewal with demand creation and de-risking measures (sectoral partnerships, apprenticeship systems, targeted training, entrepreneurship supports), alongside robust career services and labor-market information to calibrate expectations and close feedback loops to programs. Overall, the review argues for a systems approach: quality-assured experiential learning, transparent skills signaling (including micro-credentials), and coordinated policy that expands suitable early-career roles. Such architectures not only raise first-job placement and match quality but also build adaptability for repeated transitions as digitalization and AI continue to reshape work
Copyright (c) 2025 Sun Yahui, Bunengi Henry Dagogo https://creativecommons.org/licenses/by-sa/4.0
The Influence of Subject-Specific Teacher Professional Development on Student Achievement In Secondary Schools In China
This study investigates the influence of subject-specific teacher professional development (SS-TPD) on student achievement in secondary schools across China. Drawing on a quantitative design, data were collected from 376 teachers through structured questionnaires and matched with student performance records. The study examined both direct and indirect effects of SS-TPD on student outcomes, mediated by teacher pedagogical practices (TPP). Structural Equation Modeling (SEM) using PLS-SEM techniques confirmed strong and significant relationships among the constructs. Findings revealed that SS-TPD had a substantial positive effect on TPP (β = 0.805, p < 0.001) and student achievement (β = 0.374, p < 0.001), with TPP also exerting a positive influence on achievement (β = 0.342, p < 0.001). Moreover, TPP partially mediated the relationship between SS-TPD and achievement, underscoring the central role of effective pedagogy in translating teacher learning into student success. The study highlights the importance of sustained, collaborative, and content-focused professional development within China’s exam-driven educational context. Implications are drawn for theory, practice, and policy, emphasizing the need for systemic support and equitable access to SS-TPD, particularly in under-resourced regions.
Copyright (c) 2025 Cai Jinru , Nurliza Haslin Muslim https://creativecommons.org/licenses/by-sa/4.0
Exploring the Integration of Chinese Traditional Elements in Visual Communication and Its Influence on Cultural Identity and Public Perception: A review
This review synthesizes scholarship on how Chinese traditional elements, especially calligraphy, ink-wash aesthetics, and symbolic/color systems—are integrated into contemporary visual communication and how these integrations shape cultural identity and public perception. Framed by semiotics, cultural identity theory, and visual rhetoric, the analysis traces a long arc from heritage iconographies , dragon–phoenix dyads, porcelain blues, auspicious reds, to their recontextualization in branding, packaging, advertising, and digital interfaces. Across cases, traditional elements act as semantic carriers anchoring continuity and as rhetorical operators engineered for persuasion, yet reception varies by audience familiarity, generation, and cultural background. The review identifies three persistent gaps: limited systematization of design methods (selection, abstraction, orchestration), insufficient evidence on identity outcomes, particularly for younger publics—and under-segmented audience research. Ethical considerations provenance, regional diversity, and risks of tokenization are discussed alongside glocalization strategies for cross-cultural legibility. The review contributes an integrative framework that links form to meaning and reception, offering guidance for designers, marketers, and cultural institutions seeking culturally responsible, audience-aware applications of Chinese visual heritage.
Copyright (c) 2025 Jia Baojie, Syed alwi bin syed abu bakar https://creativecommons.org/licenses/by-sa/4.0
The Impact of Climate Change on Urban Health and Social Inequality
This paper examines the intersection of climate change, urban health, and social inequality. As global temperatures rise, urban environments face intensified heatwaves, air pollution, flooding, and vector-borne diseases. Vulnerable populations—such as the poor, elderly, and marginalized groups—bear a disproportionate share of these impacts due to inadequate housing, poor healthcare access, and limited adaptive capacity. Drawing on recent studies and urban case analyses, the paper investigates how climate-related stressors exacerbate health disparities and deepen existing inequalities. Using a mixed-methods approach, we analyze environmental data, health outcomes, and socioeconomic indicators to explore pathways linking climate risks with social vulnerability. The findings underscore the need for climate-sensitive urban planning, public health interventions, and social protection policies. Addressing climate change as a health and equity issue is essential for sustainable development and inclusive resilience building in cities worldwide.
Copyright (c) 2025 Liang Jing, He Chunbo https://creativecommons.org/licenses/by-sa/4.0
The Impact of Social Media on Youth Mental Health: Challenges and Opportunities
This study explores the multifaceted relationship between social media usage and youth mental health. With the rapid integration of digital platforms into daily life, concerns regarding psychological well-being among young people have grown. The paper highlights the dual role of social media: as a facilitator of social connection, self-expression, and learning, but also as a potential source of anxiety, depression, and social comparison. By reviewing existing literature, examining recent studies, and analyzing case data, this paper aims to identify both the risks and opportunities posed by social media. The research problem centers on understanding how excessive and unregulated use affects mental health outcomes, while the objective is to propose strategies for fostering healthier digital engagement. Findings emphasize the need for balanced policy frameworks, digital literacy education, and parental/peer support to mitigate adverse effects.
The Role of Digital Governance in Enhancing Public Service Delivery in China's Local Governments
This study explores the field of digital governance and its effect on public service delivery in local governments in China, addressing the pressing problem of citizen engagement and accessibility to digital platforms. The objective is to investigate how digital governance initiatives influence citizen experiences and perceptions, particularly in terms of usability, engagement, and concerns about data privacy. Utilizing qualitative methodologies, including semi-structured interviews and focus group discussions, the research captures insights from both government officials and citizens. Results indicate significant usability challenges, with 75% of citizens struggling to navigate digital services, which adversely affects their engagement. While digital initiatives enhance opportunities for citizen feedback and participation, mixed perceptions regarding the quality of interactions highlight the necessity for improved responsiveness from government officials. Accessibility issues are particularly pronounced among lower socioeconomic groups, where 70% reported difficulties accessing digital services. Furthermore, although 80% of officials observed improvements in service efficiency, 55% of citizens expressed concerns about data privacy and security, illustrating a disconnect between official perspectives and public apprehensions.
Copyright (c) 2024 Pan Chenxi, Marsudi Lestari https://creativecommons.org/licenses/by-sa/4.0
Talent Retention Strategies in China's High-Tech Industry: A Human Resource Perspective
This research explores talent retention strategies in high-tech industries in China, addressing the pressing challenge of retaining skilled employees in a rapidly evolving and competitive environment. The primary objective of the study is to identify key factors that influence employee retention and to assess the effectiveness of various retention strategies. A quantitative methodology was employed, utilizing a structured survey distributed to 400 employees across multiple high-tech firms. The survey assessed employee perceptions of retention strategies, including financial incentives, career development opportunities, work-life balance initiatives, and employee engagement practices. The results reveal that employee engagement and recognition are the strongest predictors of retention intention, followed by career development opportunities and financial incentives. Work-life balance initiatives are also relevant but play a supportive role. These findings underscore the importance of a multifaceted approach to talent retention, emphasizing the need for organizations to implement comprehensive strategies that enhance employee satisfaction and loyalty. The study provides critical insights for human resource practices in high-tech industries and suggests further exploration of the long-term effects of these strategies.
Copyright (c) 2024 Liu Taiben, Suwitho https://creativecommons.org/licenses/by-sa/4.0
Managing Online Learning Tools in Chinese Higher Education: Strategic Impacts During and After COVID-19
This research addressing the significant challenges and transformations in educational practices brought about by the COVID-19 pandemic. The rapid shift to online learning highlighted the need for effective management of digital tools, as institutions struggled to maintain engagement and educational quality. The primary objective of this study is to evaluate the effectiveness of various online learning tools, understand the experiences of educators and students, and propose strategies for future implementation. Utilizing a qualitative methodology, the research involved in-depth interviews and focus groups with faculty and students across multiple Chinese higher education institutions. Participants evaluated platforms such as Zoom, Moodle, WeChat, and Tencent Meeting, focusing on usability, engagement, and overall effectiveness in achieving learning outcomes. The findings reveal distinct preferences for specific tools, with Zoom and WeChat emerging as particularly effective in fostering engagement and interaction. However, challenges related to accessibility and the varying effectiveness of different platforms were also identified. The study concludes with actionable recommendations for integrating hybrid learning models, enhancing technological infrastructure, and ensuring ongoing support and training for educators. These insights aim to guide institutions in creating a more effective and inclusive online learning environment in the post-pandemic landscape.
Copyright (c) 2024 Zhu Wenbin, Khuzaini https://creativecommons.org/licenses/by-sa/4.0
Exploring the Challenges of Implementing Smart City Technologies in Public Administration in China
This study explores the challenges faced by public administration in implementing smart city technologies in China, focusing on key barriers such as technological, institutional, social, and economic factors. As urban areas increasingly adopt smart technologies to enhance efficiency and quality of life, understanding these challenges becomes critical for successful implementation. The primary objectives of this research are to identify the key challenges, analyze their impact on the effectiveness of smart city initiatives, and propose evidence-based recommendations for improvement. A quantitative research methodology was employed, utilizing a structured online survey distributed to 300 public administrators and technology experts across China. Descriptive and inferential statistical analyses were conducted to assess the relationships between the identified challenges and the success of smart city projects. The results indicate significant negative relationships between all four types of challenges and the effectiveness of implementation efforts. Specifically, technological and institutional challenges were found to have the most substantial impact. These findings suggest that addressing these barriers through targeted interventions—such as improving infrastructure, streamlining bureaucratic processes, and enhancing public engagement—will be crucial for advancing smart city initiatives in China
Copyright (c) 2024 Zhang Yao,SettingsKrido Eko Cahyono https://creativecommons.org/licenses/by-sa/4.0
Administrative Leadership and Performance Management: Enhancing School Outcomes in Chinese Urban Schools
This study aimed to investigate the relationships between administrative leadership, performance management, and school outcomes in Chinese urban schools. Specifically, the objectives were to evaluate the impact of leadership on performance management practices, assess how performance management influences student outcomes, and explore the mediating role of performance management in this relationship. To achieve these objectives, a quantitative research design was employed, utilizing structured surveys to collect data from a diverse sample of administrators, teachers, and students across various urban schools in China. Statistical analyses, including correlation and regression analyses, were conducted to evaluate the relationships between the variables, supplemented by structural equation modeling to explore the mediating effects. The findings revealed a strong positive correlation between effective administrative leadership and performance management effectiveness. Both leadership practices and performance management were significant predictors of school outcomes, together explaining 52% of the variance in student performance. Additionally, performance management was identified as a crucial mediator between leadership and educational outcomes, indicating that effective leadership indirectly enhances student performance through robust performance management strategies. The implications of these findings are substantial for educational practice and policy. Schools should prioritize leadership development programs that cultivate transformational leadership skills among administrators and implement comprehensive performance management systems with clear evaluation metrics. By fostering a culture of collaboration and continuous improvement, educational leaders can significantly enhance student achievement. This research contributes valuable insights into the dynamics of leadership and performance management in the context of Chinese urban education and suggests directions for future research to further explore these relationships.
Copyright (c) 2024 Wang Qingtao, Sulistyo Budi Utomo https://creativecommons.org/licenses/by-sa/4.0
A Management Perspective on Academic Achievement: The Impact of Bilingual Education Policies in Chinese Primary Schools
This study investigates the impact of bilingual education policies on academic achievement in Chinese primary schools, addressing the growing need for effective educational strategies in increasingly diverse classrooms. Despite the recognition of bilingual education's potential, challenges persist in its implementation, particularly concerning student performance and program effectiveness. The primary objectives of this research to evaluate the correlation between bilingual education policy implementation and student academic outcomes, identify effective management strategies, and compare performance across different demographic and regional contexts. Utilizing a mixed-methods approach, the study combined quantitative analysis of standardized test scores, GPAs, and language proficiency assessments with qualitative insights from interviews and focus groups with educators, students, and parents. The findings revealed that students in bilingual education programs significantly outperformed their monolingual peers, with mean scores indicating substantial academic benefits. Key management strategies identified included continuous professional development, collaborative teaching, active community engagement, and data-driven decision-making. Comparative analysis highlighted performance disparities based on school demographics, showing that urban schools had better outcomes than rural schools, influenced by regional policies supporting bilingual education.
Copyright (c) 2024 Liu Zhibin, Triyonowati https://creativecommons.org/licenses/by-sa/4.0
A Management Point of View on the Innovative Use of Front Counter Technology in Hotels
The hotel industry places a significant emphasis on technological innovation as a critical strategic management issue. Despite this, much of the current research on hotel technology has concentrated on the processes of technology acceptance, despite the fact that technology adoption is required for the majority of staff. There is a gap in the academic understanding of the company-wide management processes and effects that are related with technological advancement. This study explored the effects affiliated with hotel front desk digitalization by a large and multi hotel corporation. This research has used the service innovation archetypes as a theoretical lens to conduct their investigation. Written interviews with 140 different hotel managers were carried out in accordance with a qualitative methodology. In order to analyse the data, a theme analysis in three steps was carried out. To be more specific, the sequential recruiting, learning, and deploying process that is connected with technological innovation, the outcomes of digitalization, and the experience value were investigated in order to establish a comprehensive operational framework. The framework gives users strategic information on how to successfully create and manage front desk technology.
Copyright (c) 2023 Shen Hua, Christin A Purba https://creativecommons.org/licenses/by-sa/4.0
Microservices and Web-Services: A Review
Microservices and web services are two architectural styles SOA. From theory point of view both are SOA styles having shared principals and concerns but in more detailed specifications a lot of differences exists. As application developer I need a clear and breve overview that summarize the concerns about each of web services and microservices starting from top level theory aspects ending with the most accurate details, as a complementary aspect of this review; a detailed review about implementation protocols of web services SOAP & REST (which can be used with microservices as well). As Microservice is the latest architectural style of SOA, this also work reviewed the most important challenges of implementing microservices over web services and reviewed comparison (from aspect of loose coupling) between microservices and web services declaring that microservices is more loosed in coupling.
Copyright (c) 2023 Saddam Meshaal, Anwar Saif https://creativecommons.org/licenses/by-sa/4.0
Role of knowledge Management in Customer-Related Business Activities
There is a lack of an overall framework for integrating traditional customer management features and functions with both the management of customer knowledge, especially in the circumstance of marketing decisions, in the existing customer business environment. While conventional CM has concentrated on transactional exchanges to handle customer contacts, KM systems support an organization's knowledge via the process of generating, organizing, distributing, and applying information to improve organizational performance and generate value. Creating knowledge-enabled CM procedures that allow firms to assess important business metrics such as customer happiness, customer profitability, or brand loyalty in order to support their business choices is only achievable by combining CM systems with KM systems. In this way, marketers will be able to tailor their responses to individual consumers' requirements rather of relying on broad generalizations about who their customers are. Using knowledge management technology, we provide an integrated framework for customer management in this study. CM development may be made easier thanks to the framework.
Copyright (c) 2022 Guo Yue https://creativecommons.org/licenses/by-sa/4.0
A Design Management Model: Processes, Operations, and Projects
An agenda for the study of design management is presented here. This agenda is predicated on an innovative conceptual underpinning for the management of operations. There are at least three distinct ways in which design processes may be conceived: (1) as a capable of transitioning inputs to outputs; (2) as a flow of materials and information over time and place; and (3) as a process of providing value for consumers. Each of these three perspectives has merit and should be considered. On the other hand, until very recently, the conversion model was the standard practice in the AEC (architectural, engineering, and construction) business. The existing thought and experience of design management is reviewed, basic hypotheses are suggested, and then a research program for design management based on those assumptions is proposed.
Copyright (c) 2022 Zhao Yan https://creativecommons.org/licenses/by-sa/4.0
Role of Digital Contents in Animation Design and Production in the Modern Computers’ Era
In the context of current animation design and production, computer artwork and the creation of digital entertainment technology may demonstrate a natural affinity between 3D art material and cartoon design and production; as a result, digital media technology is offered as an innovative design idea and technique, maximizing the production efficiency of basic needs. pictures from modern multimedia technology. The Times' progress requires cartoon design and production reform and innovation. Digital media in animated design and production promotes industry growth. Animation seeks light and shadow. Based on an examination of digital media properties, the system architecture and module functions are built. Animation design system framework is built on the scalability and effectiveness of digital media platforms. Digital content technology is ingeniously employed, and 3D animation style and modeling environment technology are merged to boost animation's intellectual information and level. The system's test shows that it runs properly and steadily. Digital modern media technology is integrated into cartoon creation and production to encourage digital development.
Copyright (c) 2023 Xu Zicheng, Cut Rostina, Abbas M. https://creativecommons.org/licenses/by-sa/4.0
Built Environment-related Sensing Procedure for the Asset Management Expenses Reduction
It is possible that sense inside built environment might help save money on asset management while also prolonging the lifespan of assets. Effects are often assessed at a distance from their origins in the built environment. There are significant systematic errors in the model's correlation values as a consequence of the use of approximations derived from a variety of sources, such as boundary layer, geometric simplifications, and numerical assumptions. Even when used during the design phase prior to construction, conservative behavior models sometimes fail to explain measurements of actual behavior. For asset management in a constructed setting, sensor data interpretation has a unique set of challenges. Research on multi model selection was originally prompted by research into model-based diagnostics, but developed into a technique for statistical model falsification. Parallel investigations produced measuring system design methodologies throughout the project. Bayesian model updating has recently been proved to be less exact and accurate in the absence of approximation models than standard applied Bayesian techniques. Details of full-scale case studies used to build model falsification are also briefly provided here. When it comes to data interpretation, the model-falsification technique gives engineers a simple-to-understand tool that fits right in with the built environment itself.
Copyright (c) 2025 Liu Yuanyuan, Syaifuddin, Hairoladenan Kasim, Abbas Al-Ghaili https://creativecommons.org/licenses/by-sa/4.0
The Role of Design Thinking to Revolution of the Management Education: Issues and Solutions
The design of goods and services is such an important aspect of a company's ability to compete in its industry that big corporations like Procter & Gamble have made it a priority to establish themselves as industry frontrunners in the field of product and service design. Beyond the realm of product and service design, design thinking, which refers to the process of approaching management problems in the same manner that designers approach design problems, may have significant repercussions for management. This is a novel concept that has recently begun to garner recognition in academic literature as well as in the business press. The promise of design as an approach to management has also caught the attention of the management press. Publications like BusinessWeek often highlight the achievements of designers and remark on the significance of design for business management. Issues that emerge have been examined in relation to the significance of innovation as well as the manner in which managers are being educated in these methods.
Copyright (c) 2023 Yu Xu, Cut Rostina, Fahmi Al-Hosaini https://creativecommons.org/licenses/by-sa/4.0