With the rapid advancement of information technology and digitalization, vocal music education in higher education institutions is facing unprecedented opportunities for transformation. This paper analyzes the current status and challenges of vocal music education in the digital era, explores the necessity of reform, and proposes new pathways for reform in areas such as updating pedagogical concepts, innovating teaching models, integrating digital resources, and strengthening faculty development. These efforts aim to provide theoretical support and practical references for constructing a scientific, efficient, and diverse digital vocal music education system.

This article systematically explores the practical challenges and optimization strategies in drama education from the perspective of enhancing literary literacy. It identifies three key issues in current drama education: tool-oriented goal-setting, limited teaching resources, and standardized evaluation mechanisms, which result in the underutilization of its potential for cultivating literary literacy. The article suggests constructing a goal system centered on literary literacy, developing a cross-media teaching resource library, and establishing a process-oriented and performance-based evaluation mechanism to promote the integration of drama education and literary literacy. These strategies aim to provide new insights for the advancement of both drama education theory and practical innovation.

With the rapid development of artificial intelligence (AI) and digital technologies, digital literacy has become a critical factor influencing the learning quality and professional competence of pre-service early childhood education teachers. Based on empirical research methods, this study explores the mechanism by which digital literacy affects online course satisfaction among pre-service early childhood education teachers through learning engagement. Data analysis of 420 valid questionnaires from three universities revealed that: (1) digital literacy significantly and positively predicts online course satisfaction; (2) learning engagement plays a partial mediating role between digital literacy and satisfaction. The findings provide empirical evidence and curriculum improvement suggestions for teacher education institutions to cultivate future early childhood educators with digital competence.

The in-depth penetration of social media has reshaped the interaction patterns and identity expression paths of sports fans. Taking college student sports fans as the research object, this study explores the construction mechanism of their identity in the social media environment based on Social Identity Theory and Uses and Gratifications Theory, combined with digital ethnography and case study methods. The research finds that college student sports fans achieve identity construction through four dimensions: information acquisition and interactive practice, symbolic consumption and identity performance, community belonging and group polarization, and content production and participatory culture. Their identity construction is cross-influenced by platform technical characteristics, campus sports culture, and cross-cultural contexts. This study provides a new perspective for understanding the digital identity of youth groups and offers references for the construction of college sports culture and the operation of social media platforms.

As a crucial component of higher education reform in the new era, ideological and political education embedded in professional courses—known as curriculum-based ideological and political education—aims to integrate moral cultivation with knowledge and competence development. However, existing evaluation systems for such courses often suffer from fragmented standards, insufficient feedback mechanisms, and weak sustainability. This study employs the CIPP (Context–Input–Process–Product) evaluation framework to construct a sustainable evaluation system for curriculum-based ideological and political education in universities. Using a sample of 200 students and 20 faculty members from a comprehensive university, data were collected across four dimensions: context, input, process, and product. Analytical methods included descriptive statistics, factor analysis, and regression modeling. Results demonstrate that policy support, teacher competence, classroom interaction, and feedback mechanisms significantly affect learning outcomes. The CIPP-based system not only enables continuous monitoring of course implementation but also provides data-driven support for iterative improvement. The findings offer practical guidance for enhancing ideological and political education in higher education and contribute to the development of sustainable evaluation frameworks.

The background part of this work was firstly to learn the history of incident data at the SMIS and AEAT Rail derailment database, attributed to the causal factors analysis and the preliminary statistics process. The preliminary analysis is not efficient to answer the Longterm questions in the Freight Train Derailments, regarding to this Social-Technic system perspective, including technical reason, human, and organizational environment as well as the railway subsystems.The final objective of this work is to assess barrier failure probabilities from a human reliability perspective, employing methods such as the Human Error Assessment and Reduction Techniques (HEART) and Error Producing Condition (EPCs) approaches.

This study analyses the practical issues facing the policy enactment of ‘quality education’ in China. After expounding on the understanding of policy enactment and its process, this study gives a list of issues in the process of “quality education” enactment, such as unclear understanding and fast changes. By presenting these dilemmas, the difficulty of school professionals can be presented and understood clearly, then in the hope to help professionals better exercising the policy with the awareness. It is concluded that in a big country like China, the country-level education policy “quality education” is faced with more complex constraints that other countries may never encounter.

This study focuses on university education equity policies in Hong Kong (China), Mainland China, and international contexts. From a professional and technical perspective, it analyzes the current status of policies in these three regions, explores their differences and commonalities by comparing policy-making logic, resource input efficiency, and effect evaluation dimensions. The research finds that while the core goal of policies in all three regions is to promote education equity, their implementation paths vary. Finally, targeted optimization strategies are proposed to provide references for enhancing the equity of university education.