With the deep integration of artificial intelligence technology in education, the development of AI integration capabilities among pre-service teachers—as the core of future educational human resources—has become crucial for enhancing educational quality and driving digital transformation in education. Based on the AI-TPACK (Artificial Intelligence-Technological Pedagogical Content Knowledge) theoretical framework, this study employs questionnaire surveys and structural equation modeling to explore the structural characteristics, influencing factors, and formation mechanisms of AI-TPACK competencies among pre-service teachers in Chinese universities. Findings indicate that while pre-service teachers demonstrate moderately high overall AI-TPACK levels, their technical knowledge (AI-TK) and technological integration competencies (e.g., AI-TPK, AI-TCK) remain relatively weak. School technical support, technological attitudes, and technological competence significantly influence their AI-TPACK capabilities, with institutional level and teaching experience serving as important external moderating factors. Building on these findings, this paper proposes a systematic framework for developing pre-service teachers' AI integration capabilities from a human resource development perspective. This framework encompasses four dimensions: curriculum optimization, practice enhancement, resource support, and policy guidance. It aims to provide theoretical foundations and practical pathways for pre-service teacher training and teacher human resource development in higher education institutions.

As social growth and educational concepts continue to evolve, college libraries, as hubs of cultural innovation and inheritance, are crucial in advancing the practice of great traditional culture aesthetic teaching. Based on the special status and resource advantages of college libraries, this paper explores the paths and approaches colleges libraries take in advancing the practice of aesthetic education of excellent traditional culture by combining the connotation and characteristics of excellent traditional culture. With a study of the research and case studies that concentrate on the planning of cultural events, the development of collection resources, and the use of digital innovation, it suggests a workable path. The goal is to give university libraries theoretical direction and useful references so they can carry out the aesthetic education of superior traditional culture.

In response to the increasing youth unemployment rate and the demand for future-oriented career development, university student entrepreneurship has emerged as a critical domain in both economic policy and education. This study conducts a comprehensive literature review to examine the interrelationships between entrepreneurship, entrepreneurship education, entrepreneurial competency, and entrepreneurial intention among university students, with an emphasis on the Human Resource Development (HRD) perspective. The review reveals that entrepreneurial mindset significantly influences students’ intention to start a business, while entrepreneurship education contributes both directly and indirectly through the development of entrepreneurial competencies. Entrepreneurial competencies serve as a practical foundation for translating intention into action and are integral to HRD’s goal of competency-based talent development. The study further highlights that entrepreneurship education aligned with HRD principles—such as experiential learning, self-directed development, and learning organization frameworks—can foster employability and self-employment capacity. This integrative analysis suggests that university entrepreneurship programs should not be seen merely as policy instruments, but rather as strategic HRD initiatives for developing future-ready, opportunity-creating human capital. Implications for educational design, policy development, and future empirical research are discussed.

In the history of public health, space has evolved through several stages driven by shifts in concepts of disease control. The history of public health is summarized by George Rosen in six phases: Origins (before 500 CE), Middle Ages (500–1500), Mercantilism and Absolutism (1500–1750), Enlightenment and Revolution (1750–1830), Industrialism and the Sanitary Movement (1830–1875), and the Bacteriological Era (1875–present). By integrating architectural sociology—a temporal lens examining the interplay between architecture, individuals, and society—this study investigates how architects historically responded to public health challenges, offering critical insights for contemporary healthy habitat design. Architecture not only addresses survival needs but also materializes societal consciousness. The progression of health-related cognition (e.g., germ theory), behavioural norms (e.g., hygiene practices), infrastructure systems (e.g., sanitation networks), and scientific advancements collectively redefined spatial paradigms. Architects constructed temples, thermae, lazarettos, Beitian Yangbingfang (charitable infirmaries), anatomical theaters, quarantine hospitals, tenements, mass housing, and biosafety laboratories. These cases exemplify the co-evolution of “Concept” (disease control ideologies), “Technology” (construction methods), and “Space” (built environments). By synthesizing centuries of public health spatial practices, this research deciphers the dynamic interplay among “Concept, Technology, and Space”. Leveraging historical patterns, we propose a predictive framework to refine future spatial strategies in anticipation of emerging health crises.