Lighting conditions in learning spaces can affect students’ emotions and influence their performance. This research seeks to verify the influence of classroom lighting on students’ academic performance under different conditions and measurement forms. The research method is based on the systematic review of research articles establishing case analyses characterizing lighting intensity and color temperature to determine ranges favorable to a higher level of attention and long-term memory. Also, this study shows relevant aspects of the cases representative of a sustainable solution and proposes a research model. The study found light intensity values between 350 and 1000 lux and color temperatures between 4000 and 5250 Kelvin that favor attention. Long-term memory reached the highest levels of measurement by analyzing different parameters sensitive to lighting conditions and questionnaires. In conclusion, it was demonstrated that an adequate light intensity and color temperature based on the greatest possible amount of natural light complemented with Light Emitting Diode (LED) light generates optimal lighting for the classroom, achieving energy efficiency in a sustainable solution and promoting student well-being and performance.

Maps of forest stand condition—the current phase of the forest-forming process—will be useful for foresters in their forest management in addition to the forest planning and cartographic materials. The mapping methodology was applied in the test area of the Bolshemurtinsky forest district of the Krasnoyarsk region, which is typical for the southern taiga forests of East Siberia. Source data for mapping was obtained on the basis of descriptions of the forest subcompartments on the GIS attribute table of the forest district. Forest stand confinement to the terrain relief indicators was identified on the basis of the SRTM 55-01 digital terrain model data. Spatial analysis has been performed using the ArcGIS Spatial Analyst module. Mapping capability has been shown not only for the year of forest inventory but also for the earlier period of time. To determine the predominant species and the age of the 100-year-old forest stand, a scheme was proposed in which the conceivable options are typified depending on the succession trend, the forest stand age prior to disturbance, and the period of reforestation. Map fragments of the test area as of 2006—the year of forest inventory—and as of 1906—the year of the intensive colonization beginning in southern Siberia—are demonstrated. Maps of forest condition in the test area represent successions that are typical in the southern taiga forests of Siberia: post-harvest, pyrogenic, and biogenic. The methodology of forest condition mapping is universal.

Developing “New Quality Productive Forces” (NQPFs) has been accepted as a new theory to accelerate the high-quality development in China. In current, China’s high-quality development mainly relies on the traction of the digital economy. In view of this, developing NQPFs in China’s digital economy sector requires locate and remove some obstacles, such as the insufficient utilization of data, inadequate algorithm regulation, the mismatched supply and demand of regional computing power and the immature market environment. As a solution, it is necessary to allocating data property rights in a market-oriented way, establishing a user-centered algorithm governance system, accelerating the establishment of the national integrated computing network, and maintaining fair competition to optimize the market environment.

This study explores project-based learning in science teaching models. Firstly, the theoretical basis of project-based learning is analyzed, the existing science teaching mode is evaluated, and the construction and implementation strategy of the science teaching mode based on project-based learning is proposed. Then, through empirical research, this study found that this model can effectively improve students' academic performance, enhance students' interest in learning, and improve students' hands-on ability. However, the implementation of this model requires teachers to have a high level of professionalism and adequate teaching resources. Finally, this study concludes that the project-based learning science teaching model is a potential teaching model that deserves further exploration and practice.

Improving the practical skills of Science, Technology, Engineering and Mathematics (STEM) students at a historically black college and university (HBCU) was done by implementing a transformative teaching model. The model was implemented on undergraduate students of different educational levels in the Electrical Engineering (EE) Department at HBCU. The model was also extended to carefully chosen high and middle schools. These middle and high school students serve as a pipeline to the university, with a particular emphasis on fostering growth within the EE Department. The model aligns well with the core mission of the EE Department, aiming to enhance the theoretical knowledge and practical skills of students, ensuring that they are qualified to work in industry or to pursue graduate studies. The implemented model prepares students for outstanding STEM careers. It also increases enrolment, student retention, and the number of underrepresented minority graduates in a technology-based workforce.