With the outbreak of the COVID-19 pandemic in 2019, educational activities have faced significant disruptions, leading to a widespread adoption of online teaching and a transformation in the evaluation of teaching quality. Using CiteSpace visualization software, the study examines 1485 papers from the Chinese database of China Knowledge Network and 1656 papers from the English database of Web of Science (WoS) spanning the period from January 2013 to June 2023 as research samples. The findings reveal heightened activity in China and other countries research on teaching quality evaluation, moreover, research in both contexts predominantly comprises independent studies, supplemented by collaborative efforts. Notably, there is an increased focus on the exploration of online teaching quality evaluation, specifically delving into methodologies and systems. The emphasis has shifted towards students’ learning initiatives and a comprehensive evaluation of teachers’ work before, during and after class. While research in other countries has also identified new hotspots related to online teaching, the number of studies is comparatively limited. The study proposes the imperative need to update the evaluation criteria for online teaching and enhance the infrastructure of online teaching platforms. Additionally, it advocates for reforms in the evaluation systems of educational institutions and innovations of teachers’ instructional methods.

This study investigates university students’ understanding of the mole concept and its implications for chemistry education, highlighting the critical role of mathematical education. A questionnaire was administered to 303 students from universities in Panama, Mexico, Cuba, Chile, and Spain. The results reveal that only 29.7% of participants recognize the mole as a fundamental unit, while 20.8% confuse the amount of substance with a non-existent “Chemical System.” Only 18.5% correctly identified the substance quantity symbol as “n” and 32.7% were aware that Wilhelm Ostwald introduced the term mole, indicating deficiencies in historical knowledge. The significance of these findings highlights major misconceptions and gaps in both conceptual understanding and historical knowledge, underscoring the urgent need for revised teaching strategies. Addressing these issues is crucial for bridging the gap between theoretical knowledge and practical application, thereby enhancing instructional methods and optimizing chemistry education to improve students’ comprehension of fundamental concepts.

In the context of a globalized economic environment, businesses are facing an increasing number of environmental challenges, prompting them not only to pursue economic benefits but also to focus on environmental protection and social responsibility. Green supply chain management (GSCM) and green innovation have become key strategies for enterprises aiming for sustainable development. This study explores the impact of green supply chain practices on green innovation performance, with a focus on how knowledge management and organizational integration serve as mediating variables in this relationship. Grounded in the resource-based view (RBV) and knowledge-based view (KBV) theories, this research employs surveys and in-depth interviews with companies across various industries, combined with the analysis of structural equation modeling, to reveal the complex relationship between GSCM practices, knowledge management capabilities, levels of organizational integration, and green innovation performance. The results show that GSCM practices significantly enhance corporate green innovation performance through effective knowledge management and organizational integration. These findings enrich the theories of GSCM and green innovation, providing practical guidance for enterprises on how to enhance green innovation performance through strengthening knowledge management and organizational integration. Finally, this study discusses its limitations and suggests possible directions for future research, such as exploring the differences in findings across different industry backgrounds and examining other potential mediating or moderating variables.

Baribis Fault disasters caused the loss of human lives. This study investigates the strategies local communities employ in Indonesia to cope with disasters. A qualitative study was conducted on various cultural strategies used to mitigate disasters in relevant areas. These strategies were selected based on the criteria of locally based traditional oral and written knowledge obtained through intensive interviews. The study reveals that technological and earth science solutions are insufficient to resolve disasters resulting from Baribis Fault activity. Still, local culture and knowledge also play a crucial role in disaster mitigation. The study contributes to a deeper understanding of how cultural strategies avoid disasters and highlights the need to transform local knowledge regarding effective cultural strategies for mitigating such disasters. This transformation can have positive psychological implications and enhance community harmony.

The South African government has undertaken to expand universal access to Early Childhood Development (ECD) with a particular focus on children from socially disadvantaged communities and with disabilities. This requires training and support of ECD practitioners, such that they are equipped 399with the necessary knowledge and competencies to implement effective teaching and learning approaches at ECD level. This research explored an innovative, inclusive approach to ECD practitioner development in which both Deaf and hearing students were enrolled in an ECD practitioner training program facilitated jointly by New Beginnings (an ECD non-profit training organization) and the Deaf Federation of South Africa (DeafSA). The research scrutinized key aspects of the training program, including how it extended students content knowledge on ECD, their pedagogical knowledge; as well as epistemological access for Deaf students. The findings and conclusions have important implications not only for equipping ECD practitioners with knowledge and skills, but also demonstrates how practitioner training itself can be effectively structured to cater for diversity among trainees.

This research investigates the impact of modern technological methods of knowledge management (KM) and total quality management (TQM) on the performance of faculty members in educational colleges in Jordan. Drawing on a survey conducted with 306 faculty members, the study examines the influence of technology on teaching methodologies and academic quality within the Jordanian higher education context. The study utilizes the Technology Acceptance Model (TAM) to back up the modern technological methods of knowledge management (KM) and total quality management (TQM) models. The findings reveal a generally positive perception among respondents regarding the beneficial effects of modern technological tools on teaching effectiveness, collaboration, and innovation. Additionally, technology-enhanced TQM practices were found to contribute to improvements in curriculum design, student engagement, and administrative processes. Regression and correlation analyses support significant relationships between technology-enabled KM and TQM practices and faculty performance, highlighting the transformative role of technology in shaping the future of higher education in Jordan. Recommendations are provided for educational institutions to enhance the integration of technology and foster a culture of innovation and continuous improvement among faculty members.