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.

Climate change is a pressing global challenge that requires immediate action. To address this issue effectively, it is essential to engage and empower the younger generation who will shape the future. This abstract presents the experience of Mohamed Bin Zayed University for Humanities (MBZUH) in UAE in promoting climate action through youth empowerment and environmental education.MBZUH has recognized the significance of incorporating environmental education into its curriculum to foster a generation of environmentally conscious individuals. Through a multidimensional approach, the university has developed innovative strategies to empower students, enabling them to become active participants in addressing climate change. These strategies encompass both formal and informal education, leveraging various platforms and partnerships to create a comprehensive learning environment.This study delves into the initiatives undertaken by MBZUH to empower youth in climate action. It explores the incorporation of environmental education across disciplines, integrating sustainability principles into existing courses, and offering specialized programs focused on environmental science and climate studies. Additionally, it highlights the university's efforts in promoting hands-on learning experiences, such as field trips, research projects, and community engagement, to deepen students' understanding of climate issues and inspire practical action.Furthermore, the study examines the role of MBZUH's collaboration with local and international organizations, governmental bodies, and the wider community in fostering youth empowerment and climate action. It showcases successful partnerships that have resulted in impactful initiatives, including awareness campaigns, capacity-building workshops, and youth-led environmental projects.By sharing the experience of MBZUH, this study aims to provide valuable insights and best practices for promoting climate action through youth empowerment and environmental education. It underscores the importance of empowering the next generation with the knowledge, skills, and motivation to become effective agents of change in addressing climate challenges.

Protecting the environment and the Earth's natural resources is one of the most important tasks for modern societies, economies, and countries. Changes in the environment have made climate protection a key task of state policy implemented at the local, national, and international. They also have caused such negative social manifestations as environmental radicalism and terrorism. The purpose of this paper was to analyze the capacity of state institutions to prevent environmental terrorism and radicalism, particularly in the Russian context, by identifying and prioritizing key challenges and countermeasures. A mixed-methods approach was adopted, involving both qualitative and quantitative analyses. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, a total of 35 articles and reviews were selected to provide a foundation for understanding eco-terrorism trends. Additionally, an expert survey was conducted with 44 qualified participants to rank problems and recommended actions. The Kendall concordance coefficient was used to assess the consistency of expert opinions. The authors conclude that low environmental awareness and insufficient cooperation between state institutions and environmental organizations are the most significant challenges in preventing eco-terrorism. To adequately and competently prevent environmental terrorism and radicalism in society, the prevention system must be based on clear and thoughtful actions by state institutions.

This study examined the dissatisfaction among Chinese medical students with online medical English courses, which overemphasize grammar yet fail to provide practical opportunities related to medical situations. This study compared co-teaching’s effects, involving native and non-native instructors, with a single-instructor (traditional) model on student satisfaction in online medical English courses. Using a qualitative design, pre- and post-course interviews were conducted with 49 second-year medical students across seven classes, exploring their perceptions of instruction, curriculum, and course satisfaction. The findings indicated that the co-teaching model improved student engagement and satisfaction, not specifically due to the native English-speaking instructor but likely because of the focus on more interactive and discussion-oriented strategies. In contrast, the single-instructor model maintained the traditional grammar-focused instruction, leading to lower satisfaction levels. Both instructional models faced limitations related to their reliance on textbooks for delivering core material needed for the course’s comprehensive exam. These results suggest that the instruction design and approach, rather than the native instructor alone, was the main driver of positive outcomes in co-teaching. The study’s findings suggest a need for curriculum reforms that reduce textbook dependence and incorporate more practical, interactive learning strategies. Future research should consider applying various research techniques, such as mixed-method approaches, longitudinal studies, and experimental designs, to comprehensively assess the long-term effects of instructional strategies and curriculum innovations on student outcomes.

This study explores the role of arts management in regional economic development within major Chinese cities, including Beijing, Shanghai, and Shenzhen. Cultural organizations—such as museums, theaters, and galleries—contribute significantly to local economies through tourism, job creation, and the enhancement of cultural branding. Using a qualitative approach, 18 semi-structured interviews with arts managers and policymakers selected based on their influential roles in cultural organizations across these cities. The interviews were analyzed using thematic analysis, which identified key themes including the economic impact of cultural organizations, the influence of government policies, challenges in arts management, and the role of cultural tourism in fostering regional growth. The findings reveal that while government policies play a pivotal role in supporting cultural organizations, providing crucial funding, tax incentives, and infrastructure development, concerns remain about the long-term sustainability of funding due to shifting political and economic priorities. Additionally, arts managers face challenges related to balancing artistic goals with financial viability, particularly as the sector becomes increasingly competitive and technology-dependent. Key challenges identified include securing stable funding sources, adapting to digital technologies, talent retention, and maintaining artistic integrity amid commercial pressures. The study highlights the need for diversified funding models such as public-private partnerships and alternative revenue streams and suggests further exploration into the role of smaller cultural organizations in rural regions to promote inclusive regional development. Practical recommendations include developing strategies to enhance financial sustainability, investing in digital capabilities, and formulating policies that provide long-term support for the cultural sector. Overall, the research contributes to a better understanding of how effective arts management can drive regional economic development and offers practical recommendations for strengthening the sustainability of China’s cultural sector.

This study aims to explore the relationship between classroom anxiety and self-efficacy among Chinese Korean language learners and the impact of these variables on learning outcomes. Utilizing a quantitative research approach, the study conducted a questionnaire survey with 300 learners to assess their levels of Korean language learning classroom anxiety and self-efficacy. The questionnaire comprised two parts: one for assessing learning anxiety and the other for self-efficacy. Data were analyzed using descriptive statistical analysis, Pearson correlation coefficients, and multiple regression analysis. The results indicate a significant negative correlation between classroom anxiety and self-efficacy. That is, higher levels of classroom anxiety in Korean language learners correspond to lower levels of self-efficacy. Additionally, self-efficacy played a partial mediating role between classroom anxiety and learning outcomes. The study also found that teaching strategies offering positive feedback and encouragement can effectively reduce learners’ classroom anxiety and enhance their self-efficacy, thereby improving learning outcomes. This research is significant for understanding the psychological characteristics of Chinese Korean language learners and their impact on the learning process. The findings underscore the need to focus on learners’ psychological states in language teaching and provide strategies for teachers on how to improve teaching effectiveness by alleviating classroom anxiety and enhancing self-efficacy.