With the rapid development of modern science and technology, various new technologies have also emerged. In this environment, new requirements are put forward for the teaching of high-frequency electronic circuits. It is necessary to keep up with the development trend of the times and carry out course teaching reforms.

This article evaluates the Didactic Strategies for Teaching Mathematics (DSTM) program, designed to enhance the teaching of mathematical content in primary and secondary education in a hybrid modality. In alignment with SENACYT’s Gender-STEM-2040 Policy, which emphasizes gender equality as a foundational principle of education, this study aims to assess whether initial teacher training aligns with this policy through the use of mathematical strategies promoting gender equality. A descriptive-correlational approach was applied to a sample of 64 educators, selected based on their responses during the training, with the goal of improving teaching and data collection methodologies. Findings indicate that, although most teachers actively engage in training, an androcentric approach persists, with sexist language and a curriculum that renders girls invisible, hindering the fulfillment of the National Gender Equality Policy in Science, Technology, and Innovation of Panama (Gender-STEM Policy 2040). Additionally, through a serendipitous finding, a significant gap in student activity levels, especially in secondary school, was discovered. While in primary school, activity levels were similar between genders, a decline in active participation among girls in secondary school was observed. This discovery, not initially contemplated in the study’s objectives, provides valuable insights into gender differences in active participation, particularly in higher educational stages. The serendipity suggests the need for further exploration of social, environmental, and family factors that may influence this decrease in girls’ active participation. The article concludes with a preliminary diagnosis and a call to deepen gender equality training and the effective implementation of coeducation in Panama’s educational system.

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.

Since entering the new era, in the face of the changing international situation, China is faced with both development opportunities and challenges. How to cultivate English talents to meet the needs of national development and national rejuvenation in the new era has become an urgent problem to be solved in English education in China. The application of applied linguistics to English teaching in colleges and universities plays a positive role in promoting the innovation of English teaching concept and teaching mode in colleges and universities and the improvement of teaching efficiency and quality. This requires college English teachers to master the relevant concepts and connotations of applied linguistics, and clarify the content scope of applied linguistics and the value of practical application. This paper will focus on the analysis of the current situation of English teaching in colleges and universities, and on the basis of the concept and scope of applied linguistics, put forward some practical application strategies, hoping to provide a reference for the innovation of teaching mode and teaching methods of English curriculum in colleges and universities.

The current with the rapid development of Internet and new media technology, the information openness and diversity makes ideological education is facing big challenge, in accordance with the "five a three-ring four law" teaching mode,the fundamental task of implementing ideological and political education, fostering values and cultivating talents is comprehensively carried out. We are advancing the resonance of the “three classrooms” and promoting the synchronous implementation of the “four transformations”, aiming to enhance the “five capacities” of students, according to the current construction of" big education courses "concept, change education thought and idea.

With the rapid development of China’s economy and society, the reform of talent training mode for business administration has become the most concerned and valued issue in the current teaching work in colleges and universities. From the current situation of undergraduate education curriculum system construction in vocational colleges, the traditional teaching methods of higher English still occupy the majority. The all English bilingual course for the undergraduate major of business administration takes the basic knowledge of language and the theory of natural science as the core content. Therefore, this paper will focus on how to build a perfect talent training mode for business administration majors that meets the actual needs and employment direction of students, and put forward specific teaching strategies in order to provide more application-oriented and professional development platforms for business administration students.