The article provides evidence on the effect of local public governance on the impact of public investment on local and regional economic growth, using spatial and regional logic. The research uses the spatial Durbin model and produces a panel data set that was conducted on 63 provinces of Vietnam from 2006 to 2022. Based on the interaction between public governance and public investment, the main findings indicate that their interaction plays an important role in adjusting the effects of public investment and public governance on economic growth not only in the locality but also spillover to neighboring localities in both the short and long terms. It suggests that local public governance not only hampers the impact of local public investment on local economic growth but also has spillover effects on the growth of neighboring provinces or regions in Vietnam. Additionally, the results of detailed analysis of PCI component indicators show that many aspects of local public governance are hindering local economic growth but contributing to promoting neighboring localities economic growth. Or, it has no effect the locality but promote or hinder the regional economic growth. The findings in this study implies that authorities of localities need to be cautious when using resources to improve the various aspects of public governance when designing strategies to enhance the quality of local public governance. It also suggests that this spillover effect is a crucial factor in advocating for more redistributive fiscal policies and regional governance policies aimed at reducing economic disparities caused by territorial boundaries. Therefore, authorities should prioritize regional cooperation strategies in their decisions regarding public governance and public capital allocation.

This research presents an in-depth examination of the emotional effects of synchronous hybrid education on undergraduate university students at a pioneering private institution in educational innovation. The study had encompassed all courses that were delivered in a synchronous hybrid format, covering 16 courses and involving 241 students. Each student had been observed and recorded on two separate class sessions, with each recording lasting approximately 30 min. This comprehensive data collection had resulted in 409 recordings, each approximately 30 min in duration, translating to nearly an hour of observation per student across the classes, totaling close to 205 h of recordings. These recordings were subsequently processed using neuroscience software tools for advanced statistical analysis, effectively serving as a comprehensive survey of courses within this modality. The primary focus of the research was on the emotions experienced during both face-to-face and online classes and their subsequent influence on student behavior and well-being. The findings reveal higher emotional time ratios for positive emotions such as joy and surprise in face-to-face students. Notably, both groups exhibited comparable ratios for negative emotions like anger and sadness. The research underscores the emotional advantages of face-to-face interactions, which elicit stronger emotions, in contrast to online students who often feel detached and isolated.

National unity is a matter of great concern for many countries around the world today. The study of policy evaluation is an important aspect of the study of national unity. The evaluation of policy implementation effects can help policymakers analyze whether there are problems in the formulation and implementation of the policy, thereby promoting further policy adjustments to better achieve national unity. This article adopts thematic searches and a systematic literature review as research methods. Through the systematic review, it summarizes and analyzes the research on national unity policies across different regions and countries. The article has two objectives: First, to explore the current perspectives in the research on national unity policies, and second, to analyze the state of research regarding the effectiveness of national unity policies. Among the 35 papers analyzed, 7 were on integration policy, 6 were on education policy and 4 were on language policy. To a certain extent, this reflects the perspectives of some countries in Europe, Asia and Africa, including France, Greece, Russia, Turkey, China, Sri Lanka, Nepal, Kenya, South Africa, Nigeria and other countries on the governance of national unity. Research on policy effectiveness is mainly conducted from the perspectives of policy content and policy implementation. However, there is little analysis of successful cases that achieved the desired goals. The main contributions of this article are as follows: first, it summarizes and identifies the characteristics of national solidarity-related policies in different continents and countries. Secondly, the experience of the success and failure of the national unity policy is studied and summarized. In addition, this article also found that there are still gaps in the research on successful experiences and causes.

Hybrid learning (HL) has become a significant part of the learning style for the higher education sector in the Sri Lankan context amidst the COVID-19 pandemic and the subsequent economic crisis. This research study aims to discover the effectiveness of hybrid learning (EHL) practices in enhancing undergraduates’ outcomes in Sri Lankan Higher Educational Institutions (HEIs) management faculties. The data for the study were gathered through an online questionnaire survey, which received 379 responses. The questionnaire contained 38 questions under four sections covering independent variables, excluding demographic questions. The results indicate that hybrid learner attitude, interaction, and benefits of hybrid learning positively impact the effectiveness of hybrid learning. The results remain consistent even after controlling for socio-demographic factors and focusing only on students employed during their higher education. The study concluded that employed students have a higher preference for the effectiveness of hybrid learning concepts, and the benefits of hybrid learning play a crucial role in enhancing the effectiveness among undergraduates. The study analyzes COVID-19’s impact on higher education, proposing hybrid learning and regulatory frameworks based on pandemic experiences while stressing the benefits of remote teaching and research.

Demographic policy is one of the key tasks of almost any state at the present time. It correlates with the solution of pressing problems in the economic and social spheres, directly depends on the state of healthcare, education, migration policy and other factors and directly affects the socio-economic development of both individual regions and the country as a whole. Many Russian and foreign researchers believe that demographic indicators very accurately reflect the socio-economic and political situation of the state. The relevance of the study is due to the fact that for the progressive socio-economic development of any country, positive demographic dynamics are necessary. The main sign of the negative demographic situation that has developed in modern Russia and a number of countries, primarily European, is the growing scale of depopulation (population extinction). The purpose of this work was to analyze the existing demographic policy of Russia and compare demographic trends in Russia and other countries. The work uses methods of statistical data analysis, comparison of statistical indicators of fertility, mortality, natural population decline, migration, marriage rates in Russia and the Republic of Srpska, methods of retrospective analysis, research of the institutional environment created by the action of state and national programs “Demography”, “Providing accessible and comfortable housing and public services for citizens of the Russian Federation”, “Strategy of socio-economic development for the period until 2024”, Presidential decrees, etc. Research has shown that despite measures taken to overcome the demographic crisis, Russia’s population continues to decline. According to the Federal State Statistics Service of the Russian Federation (Rosstat), as of 1 January 2023, 146.45 million people lived in Russia. By 1 January 2046, according to a Rosstat forecast published in October 2023 the country’s population will decrease to 138.77 million people. To solve demographic problems in the Russian Federation, a national project “Demography” was developed and approved. The government has allocated more than 3 trillion rubles for its implementation. However, it is not possible to completely overcome the negative trend. The authors proposed a number of economic and ideological measures within the framework of agglomeration, migration, and family support policies that can be used within the framework of socio-economic development strategies and national programs aimed at overcoming the demographic crisis.

This study aims to explore the mediating role of perceived organizational support(POS) in the relationship between university teachers' competence and job performance. Through a questionnaire survey of 968 undergraduate university teachers in China, 879 valid questionnaires were collected. The study employed quantitative methods, constructing a university teacher competence scale comprising foundational competence, teaching competence, research competence, and innovation competence, as well as a job performance scale encompassing task performance, relationship performance, and adaptive performance. Structural equation modeling and SOBEL tests were used for data analysis. The results showed that POS exhibited different mediating effect patterns between various competence dimensions and job performance dimensions: no significant mediating effect was found in task performance; partial mediating effects were observed in relational performance and adaptive performance; and a complete mediating effect was identified between foundational competence and adaptive performance. The study provides theoretical support and practical guidance for university teachers management, emphasizing the importance of establishing a competence-based human resources management system, strengthening teachers perceptions of organizational support, and establishing diverse evaluation standards. Future research could further explore the impact of different cultural backgrounds and organizational types on mediating effects.