Technical Pedagogical Content Knowledge (TPACK) encompasses teachers’ understanding of the intricate interplay among technology, pedagogy, and subject matter expertise, serving as the essential knowledge base for integrating technology into subject-specific instruction. Over the decade, advancements in information technology have led to the consistent application of the TPACK framework within studies on instructional technology and technology-enhanced learning, significantly advancing the evolution of contemporary teacher education in technology integration. In this paper, we utilize the Teaching and Learning Knowledge of Subjects Based on Integrated Technology (TPACK) framework to administer a questionnaire survey to teacher trainees at Chinese colleges and universities. This survey aims to evaluate the current status of their integrated technology-based subject teaching and learning knowledge. Based on the research findings, we propose strategies aimed at enhancing the educational technology integration knowledge of students pursuing integrated technology courses in colleges and universities. Furthermore, we integrate the smart classroom setting to develop a comprehensive TPACK-integrated model teaching framework. Our final objective is to offer valuable references for the progress of modern teaching skills among education students in higher education institutions.

The growing interconnectedness of the world has led to a rise in cybersecurity risks. Although it is increasingly conventional to use technology to assist business transactions, exposure to these risks must be minimised to allow business owners to do transactions in a secure manner. While a wide range of studies have been undertaken regarding the effects of cyberattacks on several industries and sectors, However, very few studies have focused on the effects of cyberattacks on the educational sector, specifically higher educational institutions (HEIs) in West Africa. Consequently, this study developed a survey and distributed it to HEIs particularly universities in West Africa to examine the data architectures they employed, the cyberattacks they encountered during the COVID-19 pandemic period, and the role of data analysis in decision-making, as well as the countermeasures employed in identifying and preventing cyberattacks. A total of one thousand, one hundred and sixty-four (1164) responses were received from ninety-three (93) HEIs and analysed. According to the study’s findings, data-informed architecture was adopted by 71.8% of HEIs, data-driven architecture by 24.1%, and data-centric architecture by 4.1%, all of which were vulnerable to cyberattacks. In addition, there are further concerns around data analysis techniques, staff training gaps, and countermeasures for cyberattacks. The study’s conclusion includes suggestions for future research topics and recommendations for repelling cyberattacks in HEIs.

This study applies the multiple streams theory. It will further analyze the internal factors of the confluence of multiple sources, in order to explain why the “Joint Recruitment of Four Universities in Macao” policy has become the agenda of the Macao government. The entrance examination requirements from Macau universities are various. They increase local students’ pressure and consume their energy, thus serving as the source of the Problem Stream. The Policy Stream is represented by the Macau government’s intention to reduce students’ educational burden through establishing a unified assessment system. The Political Stream includes the Macau government’s commitment to improving the Macau education system, such as strengthening the multi-assessment system and the “The Fundamental Law of Non-tertiary Education System”. The convergence of these three sources has opened a policy window for the “Joint Recruitment of Four Universities in Macao” system, leading to a new student evaluation system. This policy not only addresses Macau’s social challenges and improves education governance while also highlighting the city’s educational diversity endeavors. Additionally, the strategies for implementing the “Four-University Joint Examination” policy include reducing the number of exams for students, implementing multi-education and multi-enrollment in higher education institutions, analyzing and improving the examination system based on educational big data, and understanding the basic elements and integration paths of big data in higher education. The Macau government can adjust major settings and enrollment quota allocation in the future, draw in more students from the Community of Portuguese-Speaking Countries and the “Belt and Road” regions, and integrate the joint admission method into the Greater Bay Area education cooperation in order to meet the needs of the growing Macao education industry.