Energy systems face serious difficulties due to economic policy uncertainty, which affects consumption trends and makes the shift to sustainability more difficult. While adjusting for economic growth and carbon emissions, this study examines the dynamic relationship between economic policy uncertainty and energy consumption (including renewable and nonrenewable) in China from 1985Q1 to 2023Q4. The research reveals the frequency-specific and time-varying relationships between these variables by employing sophisticated techniques such as Wavelet Cross-Quantile Correlation (WCQC) and Partial WCQC (PWCQC). Economic policy uncertainty and energy consumption do not significantly correlate in the short term; however, over the long term, economic policy uncertainty positively correlates with renewable energy consumption at medium-to-upper quantiles, indicating that it may play a role in encouraging investments in sustainable energy. On the other hand, EPU has a negative correlation with nonrenewable energy usage at lower quantiles, indicating a slow move away from fossil fuels. These results are confirmed by robustness testing with Spearman-based WCQC techniques. The study ends with policy recommendations to maximize economic policy uncertainty’s long-term impacts on renewable energy, reduce dependency on fossil fuels, and attain environmental and energy sustainability in China.

This study aims to explore the perceptions of the Scholarship of Teaching and Learning (SoTL) of primary and secondary school teachers in C City, China, as well as the challenges they face in developing these abilities. Through narrative inquiry involving five current teachers, the research collected their personal experiences in the development of teaching and academic abilities, with data gathered through semi-structured interviews. The findings reveal that teachers are primarily driven by external forces, professional identity, personal growth, and the need to improve teaching quality in their efforts to enhance teaching and academic abilities. However, they also encounter challenges such as teaching pressures, time management difficulties, insufficient school support, and declining energy. To overcome these obstacles, teachers have adopted strategies such as time management, task allocation, and cognitive enhancement. The study concludes by recommending that through the combined efforts of teachers, schools, and society, a strong professional belief system should be established, and a supportive environment should be created to collaboratively promote the development of teaching and academic abilities among primary and secondary school teachers, thereby fostering their professional growth.