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.

With the continuous deepening of quality education and new curriculum reform, the integration of production and education, as a brand new educational concept, has been paid more and more attention, especially in various colleges and universities, where the integration of production and education has played an extremely important guiding role. The new business professional group established based on the integration of production and education can not only further deepen the cooperation between schools and enterprises, but also deepen the cooperation between schools and enterprises. An integrated and sustainable development path can also be built to the greatest extent possible. Therefore, the article first of all, based on the integration of production and education to build a new business professional group of the significance of in-depth analysis; On this basis, the main measures for the construction of new business specialty group based on the integration of production and education are put forward.

The combination of special education on civil law and legal education in ideological and political courses can further enrich the content of legal education, improve the rigor of legal education, and guide students to flexibly apply legal knowledge. This article mainly focuses on the importance of integrating civil code thematic education into the rule of law teaching of ideological and political courses, the effective path of integrating civil code thematic education into the rule of law teaching of ideological and political courses, and the precautions for integrating civil code thematic education into the rule of law teaching of ideological and political courses. It focuses on exploring new paths for the rule of law teaching of ideological and political courses in conjunction with civil code thematic education, and hopes to provide some reasonable suggestions, Highlighting the importance of legal education in ideological and political courses, we aim to attract and cultivate students through rich and colorful legal education in ideological and political courses.

This study aims to explain the design of policy strengthening in forest and land fire disaster mitigation governance, through the integration of ecotourism development in Siak Regency. Based on the research topic, this study employs a qualitative approach to describe governance conditions and the design of policy strengthening in ecotourism-based disaster mitigation governance. Data analysis is performed using Nvivo 12 Plus software. The results of this study indicate that forest and land fire disaster mitigation governance based on ecotourism development still has shortcomings that need to be addressed in the principles of conservation, economy, and community involvement. Then, the design of a policy to strengthen ecotourism-based disaster mitigation governance includes three crucial policy recommendations, namely: the need for special regulations related to forest and land fire disaster mitigation prevention based on the integration of ecotourism principle development, the need for a balance of roles between actors in determining and implementing ecotourism-based disaster mitigation policies, and the need for effective and efficient implementation of ecotourism-based disaster mitigation policies through increasing the involvement of strategic actors. Substantially, the handling of forest and land fire disasters in Siak Regency can be combined with ecotourism activities, especially in tourist village areas, by developing policies to strengthen the utilization of village-owned disaster mitigation facilities such as reservoirs, lakes, or ponds that are converted into water supplies during the dry season for forest and land fire disaster prevention activities and local economy-based tourist destinations. Our findings are a strategic effort to raise awareness among actors and highlight the need for policy-strengthening design in ecotourism-based disaster mitigation. These findings can also contribute to the literature that will be useful for all stakeholders in developing future long-term disaster mitigation governance policies. This study relies heavily on information from key informants, who represent only the perspectives and expertise of the stakeholders encountered. However, it still refers to important elements based on the informants’ knowledge capabilities in the disaster and tourism sectors. Therefore, we propose to conduct future studies on a comprehensive analysis of sustainable ecotourism-based disaster mitigation governance to promote and accelerate the idea of disaster and tourism in the future.

This paper aims to explore the practice and effect of integrating ideological and politics in higher vocational mathematics education. Through the review of relevant literature and the analysis of practical cases, this study analyzes the necessity and feasibility of integrating ideological and political education into higher vocational mathematics teaching, as well as the promoting effect of students' ideological and political education. At the same time, it also discusses how to effectively combine the curriculum thinking and politics with higher vocational mathematics teaching, as well as the strategies and methods to achieve positive results, in order to provide some reference for the majority of higher vocational mathematics teachers.