This study aims to construct an integrative model for understanding the factors that shape Chinese tourists’ intentions to visit Thailand as a gastronomic tourism destination. In detail, we investigate the relationships among cognitive experiences, emotional experiences, cultural experiences, affective destination image, cognitive destination image, and the intention to visit Thailand for culinary experiences. Utilizing an online survey method to gather 562 Chinese tourists who have experienced Thai gastronomy, this study continues to use structural equation model to process data. The findings reveal that cognitive, emotional, and cultural experiences significantly influence tourists’ affective and cognitive destination images, positively impacting their intention to visit Thailand for its culinary offerings. The affective and cognitive destination images act as crucial mediators, intricately linking these experiences with travel intentions. This approach improves our understanding of the dynamics involved. It also provides practical insights for developing targeted marketing strategies.

China’s graduate quality management system is designed to ensure that students possess the necessary skills, knowledge, and competencies for future success. This system is rooted in China’s ambitious educational reforms aimed at cultivating a highly skilled workforce to drive economic growth and innovation. Effective graduate quality management significantly impacts employment levels, training models, and national policy formulation. This study investigates the quality management approaches of 56 vocational institutions in Yunnan Province using a 5-level questionnaire and a quantitative research methodology. A sample of 556 individuals was selected through stratified random sampling. Exploratory factor analysis identified five primary components of the quality management model: College graduate quality (mean = 4.56, SD = 0.49), teaching quality (mean = 4.39, SD = 0.42), hardware environment (mean = 4.38, SD = 0.44), social support (mean = 4.37, SD = 0.42), and job satisfaction (mean = 4.38, SD = 0.42). College graduate quality and teaching quality were the most influential factors, while hardware environment, social support, and job satisfaction had lesser impacts.

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.

The intensification of urbanization worldwide, particularly in China, has led to significant challenges in maintaining sustainable urban environments, primarily due to the Urban Heat Island (UHI) effect. This effect exacerbates urban thermal stress, leading to increased energy consumption, poor air quality, and heightened health risks. In response, urban green spaces are recognized for their role in ameliorating urban heat and enhancing environmental resilience. This paper has studied the microclimate regulation effects of three representative classical gardens in Suzhou—the Humble Administrator’s Garden, the Lingering Garden and the Canglang Pavilion. It aims to explore the specific impacts of water bodies, vegetation and architectural features on the air temperature and relative humidity within the gardens. With the help of Geographic Information System (GIS) technology and the Inverse Distance Weighted (IDW) spatial interpolation method, this study has analyzed the microclimate regulation mechanisms in the designs of these traditional gardens. The results show that water bodies and lush vegetation have significant effects on reducing temperature and increasing humidity, while the architectural structures and rocks have affected the distribution and retention of heat to some extent. These findings not only enrich our understanding of the role of the design principles of classical gardens in climate adaptability but also provide important theoretical basis and practical guidance for the design of modern urban parks and the planning of sustainable urban environments. In addition, the study highlights GIS-based spatial interpolation as a valuable tool for visualizing and optimizing thermal comfort in urban landscapes, providing insights for developing resilient urban green spaces.

This study aims to explore the relationship between classroom anxiety and self-efficacy among Chinese Korean language learners and the impact of these variables on learning outcomes. Utilizing a quantitative research approach, the study conducted a questionnaire survey with 300 learners to assess their levels of Korean language learning classroom anxiety and self-efficacy. The questionnaire comprised two parts: one for assessing learning anxiety and the other for self-efficacy. Data were analyzed using descriptive statistical analysis, Pearson correlation coefficients, and multiple regression analysis. The results indicate a significant negative correlation between classroom anxiety and self-efficacy. That is, higher levels of classroom anxiety in Korean language learners correspond to lower levels of self-efficacy. Additionally, self-efficacy played a partial mediating role between classroom anxiety and learning outcomes. The study also found that teaching strategies offering positive feedback and encouragement can effectively reduce learners’ classroom anxiety and enhance their self-efficacy, thereby improving learning outcomes. This research is significant for understanding the psychological characteristics of Chinese Korean language learners and their impact on the learning process. The findings underscore the need to focus on learners’ psychological states in language teaching and provide strategies for teachers on how to improve teaching effectiveness by alleviating classroom anxiety and enhancing self-efficacy.

 This paper empirically analyzes the relationship between corporate governance and capital market risk using A-share listed companies in China’s Shanghai and Shenzhen markets from 2008 to 2022 as a research sample. The study finds that corporate governance decreases capital market risk using new risk measurement at the firm level. Further analysis shows that such an effect is more pronounced in the sample of private companies, companies with a higher degree of indebtedness, and companies with a lower concentration of power. This paper’s findings help us better understand corporate governance’s role in stock risk and provide theoretical support and empirical evidence to improve the stability of the financial market in emerging markets.