The global ecological crisis has impacted the Belt and Road Initiative (BRI) region, and due to the diverse geographical characteristics, the ecological problems in countries along the Belt and Road vary. Overcoming these environmental and ecological challenges is essential for advancing and genuinely implementing green development, and has become a practical necessity for building a “Green Belt and Road.” China, the creator of the Green “Belt and Road Initiative”, actively aligns with international environmental protection standards and plays a leading role in global ecological conservation efforts. China vigorously promotes the development of key policy documents for the Green Belt and Road, providing institutional support for the initiative’s environmentally friendly construction and development. Under comprehensive theoretical planning, various green practices have been implemented, including thematic in-depth research on the Green “Belt and Road” and the “2030 Agenda for Sustainable Development,” the establishment of the “International Green Development Coalition” along the Belt and Road, the implementation of overseas investment and green finance, and the proposal of the “Ten, Hundred, Thousand” initiative for South-South Cooperation on Climate Change. These green practices clearly indicate China’s commitment to building ecological civilization and its relentless efforts toward advancing the construction of a global ecological community with shared-benefits.

Improving the practical skills of Science, Technology, Engineering and Mathematics (STEM) students at a historically black college and university (HBCU) was done by implementing a transformative teaching model. The model was implemented on undergraduate students of different educational levels in the Electrical Engineering (EE) Department at HBCU. The model was also extended to carefully chosen high and middle schools. These middle and high school students serve as a pipeline to the university, with a particular emphasis on fostering growth within the EE Department. The model aligns well with the core mission of the EE Department, aiming to enhance the theoretical knowledge and practical skills of students, ensuring that they are qualified to work in industry or to pursue graduate studies. The implemented model prepares students for outstanding STEM careers. It also increases enrolment, student retention, and the number of underrepresented minority graduates in a technology-based workforce.

With the deepening of the teaching reform work, the core literacy education concept is deeply rooted in the hearts of the people. While bringing innovative development opportunities and indicating the development direction for the junior high school geography curriculum reform, it also puts forward higher requirements for junior high school geography curriculum teaching activities. Under this situation, junior high school geography teachers should effectively cultivate students' comprehensive thinking ability in the teaching of geography courses, help junior high school students develop their thinking ability, and become qualified socialist builders and socialist successors as soon as possible. Based on this, this paper deeply analyzes the practical strategies for cultivating students' comprehensive thinking ability in the teaching of junior high school geography courses, for the reference of colleagues in the education field.

Mind map is a new way of thinking that visualizes and visualizes radioactive thinking. The application of mind map in teaching is consistent with the expression of "development of thinking ability" in the "Chinese Curriculum Standards". Its concise construction and clear expression can, on the one hand, convey the ideas of language expressors more quickly and quickly, and on the other hand. On the one hand, it can make the language receiver easier and clearer to understand the message the other party wants to convey.This paper analyzes the application rules of mind map in classroom teaching, and expounds the application strategy of mind map in primary Chinese oral communication teaching from three aspects: picture-text combination, picture-introduction, and picture-introduction. The effective development of primary school students' innovative thinking and logical ability promotes the effective improvement of primary school students' oral communication skills.

Presently, there exists a burgeoning trend of female entrepreneurs worldwide, notably within the realm of small and medium-sized enterprises (SMEs), many of which manifest as family-run enterprises. The systematic literature review endeavors to construct an integrative framework concerning the practical ramifications of female involvement in family businesses by amalgamating extant global studies. The findings elucidate the practical implications inherent in female participation across global family businesses, concurrently furnishing a reservoir of prospects for prospective investigations. The deduction posits the imperative eradication of gender disparities, cognizant that gender parity underpins economic and financial advancement and is contingent upon female involvement. Furthermore, familial enterprises are urged to acknowledge and integrate women’s contributions in entrepreneurial decision-making processes.

This research quantitatively examines how technology-mediated formative assessment techniques affect student learning outcomes in middle school education. The research investigates the correlation between instructors’ technology use, attitudes, and student performance in several academic disciplines using surveys and evaluations conducted with teachers and students. Results show strong positive connections between how often technology is used, the specific digital tools used, how effective technology-mediated formative assessment is judged to be, and the results of student learning. On the other hand, obstacles to implementation were shown to have a negative relationship with student accomplishment. The research emphasizes that technology-mediated formative assessment is more successful in some subjects, emphasizing the necessity to customize teaching methods for each subject’s requirements. The study revealed a positive correlation between student learning outcomes and the frequency of technology use, the types of digital tools used, and the perceived effectiveness of technology-mediated formative assessment. These results suggest ways to improve the use of technology and formative assessment in middle school instruction.