In the new era, the Yiban platform has become an important carrier for college counselors to carry out online ideological and political education for college students. Utilizing the Yiban platform to improve the effectiveness of online ideological and political education is a practical need for ideological and political education in universities, but there is a deviation between its actual construction and the expected effect. At present, college counselors face difficulties in carrying out online ideological and political education based on the Yi Ban platform, such as a lack of online thinking, insufficient new media literacy, and weak content innovation. Based on the fundamental task of cultivating morality and talents, starting from the job responsibilities of counselors, fully utilizing the platform of changing classes, and striving in four directions: improving political literacy and theoretical level, building a composite talent team, valuing the role of "opinion leaders", and adhering to the "content as the king" orientation, can provide a feasible path for comprehensively improving the quality of online ideological and political education for college students.

In the history of public health, space has evolved through several stages driven by shifts in concepts of disease control. The history of public health is summarized by George Rosen in six phases: Origins (before 500 CE), Middle Ages (500–1500), Mercantilism and Absolutism (1500–1750), Enlightenment and Revolution (1750–1830), Industrialism and the Sanitary Movement (1830–1875), and the Bacteriological Era (1875–present). By integrating architectural sociology—a temporal lens examining the interplay between architecture, individuals, and society—this study investigates how architects historically responded to public health challenges, offering critical insights for contemporary healthy habitat design. Architecture not only addresses survival needs but also materializes societal consciousness. The progression of health-related cognition (e.g., germ theory), behavioural norms (e.g., hygiene practices), infrastructure systems (e.g., sanitation networks), and scientific advancements collectively redefined spatial paradigms. Architects constructed temples, thermae, lazarettos, Beitian Yangbingfang (charitable infirmaries), anatomical theaters, quarantine hospitals, tenements, mass housing, and biosafety laboratories. These cases exemplify the co-evolution of “Concept” (disease control ideologies), “Technology” (construction methods), and “Space” (built environments). By synthesizing centuries of public health spatial practices, this research deciphers the dynamic interplay among “Concept, Technology, and Space”. Leveraging historical patterns, we propose a predictive framework to refine future spatial strategies in anticipation of emerging health crises.

This study addresses the rising concerns of technostress experienced by teachers due to the increased reliance on educational technology in both classroom and online settings. Technostress, defined as the adverse psychological effects arising from the use of information communication technologies, has been documented to impact teacher performance and overall well-being. Despite the importance of educational technology in enhancing teaching and learning experiences, many educators report elevated levels of anxiety, stress, and pressures associated with their use of these tools. This study presents practical strategies to help teachers alleviate or prevent technostress while using educational technology. This study used a quantitative approach with a survey conducted among 113 university and schoolteachers. The data analysis included frequency and percentage distribution of categorical variables, Cronbach's alpha for reliability, chi-square test, and exploratory factor analysis to identify strategies for symptom prevention. The results indicated that while many teachers experienced symptoms of technostress due to several factors, some did not. The study concluded with specific strategies, and many teachers agreed highly. The implications of this study are profound for educational institutions, policymakers, and teacher training programs as they underscore the necessity of providing comprehensive training, support, and resources to help educators manage technostress effectively. By integrating these strategies into professional developmental programs and fostering a supportive teaching environment, schools and universities can promote better mental health for teachers, improving students' educational outcomes.