The learning of English courses is not only a process for students to master language knowledge and skills, but also a process for improving students' comprehensive humanistic quality. The integration of moral education in English teaching can not only cultivate students' good study habits, improve the efficiency of English learning, but also help to cultivate students' excellent moral quality. Through the research on the organic integration strategy of primary school English teaching and moral education, this paper aims to provide an effective method for the effective integration of primary school English teaching and moral education, so as to promote the improvement of the level of primary school moral education and achieve the goal of building morality and cultivating people.

In the process of English learning, primary school English is an important period of enlightenment. However, teachers’ old-fashioned teaching methods and obscure teaching contents make primary school students less interested in learning English, which will affect students’ entire English learning career. Under this educational background, the education department should analyze the existing problems in English teaching methods, teaching contents and teaching concepts based on the current situation of English teaching in primary schools, aiming to improve the interest of English teaching in primary schools through effective strategies.

The study’s objective is to identify the challenges and limitations faced by the current vocational education system in preparing graduates in the era of the industrial revolution in the evolving job market in Tangerang, Indonesia. The study primarily examines vocational high schools and adopts a quantitative and quasi-experimental research approach, using control groups to conduct pre- and posttests. The experimental group experiences demonstrations, whereas the control group receives explanations. Instructors employ a blend of demonstration and explanation techniques to explain equipment operation before allowing students to engage in vocational training. The study, led by students in various engineering fields, evaluates technical competencies, work ethics, and foundational knowledge using tests and observations. Job preparation is assessed using the minimal completeness criteria (MCC), which focuses on the importance of proper knowledge, attitudes, and skills. The results indicate that vocational teachers have the potential to play a pivotal role in introducing cutting-edge, technology-based teaching methods, therefore enabling students to make well-informed decisions about their careers. This research enhances vocational education by incorporating practical skills and attitudes with academic knowledge, effectively addressing the changing requirements of the work market.

This study examines the compliance between the accounting standard for Property, Plant and Equipment (PPE) and accountants’ practices in terms of disclosure and measurement, in order to determine its levels and drivers. Based on the assumption that a higher level of compliance is associated with a higher quality of the accounting information system, compliance indices are proposed and econometric regressions are used to analyze the determinants of this accounting compliance for Portuguese firms. The empirical evidence shows that compliance is not high, and that it tends to be higher for disclosing rather than for measuring. Moreover, the results suggest that firm size has a positive impact on compliance, both for measurement and disclosure, consistent with larger firms being subject to greater scrutiny. Liquidity, on the other hand, tends to have a negative effect on compliance, as more liquid firms are less dependent on external financing. Furthermore, while leverage tends to have a positive effect on measurement compliance, profitability has no effect on accounting compliance. Therefore, this study adds evidence straight from the perceptions of practitioners who interpret and apply accounting standards and then influence the quality of financial reporting, providing valuable insights that have the potential to affect confidence in firms.

The complex interactions of industrial Policy, structural transformation, economic growth, and competitive strategy within regional industries are examined in this research. Using a dynamic capabilities framework, the study examines the mediating roles of organizational innovation and adaptability in the link between competitiveness and macroeconomic variables. A two-way fixed effects model is used in this study to examine the influence of structural transformation (ST) on Industrial Policy (IP). Using regional data covering the years 2010 to 2022, the research undertaken in this paper explores the dynamics of the Indonesian economy by empirically assessing the consequences of structural change on industrial Policy. In order to establish a comprehensive model that clarifies the mechanisms through which industrial policies and structural shifts impact the development of dynamic capabilities, ultimately influencing competitiveness strategies, this research draws on a large amount of empirical data and integrates insights from seminal works. Our research adds to our knowledge of strategic management in regional industries by providing detailed information on how economic development and policy interventions influence businesses’ ability to adapt and gain a competitive edge. In addition to advancing scholarly discourse, this study offers business executives and politicians valuable insights for managing the intricacies of global economic processes.

This article evaluates the Didactic Strategies for Teaching Mathematics (DSTM) program, designed to enhance the teaching of mathematical content in primary and secondary education in a hybrid modality. In alignment with SENACYT’s Gender-STEM-2040 Policy, which emphasizes gender equality as a foundational principle of education, this study aims to assess whether initial teacher training aligns with this policy through the use of mathematical strategies promoting gender equality. A descriptive-correlational approach was applied to a sample of 64 educators, selected based on their responses during the training, with the goal of improving teaching and data collection methodologies. Findings indicate that, although most teachers actively engage in training, an androcentric approach persists, with sexist language and a curriculum that renders girls invisible, hindering the fulfillment of the National Gender Equality Policy in Science, Technology, and Innovation of Panama (Gender-STEM Policy 2040). Additionally, through a serendipitous finding, a significant gap in student activity levels, especially in secondary school, was discovered. While in primary school, activity levels were similar between genders, a decline in active participation among girls in secondary school was observed. This discovery, not initially contemplated in the study’s objectives, provides valuable insights into gender differences in active participation, particularly in higher educational stages. The serendipity suggests the need for further exploration of social, environmental, and family factors that may influence this decrease in girls’ active participation. The article concludes with a preliminary diagnosis and a call to deepen gender equality training and the effective implementation of coeducation in Panama’s educational system.