The COVID-19 pandemic has shifted education from traditional in-person classes to remote, online-dependent learning, often resulting in reduced learning effectiveness and satisfaction due to limited face-to-face interaction. To address these challenges, interactive teaching strategies, such as the flipped classroom approach, have gained attention. The flipped classroom model emphasizes individual preparation outside class and collaborative learning during class time, relying heavily on in-person interactions. To adapt this method to remote learning, the Remote Flipped Classroom (RFC) integrates the flipped classroom approach with online learning, allowing flexibility while maintaining interactive opportunities. RFC has incorporated short films as teaching tools, leveraging their ability to contextualize knowledge and cater to the preferences of visually-driven younger learners. However, research on the effectiveness of RFC with films remains limited, particularly in fields like nursing education, where practical engagement is crucial. This article shares the practical experience of applying RFC with films in a nursing education context. Positive feedback was observed, though many students still expressed a preference for in-person classes. These insights suggest that strategies like RFC with films could be valuable in maintaining engagement and learning efficiency in remote classrooms.

With the rapid development of China’s economy and society, the reform of talent training mode for business administration has become the most concerned and valued issue in the current teaching work in colleges and universities. From the current situation of undergraduate education curriculum system construction in vocational colleges, the traditional teaching methods of higher English still occupy the majority. The all English bilingual course for the undergraduate major of business administration takes the basic knowledge of language and the theory of natural science as the core content. Therefore, this paper will focus on how to build a perfect talent training mode for business administration majors that meets the actual needs and employment direction of students, and put forward specific teaching strategies in order to provide more application-oriented and professional development platforms for business administration students.

Psychological capital is recognized as a positive and unique factor that plays a crucial role in human resource development and performance management. It has the potential to increase employees’ efforts towards achieving organizational goals and improving their entrepreneurial strategy skills. The objective of this study was to examine the contribution of psychological capital in enhancing the entrepreneurial strategy skills of employees in Saudi universities. The study employed a descriptive approach, specifically utilizing the survey study method. The study sample was intentionally selected from different categories within the study population. Data was collected from 530 participants using two questionnaires. The findings revealed that employees exhibited an average level of psychological capital, while their practice of entrepreneurial strategy skills was rated as poor. The study also demonstrated that psychological capital significantly contributes to enhancing employees’ entrepreneurial strategy skills. Furthermore, statistically significant differences were observed in the psychological capital of employees across certain variables, such as personal and functional aspects. The average level of psychological capital among employees indicates the need for further development in this area. By focusing on enhancing psychological capital, organizations can effectively improve the entrepreneurial strategy skills of their employees. It is clear that investing in the psychological capital of employees can lead to significant improvements in their entrepreneurial strategy skills. This highlights the potential for organizations to foster a more entrepreneurial mindset and approach among their staff members. Additionally, the study’s findings underscore the need to tailor interventions and development programs to address specific aspects of psychological capital that may vary across different employees. Overall, the study emphasizes that psychological capital is a valuable resource that should be nurtured and developed within the organizational context. By doing so, organizations can not only enhance the entrepreneurial strategy skills of their employees but also cultivate a more resilient, motivated, and engaged workforce. This has the potential to contribute to the overall success and innovation of Saudi universities and similar institutions.

This article explores a method for evaluating the achievement of learning effectiveness based on virtual reality technology. The research analyzed the design and construction of a virtual learning environment, data collection of learner behavior, data analysis and evaluation methods, evaluation indicators and personalized feedback, as well as a case study of a virtual learning evaluation system. By using virtual reality technology to create an immersive learning environment, learners can gain an immersive learning experience, and evaluators can accurately record learners' behavior and performance. The learning effectiveness evaluation method based on virtual reality technology can improve learning effectiveness and teaching quality, promote educational innovation and development. These research results are of great significance for the evaluation of virtual learning effectiveness and personalized teaching in the field of education.

This study investigates the critical skills required for new entrants to succeed in today’s workforce, focusing on both soft and hard skills. Through a comprehensive systematic review of existing literature using the PRISMA method, we analyzed 12 selected journals from an initial pool of 870, sourced from major databases such as Scopus, Science Direct, and Emerald Insight. Our research uncovers four key insights. First, we provide a clear and precise definition of employability skills, establishing the foundation for what competencies are essential for workforce readiness. Second, our analysis identifies a distinct separation between soft and hard skills, with soft skills such as communication, problem-solving, teamwork, ethics, and leadership being universally critical across all industries. Third, while soft skills have broad applicability, hard skills are highly specialized, varying significantly depending on industry and job role. To simplify their understanding and application, we categorized these hard skills into specific groups. Finally, the study highlights the urgent need for further empirical research to validate these findings in real-world settings, as the current conclusions are drawn solely from literature. This potential gap between academic preparation and industry expectations underscores the necessity for ongoing collaboration between educational institutions and employers, which will be a primary focus of our future research.

Despite the efforts of public institutions and government spending, progress on the SDGs is mixed at the midpoint of the 2030 timeframe-some targets are off track and some have even regressed. ICT-related indicators, on the other hand, stand out for their strong progress. The author notes this progress, but questions its relationship to the implementation of the 2030 Agenda. He argues that the growth in internet and mobile network penetration is due to the economic characteristics of communications development. The objectives of the article are to review the impact of the ICT sector on economic growth, to consider the role of government spending in the development of this sector in the context of fostering the achievement of the Sustainable Development Goals, and to identify the prerequisites for significant progress towards SDG targets in communications. Achievement of these objectives will make it possible to determine whether this progress is a consequence of targeted efforts to achieve the SDGs, or whether, in accordance with the author’s hypothesis, it is based on the specifics of the ICT sector’s development, allowing for the accelerated spread of mobile communications and the Internet, which is reflected in the SDG indicators.