Adult vocational training of higher education institutes has great potential to help workforce coping with uncertainties of the fast-changing Labor market in the era of Industrial Revolution 4.0. However, the lack of clarity regarding strategies for effectively establishing adult vocational training in higher education institutes may hinder progress. The aim of this study was to develop agreed strategies of adult vocational training for higher education institutes in Guangxi Zhuang Autonomous Region, China. The 3-round Delphi method used semi-structured interviews and questionnaires to explore and reach an agreement on the future direction of the strategies. The semi-structured interview was used in the first round to explore the ideas in relation to such strategies. the questionnaires were used in the second and the third rounds to explore further and reach the consensus on expert opinions defined at interquartile range (IQR) ≤ 1. Besides that, Analytic Hierarchy Process (AHP) methods were used to calculate the weights of each consented statements. Through Delphi method, the comprehensive strategies have been articulated with the highlights of 1 vision, 6 goals and 40 actionable strategies. furthermore, the experts commonly highlighted that the vision of future adult vocational training shall prioritizes cultivating skilled professionals with industrial needs, offering everyone accessible opportunities for career development. Besides that, the result also showed that reskilling and upskilling and extending the leaners’ interpersonal networks have been ranked as the two most important goals for future adult vocational training in higher education institutes.

The world has never been more developed, yet humanity is on the brink of irreversible environmental loss. Despite the urgency of the situation, there is a limited body of studies addressing environmental concerns in higher education institution, particularly in developing countries, i.e., Saudi Arabia. Sustainable development is the only viable solution, albeit it requires the courage to initiate and sustain efforts dedicated to preserving the environment for the well-being of future generation. The article delves into this issue and examines the impact of environmental education program (EEP) on environmental performance (EP) via waste minimization behaviour (WMB). The research involved meticulous data collection from a sample of 597 students, representing diverse genders and academic specialties at the esteemed public university—King Faisal University (KFU) in Saudi Arabia. The study used statistical software (including SPSS and AMOS, v 25) for rigorous analysis and revealed significant findings. Firstly, the study showed a significant and positive relationship between EEP and EP. Secondly, it revealed a significant and positive association between EEP and WMB. Thirdly, the study ascertained a significant and positive association between WMB and EP. Finally, the study found that the relationship between EEP and EP remains significant even after presenting WMB as a mediator, proposing that WMB has a partial mediation role between EEP and EP. The results highlighted the significance role of EEP in stimulating WMB and achieving EP in the Saudi universities, which contributes to national initiative of green Saudia.

This article addresses the pressing issue of training and mediation for conflict resolution among employees within a corporate setting. Employing a methodology that includes literature analysis, comparative studies, and surveys, we explore various strategies and their effectiveness in mitigating workplace conflicts. Through a comprehensive comparison with metrics and conclusions from other scholarly works, we provide a nuanced understanding of the current landscape of conflict resolution practices. As a result of our research, we implemented a tailored training program focused on conflict resolution for employees within a mobile company, alongside the development of a competency framework designed to enhance conflict resolution skills. This framework comprises five integral components: emotional, operational, motivational, behavioral, and regulatory. Our findings suggest that training in each of these competencies is essential for fostering a healthy workplace environment and must be integrated into organizational practices. The importance of this initiative cannot be overstated; effective conflict resolution skills are not only vital for individual employee wellbeing but also crucial for the overall efficiency and productivity of the organization. By investing in these competencies, companies can reduce turnover, enhance team cohesion, and create a more positive and collaborative workplace culture.

With the gradual acceleration of China's adaptation to the global environment, the country's demand for English talents is growing. In recent years, with the continuous innovation of the education system, English education in higher vocational colleges is also undergoing optimization and innovation. Language and literature are closely related. English language and literature education in higher vocational colleges aims to cultivate high-quality talents who can flexibly use English language and literature for communication. It can be seen that teachers in higher vocational colleges need to focus on cultivating students' application ability of English language and literature in the teaching process. By analyzing the current situation of English language and literature teaching in higher vocational colleges, this paper expounds its significance and puts forward corresponding countermeasures, hoping to promote the development and progress of English language and literature education in higher vocational colleges.

 Purpose: This research paper aims to assess the proficiency of tertiary education providers in engaging with online learning environments, especially in the context of the post-COVID-19 transition. The COVID-19 pandemic accelerated the adoption of online learning platforms, it is essential to understand how educational institutions have adapted and evolved in their approach to virtual education. The central research question explores how Continuous Professional Development (CPD), Technological Infrastructure (TI), and Support Systems (SS) collectively influence educators’ proficiency in online teaching (POT). Study design/methodology/approach: A comparative study was performed, comparing data collected during the COVID-19 pandemic with post-pandemic data from higher education institutions in Uzbekistan. In-depth interviews were conducted with 15 education facilitators representing both public and international educational institutions. This purposive sampling approach allows for a holistic exploration of the experiences, challenges, strategies, and preparedness of these facilitators during the transition to online learning. Manual qualitative data classification and content analysis were employed to understand themes in respondent experiences and identified actions. Findings: The study reveals the significant role of CPD, robust TI, and effective SS in enhancing the Proficiency of tertiary education providers in engaging with Online Teaching. These elements were found to be significant determinants of how well institutions and educators adapted to the shift to virtual education. The research offers valuable insights for educators, policymakers, and students, aiding in decision-making processes within academia and guiding the development and implementation of effective online teaching strategies. Originality/value: This study contributes to the existing literature by providing an in-depth understanding of the adjustments education facilitators make in response to the pandemic. It emphasizes the importance of ongoing preparation for online learning and highlights the role of digital workplace capabilities in ensuring successful interaction in virtual educational environments.

This study aimed to analyze government policies in education during the Covid-19 pandemic and how teachers exercised discretion in dealing with limitations in policy implementation. This research work used the desk review method to obtain data on government policies in the field of education during the Covid-19 pandemic. In addition, interviews were conducted to determine the discretion taken in implementing the learning-from-home policy. There were three learning models during the pandemic: face-to-face learning in turns (shifts), online learning, and home visits. Online learning policies did not work well at the pandemic’s beginning due to limited infrastructure and human resources. To overcome various limitations, the government provided internet quota assistance and curriculum adjustments and improved online learning infrastructure. The discretion taken by the teachers in implementing the learning-from-home policy was very dependent on the student’s condition and the availability of the internet network. The practical implication of this research is that street-level bureaucrats need to pay attention to discretionary standards when deciding to provide satisfaction to the people they serve.