In the current context of new engineering, the teaching of the course "Civil Engineering Construction Organization and Management" should be targeted and focused. In terms of setting up the course content, schools need to engage in extensive communication and cooperation with enterprises and industry associations, and integrate more practical education elements into the teaching methods to ensure that students can achieve a unity of knowledge and action; In relevant course teaching, teachers should also introduce more ideological and political elements to improve students' ideological and moral literacy. This article analyzes and explores the teaching reform of the course "Civil Engineering Construction Organization and Management" in the context of the new engineering discipline.

This study investigates the integration of sustainability principles into educational curricula, focusing on the gap between theoretical knowledge and practical application. Through a mixed-methods approach, the research identifies key institutional barriers, including outdated policies, insufficient teacher training, and limited resources. These barriers hinder the effective incorporation of sustainable development principles into education. The study reveals that while some educational systems struggle to adopt sustainability, examples from progressive institutions show that integrating these principles enhances student awareness and equips them with skills essential for sustainable development. The findings suggest that substantial changes are needed in existing educational frameworks to better support sustainability in curricula. Recommendations for future research include conducting longitudinal studies to assess the long-term impact of curriculum changes on sustainability outcomes and exploring the role of technology in advancing sustainable education. Policy recommendations emphasize the need for advocacy and the implementation of actionable strategies, such as industry collaborations for pilot projects and real-world applications. Furthermore, institutional support for teacher professional development is crucial, with structured programs that combine theoretical knowledge and practical skills in sustainability. Enhancing partnerships between educational institutions and industries, including co-designed curriculum modules and internship opportunities, is also essential for aligning education with the Sustainable Development Goals. This study highlights the importance of transforming educational practices to better address the challenges of sustainable infrastructure development, ultimately preparing students to contribute to a more sustainable future.

In the dynamic landscape of modern education, it is essential to understand and recognize the psychological habits that underpin students’ learning processes. These habits play a crucial role in shaping students’ learning outcomes, motivation, and overall educational experiences. This paper shifts the focus towards a more nuanced exploration of these psychological habits in learning, particularly among secondary school students. We propose an innovative assessment model that integrates multimodal data analysis with the quality function deployment theory and the subjective-objective assignment method. This model employs the G-1-entropy value method for an objective evaluation of students’ psychological learning habits. The G-1-entropy method stands out for its comprehensive, objective, and practical approach, offering valuable insights into students’ learning behaviors. By applying this method to assess the psychological aspects of learning, this study contributes to educational research and informs educational reforms. It provides a robust framework for understanding students’ learning habits, thereby aiding in the development of targeted educational strategies. The findings of this study offer strategic directions for educational management, teacher training, and curriculum development. This research not only advances theoretical knowledge in the field of educational psychology but also has practical implications for enhancing the quality of education. It serves as a scientific foundation for educators, administrators, and policymakers in shaping effective educational practices.

University majors are the core sub majors of education majors, and the OBE concept is a modern educational concept based on learning outcomes. Apply the OBE concept to undergraduate courses to cultivate students' professional practical abilities and scientific research innovation qualities. This article is based on the educational concept of OBE and attempts to examine and reform university curriculum teaching, mainly starting from four aspects: curriculum content, teaching methods, curriculum assessment and evaluation methods, and teacher quality.

The Intellectual Property (IP) chapter of the Comprehensive and Progressive Agreement for Trans-Pacific Partnership (CPTPP) is recognized for its extensive coverage, encompassing a broad range of innovation areas such as patents, trademarks, geographical indications, and copyright. This chapter sets a new global benchmark for IP protection, posing significant challenges to the existing legal frameworks of member countries and necessitating rapid adaptation, particularly for developing members like Vietnam, Malaysia, and Mexico. These nations have undertaken comprehensive revisions to their IP laws to align with the international standards established by the CPTPP. Despite their unique national contexts, the legal amendments reflect distinct strategies and methodologies in meeting international standards. This paper conducts a qualitative analysis of Vietnam, Malaysia, and Mexico, comparing their law amendment strategies, contents, and techniques across three dimensions. It highlights the distinctive characteristics and impacts of their legal revisions, offering valuable insights for other prospective developing members within the CPTPP framework on the practice of IP law reform.

Intellectual property (IP) is a crucial issue as it directly impacts economic growth. This research analyzed the dynamic governance reconstruction within Indonesia’s Ministry of Law and Human Rights aimed at transforming it into a world-class Intellectual Property Office (IPO). A systematic review of 20 articles was conducted. The results showed that the Directorate General of Intellectual Property (DGIP) under the Ministry has numerous opportunities to become a world-class IPO. Protecting intellectual works through IP rights enhances inclusiveness, such as ensuring operational freedoms. The Indonesian government is employing dynamic governance methods to contextualize and implement bureaucratic reforms. However, there is resistance to change as old habits conflict with the new order, posing a challenge to bureaucratic reform. Strategies to create a world-class IPO involve improving technology utilization and fostering innovation. The protection of IP rights has widened inclusivity by enabling operational freedoms. Under dynamic governance, the bureaucracy is being restructured to be more context-aware and agile in its execution. Yet, ingrained practices resist reform, creating friction with the new systems being instituted. Initiatives to elevate the DGIP include technological modernization and promoting a more innovative culture. By reviewing these aspects systematically, the research provides insights into the opportunities and challenges in transforming Indonesia’s IP office into a world-class institution capable of driving economic growth through robust IP governance.