China’s Belt and Road Initiative (BRI) hopes to deliver trillions of dollars in infrastructure financing to Asia, Europe, and Africa. If the initiative follows Chinese practices to date for infrastructure financing, which often entail lending to sovereign borrowers, then BRI raises the risk of debt distress in some borrower countries. This paper assesses the likelihood of debt problems in the 68 countries identified as potential BRI borrowers. We conclude that eight countries are at particular risk of debt distress based on an identified pipeline of project lending associated with BRI.

Because this indebtedness also suggests a higher concentration in debt owed to official and quasi-official Chinese creditors, we examine Chinese policies and practices related to sustainable financing and the management of debt problems in borrower countries. Based on this evidence, we offer recommendations to improve Chinese policy in these areas. The recommendations are offered to Chinese policymakers directly, as well as to BRI’s bilateral and multilateral partners, including the IMF and World Bank. 

The research aims to explore the degree of acceptance of digital work culture among the youth in the Emirati society within the study sample. Additionally, it aims to reveal the relationship between “gender” and “educational status” as sociodemographic factors among the youth in the study sample and their level of acceptance of digital work culture. Furthermore, the study aims to identify prospective trends in digital work culture among young individuals in Emirati society. Due to the nature of the descriptive research, it employed the “sample social survey” approach. The field study primarily utilized a quantitative tool for data collection, namely the “digital questionnaire.” This questionnaire was administered to a purposefully chosen random sample comprising young individuals actively seeking employment opportunities (unemployed individuals) or those new to the labor market. The participants fell within the age group of 15 to 35 years, totaling 184 individuals. Care was taken to ensure that this sample was representative of all youth categories in Emirati society, considering demographic factors such as gender, place of residence, and educational status. The research findings indicate that an overwhelming majority of young individuals in the study sample (97.8%) have no obstacles to accepting job opportunities that necessitate digital and technological skills. Moreover, the study uncovered a direct and statistically significant relation between “gender” and the “level of acceptance of digital work culture,” favoring females. This implies that females are more inclined to accept digital job opportunities compared to males. Additionally, the results highlighted a positive and statistically significant relation between both “educational status” and the “level of acceptance of digital work culture.” In other words, individuals with higher levels of education demonstrate a greater interest in digital job opportunities. Utilizing Step-wise Regression, the study also made predictions about the spread of “future digital work culture” in the United Arab Emirates based on the variable of “education.”

Under the background of new curriculum reform, the purpose of secondary education and cultivation has been changed to cultivate students' comprehensive and professional abilities. Applying lifelike teaching to the English classroom of secondary education arts and sports students is an effective means to stimulate students' learning interests and improve their English proficiency. Based on the analysis of the current situation of English teaching for arts and physical education students in secondary education, the article puts forward several strategies of English lifelike teaching in order to better improve the English quality of students in secondary institutions and promote the development of English education in secondary institutions.

The issue of academic achievement among Chinese university students is emerging due to difficulties in finding employment. This study investigates the structural relationships between social support, goal orientation, and academic achievement with the aim of enhancing students’ academic performance and facilitating sustained employability. Data were collected from 202 college students in South China, revealing that students’ levels of social support, goal orientation, and academic achievement were all moderate. Lower-grade students, in comparison to higher-grade students, exhibited lower levels of social support, goal orientation, and academic achievement. Additionally, students from lower economic backgrounds tended to lack social support. Among the factors of social support, goal orientation, and academic achievement, there were positive correlations among these three variables. Social support significantly and positively influenced goal orientation and academic achievement. Specifically, the sub-factors of social support, school support, and teacher support had differential effects, with school support enhancing academic achievement and teacher support boosting goal orientation. Goal orientation also significantly and positively impacted students’ academic achievement, with the sub-factor of mastery goals having a stronger influence. Goal orientation partially mediated the relationship between social support and academic achievement. This study discusses limitations and provides insights for future research.