The purpose of the current study is to examine the mediating role of intercultural communicative competence on the relationship between teaching of English language and learning at Chinese higher vocational colleges. The convenience sampling technique was used to collect data from 668 teachers, teaching English language subjects in different public and private Chinese higher vocational colleges. Smart partial least squares-structural equation modeling on SmartPLS software version 4 was used to test the hypotheses. The result revealed the direct effect of English language teaching (ELT) is not significant on English language learning (ELL). However, the intercultural communicative competences (ICC) have been tested and proved to be a potential mediator between English language teaching and learning. Because the indirect effect of ELT on ELL is positive and significant through mediator ICC. Therefore, based on the findings of this study, it can be concluded that the inclusion of intercultural communication ability is a crucial component in the vocational education of college students. Policymakers should be cautious about promoting and expanding the availability of cultural teaching and learning across demographic conditions (e.g., linguistic and ethnic diversity, age, and gender) and various levels of language proficiency. In accordance with the effects of teacher education and professional development programs, the implementation of ICC content necessitates a harmonization of pedagogical approaches and assessment practices across designated levels in order to effectively achieve educational objectives. To promote ICC in English language education, there must be clear guidelines and communication to school leaders, educators, and administrators regarding the necessity and goals of cultural integration.

The extent to which businesses incorporate Naga worship into their strategies and operations and its effect on their success remains ignored. This study employed a multidisciplinary approach to examine the diverse practices of Naga worship in business contexts across different regions. This study utilized a mixed-methods research design to provide insights into the strategic integration of Naga worship into business practices and its impact on business performance. It employed a questionnaire to gather insights from respondents about their demographic data, awareness of Naga worship, its integration into business practices, consumer perceptions and behaviors, and overall business performance. Follow-up, in-depth interviews were developed to probe deeper into respondents’ experiences, motivations, and perceptions regarding the integration of Naga worship into their business practices. Most respondents agreed to integrate Naga worship into their company practices or marketing plans by using Naga symbols in branding, doing rituals for success, providing Naga-themed products and services, and scheduling activities on auspicious Naga-related dates. Respondents perceived companies that venerate Naga as culturally genuine and focused on the community. Worshipping the Naga deity improved the brand’s and corporation’s image and reputation. People patronized these enterprises by buying products and services associated with Naga culture. A substantial portion of respondents believe that worshiping Naga enhances commercial prosperity. Yet, a few participants from different regions mentioned difficulties regarding the integration of Naga religious customs.

Young people are a traditional risk group for radicalization and involvement in protest and extremist activities. The relevance of this topic is due to the growing threat of youth radicalization, the expansion of the activities of extremist organizations, and the need to organize high-quality preventive work in educational organizations at various levels. The article provides an overview of research on the topic under consideration and also presents the results of a series of surveys in general educational institutions and organizations of secondary vocational education (n = 11,052), universities (n = 3966) located in the Arctic zone of the Russian Federation. The results of the study on aspects of students’ ideas about extremism are presented in terms of assessing their own knowledge about extremism, the presence/absence of radically minded people around them, determining the degree of threat from the activities of extremist groups for themselves and their social environment, and identifying approaches to preventing the growth of extremism in society. Conclusions are drawn about the need to improve preventive work models in educational organizations towards a targeted (group) approach.

This study examined the dissatisfaction among Chinese medical students with online medical English courses, which overemphasize grammar yet fail to provide practical opportunities related to medical situations. This study compared co-teaching’s effects, involving native and non-native instructors, with a single-instructor (traditional) model on student satisfaction in online medical English courses. Using a qualitative design, pre- and post-course interviews were conducted with 49 second-year medical students across seven classes, exploring their perceptions of instruction, curriculum, and course satisfaction. The findings indicated that the co-teaching model improved student engagement and satisfaction, not specifically due to the native English-speaking instructor but likely because of the focus on more interactive and discussion-oriented strategies. In contrast, the single-instructor model maintained the traditional grammar-focused instruction, leading to lower satisfaction levels. Both instructional models faced limitations related to their reliance on textbooks for delivering core material needed for the course’s comprehensive exam. These results suggest that the instruction design and approach, rather than the native instructor alone, was the main driver of positive outcomes in co-teaching. The study’s findings suggest a need for curriculum reforms that reduce textbook dependence and incorporate more practical, interactive learning strategies. Future research should consider applying various research techniques, such as mixed-method approaches, longitudinal studies, and experimental designs, to comprehensively assess the long-term effects of instructional strategies and curriculum innovations on student outcomes.