With the continuous development of globalization, communication among countries around the world is increasingly frequent, and multicultural integration has become the mainstream of the development of the current era. Language, as the carrier of multicultural integration, is an important tool to promote international communication and integration, especially English, as an international language with the largest number of users and the widest range, has extensive practicability and communication. With the continuous deepening of China's reform and opening up, communication with foreign countries has become increasingly close. English has become a basic language skill that college students must master proficiently. The transformation of English education is an inevitable trend that conforms to the development of the times. However, in the current process of English teaching in universities, there are outdated educational ideas and methods, and English teaching and cross-cultural awareness cultivation have not been effectively combined, Causing a lack of interest in English among college students, the inability to truly apply learning outcomes to practical situations, and the loss of its true significance in English teaching. This article analyzes the important impact of the current multicultural integration environment on college English teaching, as well as the problems existing in contemporary college English teaching practice, and proposes targeted transformation paths for college English education in the context of multicultural integration.

The article addresses the issue of educational development policy in Ukraine: the main trends and ways, means, technologies of their implementation. It has been observed that educational policy is developing and changing under the influence of such factors as Russia’s military actions against our country, European integration and globalisation. It has been taken into account that globalisation trends in the world integration, according to which globalisation processes should be reflected not only in the foreign economic, political or technological spheres, but also, as a consequence, in the development of technologies for training future teachers. Integration of digital technologies in the educational process is one of the key tendencies in the modern educational policy in Ukraine. The characteristics of the most used technologies of augmented reality in the modern school of Ukraine have been outlined. The algorithm for displaying generalized information about a particular application was proposed, namely: payment, accessibility, language, system requirements; learning opportunities; practical value; website; video about the application. The model of the formation of future teachers’ skills to use augmented reality technologies in the process of natural sciences studying has been proposed. We consider it as a component of a holistic system of future teachers’ professional training. The conceptual basis for the development of the model is a multi-subject educational paradigm, which is considered to be open, self-developing and self-organizing, causing a fundamental change in the behavior and relationships of the educational process participants. The proposed model is implemented in the authors’ methodological system, which ensures the interconnected activities of all participants in the educational process. Its systemic factor is the goal of improving the quality of the future natural sciences teachers’ professional training by developing their skills in using AR technology. The end result is an increase in the level of future natural sciences teachers’ readiness to use AR technology in their professional activities.

Raising public awareness of maritime risk and disseminating information about disaster prevention and reduction are the most frequent ways that the government incorporates citizens in marine disaster risk management (DRM). However, these measures are deemed to be insufficient to drive the participation rate. This study aims to understand the participation trend of citizens in marine DRM. On the basis of the theory of citizen participation’s ladder, public participation within marine DRM is categorized into non-participation, tokenistic participation, and substantive participation. Using organization theory, the government’s strategies for encouraging participation are classified into common approach (raising awareness), structural approach (innovating instruments), and cultural approach (developing citizenship). Considering the vignette experiment of 403 citizens in a coastal city of China that has historically been subject to marine disasters, it was found that effectiveness of the strategies, from highest to lowest, are citizenship development, risk education, and instruments innovation. At the individual level, psychological characteristics such as trust in the government, past disaster experience, and knowledge of marine DRM did not significantly influence citizens’ participation preferences. At the government level, even when citizens are informed about new participatory mechanisms and tools, they still tend to be unwilling to share responsibilities. However, self-efficacy and understanding the beneficial outcomes of their participation in marine (DRM) can positively impact the willingness to participate. The results show that to encourage public participation substantively in the marine DRM, it is important to cultivate a sense of civic duty and enhance citizens’ sense of ownership, fostering a closer and more equitable partnership between the state and society.

This study intends to explore the idea of a vocational village strategy to foster sustainable rural development. Vocational villages, offering targeted skills training and economic opportunities, present a compelling soft approach to rural development, addressing the need for sustainable livelihoods and community empowerment. Drawing upon the collaborative governance (the penta-helix model); underpinning the social capital perspective; and highlighting the economic, institutional, cultural, environmental, technological, and institutional dimensions of sustainable development, a vocational village strategy is expected to level up village capacities and facilitate modernization. The research was narratively developed through a qualitative methodology using primary and secondary data sources. Primary empirical data was employed to analyze vocational village practices in Panggungharjo Village, Yogyakarta, Indonesia as a representative example. The PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-analyses) framework provided secondary data to present comparative literature on vocational village development. The findings determined a four-staged vocational village model includes initiation, training, business development, and independence. The success of this model is contingent upon political, bureaucratic, and sociocultural factors (social capital), as well as the effective collaboration of government, academia, industry, and community (penta-helix). This research contributes to the urgency of vocational village practices and models as a viable strategy for achieving equitable and sustainable rural development.