Sustainable innovation is crucial for addressing social and environmental challenges and is a key driver of enterprise competitiveness and economic growth. This study examines how board heterogeneity influences sustainable innovation in enterprises, particularly within the context of China’s Science and Technology innovation board. Findings reveal that diverse boards enhance sustainable innovation and impact M&A activities, which in turn mediate the relationship between board diversity and corporate sustainability. The research aims to understand the optimal board composition for scientific and creative enterprises, analyze the mechanisms behind board heterogeneity’s effect on innovation, and assess M&A’s role in this process. The study’s outcomes underscore the importance of board diversity for fostering sustainable innovation and suggest that M&A can be a critical pathway to enhancing corporate sustainability.

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.

This study explores the role of intercultural communicative competence (ICC) and STEM education in building the soft infrastructure necessary for economic development within Kazakhstan’s transforming education system. The authors conducted an interdisciplinary analysis, emphasizing the cognitive and communicative aspects of foreign language education in secondary schools, proposing a model for integrating ICC through the use of information and analytical technologies. The research focuses on personalized education, teacher competencies, and student engagement, with experimental methods applied in a Karaganda-based school. The study aims to identify mechanisms and principles that enhance ICC development, contributing to Kazakhstan’s modernization efforts in fostering globally competitive graduates prepared for the demands of the international arena. This research lays the foundation for further practical experimentation in profiled schools, aligning education with national development goals.

The Heating, Ventilation, Air Conditioning, and Refrigeration (HVAC&R) industry is pivotal to Europe’s goals for energy efficiency, sustainability, and technological advancement. As demand for skilled HVAC&R professionals rises, the effectiveness of educational programs in this field has become a focal point. This article explores the Portuguese case to analyze how pedagogical strategies and student motivation contribute to the quality of HVAC&R training across Europe. The study highlights innovative teaching methodologies such as active and competency-based learning, as well as the use of laboratory training and digital simulations to provide hands-on experience. Additionally, it emphasizes Bloom’s Taxonomy as a framework for curriculum development, ensuring that students advance from foundational knowledge to complex problem-solving abilities. Motivation is also identified as a critical factor for student engagement and long-term career commitment. The article concludes that a balanced integration of theoretical knowledge, practical skills, and motivational support is essential for producing highly qualified HVAC&R professionals. This approach not only meets current industry needs but also aligns with Europe’s broader environmental and technological objectives, offering valuable insights for educators, policymakers, and industry stakeholders.

This study developed a specific scale to measure the impact of extrinsic motivations on students’ decisions to pursue online graduate programs at business schools in Latin America. Using a mixed-methods approach, the research proceeded in three stages. In the first stage, the construct was defined by identifying key extrinsic factors motivating students to enroll in online graduate programs, followed by the creation and initial validation of the scale in Colombia. The second stage involved testing the scale in Chile to determine its cross-cultural applicability. In the third stage, the scale’s predictive validity was confirmed, demonstrating its effectiveness in explaining how extrinsic motivations influence students’ intentions to enroll in online graduate programs. The findings indicate that the scale, composed of five dimensions—Cost Reduction, Ability to Study from Any Location, Control Over Learning Pace, Flexibility to Balance Study and Work, and Avoiding Commuting Time—is a reliable predictor of student preferences and intentions in online graduate education. The final scale includes 25 items across these dimensions, measuring extrinsic factors through items related to flexibility, time savings, and global accessibility. Validation in two Latin American countries confirms the scale’s relevance across diverse cultural contexts, enhancing its applicability within the region. This study provides empirical evidence that extrinsic motivation is a key determinant of students’ intentions to enroll in online programs in developing countries. It confirms that extrinsic motivations reflect a preference for flexible learning options compatible with students’ lifestyles and professional needs, linked to their beliefs about time management, professional advancement, and career opportunities associated with earning a graduate degree.