Poverty is a key challenge to socioeconomic development globally. However, the degree to which distance from a market contributes to poverty remains unclear. To provide insights into this relationship, we quantified the relationships between distance from markets and the per capita income of rural and urban people in China based on data from 29 provinces and 2651 counties. Our results illustrate the existence of a “geographical curse”; that is, a large separation between producers and consumers can exacerbate poverty for less-affluent rural residents, who pay a larger proportion of their income to send their products to market and to purchase goods from those markets. Programs to alleviate poverty should therefore consider seeking solutions associated with reducing the impact of that distance, such as subsidizing the transport of goods, improving the transportation infrastructure, supporting innovative business practices, and balancing the locations of producers and their markets.

This is a review of empirical studies with the objective of analyzing the theoretical-practical discussions that have been raised internationally to deepen the understanding of the access of rural youth to higher education as an object of study. For this purpose, a narrative review was designed, considering scientific articles published in three different languages and concerning studies conducted in 21 different countries in all regions of the world. The results reveal three discussions: a) the strong interest that higher education has regained in the life expectations of rural young people and their families, especially as a means of social advancement; b) the inequalities that most affect the access of rural youth to higher education are the lack of academic offerings in rural areas and the discontinuities that occur around rural socio-cultural capital; c) since the inequalities experienced by rural youth are diverse, actions to promote greater democratization cannot be limited to implementing systems of grants and scholarships. It is concluded that the major project consists of creating a differentiated higher education model that, in terms of location, academic offerings, recognition of knowledge, and articulation with the environment, allows rural youth to experience their professional training not as an inevitable process of acculturation, but as a continuation of their socio-cultural capital and their territorial yearnings.

This study investigates seismic risk and potential impacts of future earthquakes in the Sunda Strait region, known for its susceptibility to significant seismic events due to the subduction of the Indo-Australian Plate beneath the Eurasian Plate. The aim is to assess the likelihood of major earthquakes, estimate their impact, and propose strategies to mitigate associated risks. The research uses historical seismic data and probabilistic models to forecast earthquakes with magnitudes ranging from 6.0 to 8.2 Mw. The Gutenberg-Richter model helps project potential earthquake occurrences and their impacts. The findings suggest that the probability of a major earthquake could occur as early as 2026–2027, with a more significant event estimated to likely occur around 2031. Economic estimates for a 7.8–8.2 Mw earthquake suggest potential damage of up to USD 1.255 billion with significant loss of life. The study identifies key vulnerabilities, such as inadequate building foundations and ineffective disaster management infrastructure, which could worsen the impact of future seismic events. In conclusion, the research highlights the urgent need for comprehensive seismic risk mitigation strategies. Recommendations include reinforcing infrastructure to comply with seismic standards, implementing advanced early warning systems, and enhancing public education on earthquake preparedness. Additionally, government policies must address these issues by increasing funding for disaster management, enforcing building regulations, and incorporating traditional knowledge into construction practices. These measures are essential to reducing future earthquake impacts and improving community resilience.

This study examines the impact of structured cultural educational activities on various dimensions of student well-being in primary education. Using a randomized controlled trial design, 120 third- and fourth-grade students from Arad County, Romania, were assigned to either an experimental group, which participated in cultural educational activities, or a control group, which received no intervention. Well-being and social behavior were assessed using the Strengths and Difficulties Questionnaire (SDQ) and the EPOCH Measure of Adolescent Well-Being, administered before and after the intervention. The SDQ evaluated emotional symptoms, hyperactivity, conduct problems, peer relationship issues, and prosocial behavior, while the EPOCH scale measured engagement, perseverance, optimism, connectedness, and happiness. Analysis revealed statistically significant improvements (p < 0.05) in the experimental group compared to the control group. Students in the experimental group exhibited reduced hyperactivity and peer relationship problems, alongside notable increases in engagement, perseverance, optimism, connectedness, and happiness. These findings highlight the efficacy of integrating cultural educational activities into the primary school curriculum as a strategy for enhancing emotional and social development. The study underscores the importance of such interventions in fostering positive developmental outcomes and offers a foundation for further research into their long-term effects and adaptability across diverse educational contexts.