The purpose of this paper is to suggest some ways and mechanisms for creating long-term peace based on sustainable development of the world and the purpose of the work is to develop recommendations aimed at counteracting the emergence of dictatorial regimes that were legitimately established. Five common features of such dictators have been identified, namely: coming to power in a legitimate way, using manipulative technologies, openly declaring their aggressive intentions, gradually implementing their aggressive intentions, creating a military potential with the active participation of developed countries, including those with established democracies. The reasons for the creation of dictatorial regimes are substantiated, namely: the imperfection of electoral legislation, excessive conservatism of legislation, insufficient determination and timeliness of countering the strengthening of dictatorships, “national egoism”, the unscrupulousness of dictators in their foreign and domestic policies. It was determined that in order to actively oppose dictatorial regimes, it is necessary to: improve the system of elections to the highest positions and to the legislative bodies of the state, put a strong barrier against manipulative technologies and fakes, through the improvement and effective application of international legislation with the involvement of artificial intelligence, determine the strategy of relations with dictators in all directions in advance: economic, diplomatic, sports, scientific and technical, etc., establish the scope of relations in direct proportion to the index of democracy in a country with an authoritarian regime and, in order to prevent negative consequences on the economy and social condition of the society of one’s country, determine and carefully regulate import and export activities. It is proposed to start an indicator of the effectiveness of the head of state and an internal truth index of the head of state, as well as measures for moral stimulation of heads of state. As a result of the study, two root causes of threats to the existence of humanity were additionally identified, which directly affect the formation of dictatorial regimes. 1) The emergence on the basis of modern information technologies of a powerful system of manipulative technologies, the use of which leads to the power of future dictators. 2) Belated opposition of the democratic world to the formation of dictatorships. This is expressed in condescension to the initial illegal actions of future dictators, uncontrolled cooperation in the economic, political and humanitarian spheres. Two key mechanisms for achieving sustainable development and long-term peace are proposed.

A professional team of kindergarten teachers can guarantee the high-quality development of preschool education. In the process of professional development of kindergarten teachers, their professional development in different dimensions can usually be manifested in educational practice, which is related to the quality of kindergarten education and the development of children. Therefore, this paper first analyzes the current situation of the professional development of teachers in public kindergartens, points out the problems existing in the professional development of teachers, and hopes to promote kindergarten teachers to continuously improve their professional abilities and realize the sustainable development of the education team by exploring the path of professional development and training of teachers.

As International Atomic Energy Agency has stated in its Handbook on Nuclear Law, “Even in situations for which the highest standard of safety has been achieved, the occurrence of nuclear accidents cannot be completely excluded.” Therefore, the international legal framework for nuclear damage compensation liability has been evolving since the establishment of Nuclear Energy Agency of Organization for Economic Co-operation and Development (OECD NEA) and International Atomic Energy Agency (IAEA). Over the years, various international treaties have been enacted to address the compensation of nuclear damage and to establish liability regimes for nuclear incidents. To date, these treaties have established a series of legal principles of nuclear damage liability, such as the sole liability principle, the strict liability principle, the financial guarantee principle etc., which have been developing since establishment. This paper offers an overview of the historical development of the principles of these international treaties for nuclear damage liability and thus draws upon both primary and secondary sources, including treaties, official documents, academic literature, and reports by international organizations. Including the legislation study methodology, comparative methodology is also adopted in this paper to analyze the changes and trend of these principles. The paper reveals that the Paris Convention, which was established in 1960, was the first attempt to establish a comprehensive legal regime for nuclear damage liability. Most of the principles of this Convention have been inherited by subsequent international treaties and domestic legislations. With the awareness of protecting public’s rights having been significantly strengthened, the range of compensation has been broader, the matters of immunity from liability for operators of nuclear power plants have been reduced, the limitation of the compensation amount has been higher etc. In conclusion, the international legal regime for nuclear damage liability has been showing a shift from protecting the development of the nuclear industry to a joint protection of both public health and rights and the nuclear industry, which should be paid attention to and deeply learnt by domestic legislators of all states for the establishment and perfection of their domestic legislation in this field.

Influenced by global financial crisis in 2008, many countries around the world have realized the significance of sustainable development. And green development, as the most important pathway to sustainability, has been implemented by various countries. In this context, green development has drawn great attention from academic researchers both at home and abroad in recent years and has become an interdisciplinary-oriented research direction. As an applied basic research field for exploring the structural change of resources and environment as well as regional sustainable development, geography plays an essential role in the research of green development. Based on an intensive literature review, this article firstly summarized the connotation and analytical framework of green development. Secondly, it systematically outlined the progress of green development research from the perspective of geography and thus extracted seven themes, that is, the influencing factors of green development, assessment methods, spatial and temporal characteristics of green development, green development and industrial transformation, green transformation of resource-based cities, the effect of green development, and green development institutions and recommendations. Comments were made on the existing studies including their shortcomings. Finally, future research emphases were discussed, aiming to provide references for further study on green development from the perspective of geography in China.

With the deep integration of artificial intelligence technology in education, the development of AI integration capabilities among pre-service teachers—as the core of future educational human resources—has become crucial for enhancing educational quality and driving digital transformation in education. Based on the AI-TPACK (Artificial Intelligence-Technological Pedagogical Content Knowledge) theoretical framework, this study employs questionnaire surveys and structural equation modeling to explore the structural characteristics, influencing factors, and formation mechanisms of AI-TPACK competencies among pre-service teachers in Chinese universities. Findings indicate that while pre-service teachers demonstrate moderately high overall AI-TPACK levels, their technical knowledge (AI-TK) and technological integration competencies (e.g., AI-TPK, AI-TCK) remain relatively weak. School technical support, technological attitudes, and technological competence significantly influence their AI-TPACK capabilities, with institutional level and teaching experience serving as important external moderating factors. Building on these findings, this paper proposes a systematic framework for developing pre-service teachers' AI integration capabilities from a human resource development perspective. This framework encompasses four dimensions: curriculum optimization, practice enhancement, resource support, and policy guidance. It aims to provide theoretical foundations and practical pathways for pre-service teacher training and teacher human resource development in higher education institutions.