Climate change is a pressing global challenge that requires immediate action. To address this issue effectively, it is essential to engage and empower the younger generation who will shape the future. This abstract presents the experience of Mohamed Bin Zayed University for Humanities (MBZUH) in UAE in promoting climate action through youth empowerment and environmental education.MBZUH has recognized the significance of incorporating environmental education into its curriculum to foster a generation of environmentally conscious individuals. Through a multidimensional approach, the university has developed innovative strategies to empower students, enabling them to become active participants in addressing climate change. These strategies encompass both formal and informal education, leveraging various platforms and partnerships to create a comprehensive learning environment.This study delves into the initiatives undertaken by MBZUH to empower youth in climate action. It explores the incorporation of environmental education across disciplines, integrating sustainability principles into existing courses, and offering specialized programs focused on environmental science and climate studies. Additionally, it highlights the university's efforts in promoting hands-on learning experiences, such as field trips, research projects, and community engagement, to deepen students' understanding of climate issues and inspire practical action.Furthermore, the study examines the role of MBZUH's collaboration with local and international organizations, governmental bodies, and the wider community in fostering youth empowerment and climate action. It showcases successful partnerships that have resulted in impactful initiatives, including awareness campaigns, capacity-building workshops, and youth-led environmental projects.By sharing the experience of MBZUH, this study aims to provide valuable insights and best practices for promoting climate action through youth empowerment and environmental education. It underscores the importance of empowering the next generation with the knowledge, skills, and motivation to become effective agents of change in addressing climate challenges.

Tourism city brand image construction is a strategic measure to enhance the city’s core competitiveness, and has received great attention from various tourism cities. As a new force in promoting urban development, local youth must accurately grasp their perception of the city’s brand image, to realize the simultaneous development of youth development and urban development, and the integrated development of youth, industry, and city. This paper focuses on the city brand building of tourist cities among local youth, adopts the brand association measurement tool “brand concept map”, takes Chongqing, a tourist city in China, as the field, and the local youth as the research object, and establishes the analysis perspective of the correlation strength of results based on traditional methods. Based on exploring the characteristics of brand image perception, this paper further explores the formation mechanism behind the characteristics from the perspective of the diversity of local youth’s perception channels of city brand image.

Praxeology is the study of practice, i.e., human activity, primarily in the context of its rationality. The study of manager’s praxeological activity from the point of view of management theory is an important direction of modern science, since it contributes not only to improving the management effectiveness in an organization, but also to the development of new managerial concepts and techniques. In the article, the authors’ concept of praxeological managerial activity is proposed based on the analysis of existing scientific approaches to praxeology. An extended list of criteria for the manager’s praxeological activity efficiency was developed. These criteria include performance, productivity, accuracy of the decisions taken, purposefulness, reliability, innovativeness, quality, and ethics. The authors’ model of the manager’s praxeological activity includes the following elements: a subject (a manager), an object (a company, its staff and activities, etc.), motives (success, growth, profit, etc.), the goal (to ensure the effectiveness of the company’s activities), methods and tools (analysis, planning, organization, motivation, and control), process (praxeological activity), result (efficiency improvement), and reflexivity, correction and iteration. Within the framework of the model of praxeological managerial activity, the manager’s ability to influence the managed object (an organization, employees or the manager’s activities) is particularized. This influence should result in an increase in the employees’ performance, an increase in the managers’ performance, and an increase in the performance of the organization as a whole. The article will be of interest to specialists in the field of management, and corporate governance, as well as for anyone interested in the problems of effective management.

Use of technologies and online presence is now almost inevitable in language learning. The practice of virtual exchanges (VEs) has been receiving a lot of attention among educators at all levels over the past years. This research paper sheds light on 13 VEs carried out in pre-service teacher education in the last six years and proposes its own VE design based on recommendations from the literature with the future perspective of designing a specific VE for the research. The aim of the systematic review was at first to determine the exchange and interaction set-ups and the potential gains in the terms of pre-service teachers’ skills development. Afterwards, we identified areas for improvement and proposed our design of a VE between pre-service teachers of English in Slovakia and Turkey. Some of the expected contributions of the proposed VE design are development of a linguistic and intercultural communicative competence, digital literacy, and other competences relevant for development of VEs.

This study aims to explore the relationship between classroom anxiety and self-efficacy among Chinese Korean language learners and the impact of these variables on learning outcomes. Utilizing a quantitative research approach, the study conducted a questionnaire survey with 300 learners to assess their levels of Korean language learning classroom anxiety and self-efficacy. The questionnaire comprised two parts: one for assessing learning anxiety and the other for self-efficacy. Data were analyzed using descriptive statistical analysis, Pearson correlation coefficients, and multiple regression analysis. The results indicate a significant negative correlation between classroom anxiety and self-efficacy. That is, higher levels of classroom anxiety in Korean language learners correspond to lower levels of self-efficacy. Additionally, self-efficacy played a partial mediating role between classroom anxiety and learning outcomes. The study also found that teaching strategies offering positive feedback and encouragement can effectively reduce learners’ classroom anxiety and enhance their self-efficacy, thereby improving learning outcomes. This research is significant for understanding the psychological characteristics of Chinese Korean language learners and their impact on the learning process. The findings underscore the need to focus on learners’ psychological states in language teaching and provide strategies for teachers on how to improve teaching effectiveness by alleviating classroom anxiety and enhancing self-efficacy.