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.

This study aims to explore the design and application of a learning achievement evaluation model, in order to improve the quality of teaching in the field of education and promote student development. This article starts with the importance of constructing a learning effectiveness evaluation model, and then clarifies the basic concepts and related theories of learning effectiveness evaluation, providing theoretical support for subsequent model design. In the model design section of learning effectiveness evaluation, propose the model design principles, indicator selection, and construction process to ensure the accuracy and comparability of the evaluation model construction. In the application and evaluation section of the learning effectiveness evaluation model, the application and evaluation methods of the main models in practical teaching were explored. Finally, the issues that need to be noted in the design process of the evaluation model were proposed in order to design a more high-quality evaluation system and promote the improvement of education quality.

Since 2019, major travel destinations worldwide have issued travel-related restrictions against COVID-19. There is much research on tourism, but few studies have been conducted to explain the relevance of revisiting intention from the perspective of the epidemic or the dramaturgical theory. The purpose of the research is to explore the impact of customer experience on revisit intention during the period of COVID-19 slowdown by using dramaturgical theory. This study used a survey methodology, and the questionnaire was distributed on an online questionnaire platform. The URL of the questionnaire was published on social media (such as Facebook and LINE) to collect data from 389 samples of people who have foreign travel experience. The data was analyzed by employing partial least square structural equation model (PLS-SEM) methodology with the help of the statistical software “SmartPLS”. The research findings are as follows: 1) setting, audience, and performance are the three important elements of dramaturgical theory that impact the experience quality; 2) customer experience of tourists has a significant impact on the experience quality; 3) experience quality has a significant positive impact on the experience value and relationship quality; 4) experience value and relationship quality are important predictors of revisit intention. This study provides academic implications regarding the use of dramaturgical theory in relation to customer experience and relationship constructs in the context of tourism. Furthermore, it also provides some practical implications to tourism practitioners and managers, which would assist tourism industries in developing successful marketing strategies for the possible recovery of COVID-19.

Employment guidance is an important way for employment education in colleges and universities, and it is also an important educational process. Strengthening the employment guidance in colleges and universities is necessary to alleviate the structural contradiction of employment and serve the talent cultivation of schools, as well as to enhance the employability of college students and serve the growth and success of young students. This paper focuses on the problems of employment guidance in colleges and universities in the new era, and proposes countermeasures to solve them in four dimensions: system construction, precise service, regional coordination and employment capacity enhancement.

The potential role of self-regulated learning as mediator has been deeply investigated by researchers in recent years. There is limited systematic literature review being done to investigate the role of self-regulated learning as mediator in the students’ academic learning. Therefore, searching studies in the databases WOS (Web of Science), SCOPUS, APA (American Psychological Association) PsycInfo, and ERIC (Education Resources Information Center), the present study conducted a systematic literature review on 32 studies published between 2015 and 2024 to summarize what kind of psychological factors influence students’ academic performance through self-regulated learning and assess the potential mediating role of self-regulated learning in this process. The results show that self-efficacy, emotions and motivation are significant predictors of academic achievement and self-regulated learning act as an important mediator in this relationship. An important implication was obtained that researchers can probe into the influence of specific dimensions of self-efficacy on learning performance through self-regulated learning and the influence of positive emotions such as resilience on learning outcomes with self-regulated learning as mediator.