Objective/Aim: In the context of a constantly changing legislative environment and the necessity for professionals to develop their skills, the research focuses on identifying effective methods and tools that facilitate efficient learning and professional development in the field of labour law. This study aimed to propose a pedagogical technology for the preparation and training of specialists in the field of labour law and to assess the effectiveness of the training based on the specified technology. Method: The study involved 124 participants, with 63 in the experimental group and 61 in the control group. Statistical analysis was performed using Microsoft Excel. The student’s t-test indicated significant improvements in the experimental group’s training effectiveness, confirming the proposed pedagogical technology’s efficacy. Results: Consequently, implementing training and education technology for specialists in the labour law field was proposed to enhance the indicators. The criteria for the preparation of specialists in the field of labour law were delineated, including knowledge of labour legislation, consulting and support skills, analytical skills, communication skills, and continuous learning. According to the criteria above, levels of preparation for specialists in the field of labour law were established, namely high, medium, and essential. The proposed training and education technology for specialists in the field of labour encompasses the following tools: The utilisation of online platforms and educational resources, virtual classes and simulations, the incorporation of multimedia materials, the integration of adaptive learning technologies, the implementation of project- and problem-oriented teaching methodologies, the incorporation of interactive methodologies, the incorporation of cloud technologies and mobile applications, and the provision of assessment and feedback. Conclusion: The proposed pedagogical technology effectively enhances the training and education of labour law specialists. The experimental group’s significant improvement in learning outcomes confirms the technology’s efficacy. Implication: The findings of this research hold significant social implications. Improved training and education of labour law specialists leads to a more competent and effective legal workforce. This, in turn, ensures better protection of workers’ rights and fairer employer-employee relations, contributing to overall social stability.

This study examines the impact of state highway construction contracts on state spending efficiency controlling for production structure, service demands, and situational factors. The theoretical argument is that because highway construction projects are relatively large in scale, complex, and can be monitored through objective performance measurement, state highway construction programs may save government production costs through contracts. Contracting helps highway producers achieve efficiency by optimizing production size based on workload and task complexity. The unit of analysis is 48 state governments’ highway construction contracts from 1998 to 2008. Through a two-stage analysis method including a Total Function Productivity (TFP) index and system dynamic panel data analysis, the results suggest that highway construction contracts enhance state highway spending efficiency, especially for large-scale construction projects.

Organomineral fertilizer is used to improve and ameliorate the supply of nutrients in soils. Right and adequate application of fertilizers are determinants of its nutrient supply efficiency, which in turn enhances the vegetative growth and yield of cucumber. Field experiments were conducted at the Research Farm of the Federal University of Agriculture, Abeokuta, Nigeria, to assess the effects of variety and rate of organomineral fertilizer on cucumber growth and yield. Trials were conducted from June to August 2019 and repeated from September to November 2019. The cultivars were Poinsett, Greengo, and Monalisa. The rates of organomineral fertilizer were 0, 2.5, or 5.0 tons. ha⁻¹. The treatments were replicated three times. Cucumber vegetative characters, yield, and yield components were studied. ‘Greengo’ produced the most leaves, followed by ‘Monalisa’; ‘Poinsett’ produced the least. Application of 5.0 tons. ha⁻¹ organomineral fertilizer produced the longest vines and fruits. ‘Greengo’ had the earliest days to 50% flowering, followed by ‘Monalisa’; ‘Poinsett’ had the most days to 50% flowering. Plants treated with an application of 5.0 tons. ha⁻¹ organomineral fertilizer attained 50% flowering in 29 days, but in 30 days with an application of 2.5 tons. ha⁻¹ organomineral fertilizer; the control treatment attained 50% flowering in 33 days. Application of 5.0 tons. ha⁻¹ organomineral fertilizer produced the longest fruits, thicker fruit diameter, and highest fruit yield compared with 2.5 and 0 tons. ha⁻¹ of organomineral fertilizer treatments. The Greengo variety with application of 5.0 tons. ha⁻¹ of organomineral fertilizer is recommended for optimum growth and yield in south western Nigeria.

Technical Pedagogical Content Knowledge (TPACK) encompasses teachers’ understanding of the intricate interplay among technology, pedagogy, and subject matter expertise, serving as the essential knowledge base for integrating technology into subject-specific instruction. Over the decade, advancements in information technology have led to the consistent application of the TPACK framework within studies on instructional technology and technology-enhanced learning, significantly advancing the evolution of contemporary teacher education in technology integration. In this paper, we utilize the Teaching and Learning Knowledge of Subjects Based on Integrated Technology (TPACK) framework to administer a questionnaire survey to teacher trainees at Chinese colleges and universities. This survey aims to evaluate the current status of their integrated technology-based subject teaching and learning knowledge. Based on the research findings, we propose strategies aimed at enhancing the educational technology integration knowledge of students pursuing integrated technology courses in colleges and universities. Furthermore, we integrate the smart classroom setting to develop a comprehensive TPACK-integrated model teaching framework. Our final objective is to offer valuable references for the progress of modern teaching skills among education students in higher education institutions.

This study explores the experiences and perceptions of Chinese postgraduate students in the UK regarding online learning, focusing on the Community of Inquiry (CoI) framework. Semi-structured interviews were used to collect qualitative data, which were analyzed thematically. The findings reveal positive perceptions of online learning, challenges related to technology and infrastructure, the significance of social interaction and collaboration, and the limited impact of teaching quality on student satisfaction. The study emphasizes the importance of the CoI framework in designing effective online learning environments. Limitations include a small sample size and potential bias. Future research should involve larger and more diverse samples, investigate different teaching strategies, and enhance student agency and self-regulated learning in online education. Overall, this study contributes to understanding the applicability of the CoI framework and its potential for improving online learning experiences.