Thermal comfort and indoor air quality (IAQ) of educational buildings can affect students’ academic performance and well-being and are closely related to ventilation energy consumption. Demands of the indoor environmental quality within the classroom generally vary with the education levels and result in ventilation energy consumption accounting for a considerable proportion of the total energy use in bulk educational buildings. Its huge energy-saving potential is attracting worldwide attention from scholars and governments. Therefore, appropriate operation strategies of ventilation systems should be adopted to effectively reduce energy consumption without sacrificing thermal comfort and IAQ. However, the absence of relevant standards and guidelines for designing a quality classroom environment considering the special features of educational buildings remains an important research question. This study conducts a comprehensive review to determine research gaps and identify future directions for the interaction between thermal comfort, IAQ and ventilation energy consumption for educational buildings. The review results show that: (1) The thermal comfort prediction model should consider the influences of genders, ages and socioeconomic backgrounds; (2) The mixed-mode ventilation coupling the natural and mechanical approaches is preferred given its advantage of lower energy consumption and improved thermal comfort, but its control strategies need further exploration; (3) Optimizing passive design parameters of buildings (e.g., window to wall ratios, window orientations and sun shading installations) can significantly reduce the ventilation demands while maintaining indoor thermal comfort; (4) More studies are required for investigating thermal comfort in educational buildings during the heating period; and (5) IAQ of university buildings clearly requires further studies, especially on bacterial and fungal aerosol pollutants, for a more comprehensive assessment of the built environment.

For performing arts education, Sage on the stage and Learn from the Masters were halted by the COVID-19 pandemic, and so did everything else. All lectures, tutorials and other face-to-face skill-based training sections were cancelled and were replaced by the online model. Such a model was only seen as one of the supplementary components for performing arts education in the past. From January 2020, this online pedagogy was inevitably placed to surmount the challenges caused by the COVID-19 pandemic. The social distancing measures demanded the blended pedagogy into a new online approach, in which the traditional face-to-face teaching to be replaced by synchronous online learning (facilitated by technologies such as Zoom, Cisco Webex, Google Class, Panopto etc.). Meanwhile, to offer opportunities for cognitive participation which allows students to process the learning and be reflective, webinar and innovative performance projects were launched from the concept of ‘flipped classroom and outcome-based education.’ This mixed approach (blended learning, flipped classroom, and outcome-based education) is described as ‘hybrid learning’ in this study. The ‘hybrid learning’ pedagogy is implemented at the Hong Kong Academy for Performing Arts (HKAPA) for all teaching activities in the 2nd semester 2020/2021 to overcome the challenges caused by the COVID-19 pandemic. A questionnaire survey about how it affected the performing arts education, and how the new pedagogy was implemented took place in July 2020. The survey results from both the teachers (76) and students (163) share lessons, insights, and new understandings on teaching and learning online. Hybrid learning has been widely investigated and researched, yet study on hybrid learning in performing arts such as creative art, theatre art and music, remains insufficient. This study fills the research gap.

Functionalized hydrogels represent an emerging class of smart materials being explored for advancing next-generation wearable technologies, owing to their flexibility, biocompatibility, stimuli-responsiveness, and tunable properties. This review provides an overview of recent developments in hydrogel-based wearables, highlighting their potential to enhance adaptive, multifunctional, and environmentally sustainable devices and textiles. It begins by examining progress in wearable sensors, energy storage and harvesting, biosignal monitoring, and smart textiles, as well as the associated challenges, including limited battery life, inadequate skin adhesion, user discomfort, and constrained functionality. The review further explores the synthesis, fabrication techniques, properties, and types of hydrogels tailored for wearable technologies, followed by a detailed discussion of their applications in smart batteries, supercapacitors, sensors, nanogenerators, fabrics and hybrid systems. It also highlights integrating artificial intelligence (AI) and the Internet of Things (IoT) to improve designs; enhance performance through real-time monitoring, data analytics, and user interaction; and expand functionality. Also, it analyzes key limitations of current hydrogels—particularly in energy density, dehydration resistance, fatigue behaviour, and large-scale reproducibility—and outlines strategies based on hierarchical material design, sustainable and biodegradable formulations, and standardized testing and regulatory alignment. The review concludes by affirming the role of hydrogel-based technologies in shaping the future of wearable innovations across healthcare, lifestyle, and beyond and outlines promising research directions.