This study explores whether employees’ perceptions of corporate human resource practices (training and rewards), and employees’ perceptions of corporate sustainability responsibility, affect their adoption of sustainable behaviors. In the past, there have been relevant studies to explore the impact of corporate sustainability education and training and sustainable rewards on employees’ sustainable behavior. However, the results were not significant. Thus, this study constructed a prediction model to examine the relationship between the abovementioned factors, moving beyond the previous related studies. Employees of Common Wealth Magazine’s Sustainable Citizenship Award-winning companies were selected as the research objects to verify whether employees’ perception of corporate sustainable responsibility has a mediating effect. The instrument was developed from a literature review and related survey items, which consisted of 35 items and four dimensions. The instrument’s validity and reliability passed the required standards. Through judgmental sampling, a total of 345 valid responses were collected. Through hierarchical regression analysis, we found that sustainability training and sustainable rewards have a significant impact on employees’ sustainable behavior. The scientific value of this study is the contribution of the framework model for employees’ perception of corporate sustainable responsibility, which has a mediating effect. It provides practical evidence that employees’ perception of corporate sustainable responsibility plays a partial mediation role. In general, facilitating employees’ sustainable behavior can be achieved through environmental and social aspects, as well as cooperative governance, to further enhance employees’ internal and external roles in relation to sustainable behavior.

This study aimed to discover the implications of using different teaching approaches for a hands-on STEAM activity for junior high school students’ STEAM knowledge, creativity, and hands-on performance. The teaching contents used in the study were designed based on the project-based learning (PBL) strategy and the cognitive–affective interaction model (CAIM). The students’ learning outcomes were tested through a hands-on activity with the theme of electric boat creation. PBL with the CAIM was the strategy used to implement the hands-on STEAM activity and to achieve the United Nation’s Sustainable Development Goal 4 (SDG 4). In this study, a quasi-experimental design was used for 10 weeks, and the 366 students who participated in the experiment were divided into experimental groups (EGs, 199 students using PBL with the CAIM) and control groups (CGs, 167 students using PBL only). Through the analysis of covariance, the results showed that students in the EGs achieved higher academic performance in terms of STEAM knowledge, creativity, and hands-on performance. The study also found that the hands-on STEAM activity had a positive effect on creativity for students in the EGs, allowing them to develop different modes of thinking in the processes of designing and producing the finished product, which in turn enhanced the innovativeness of their products and solutions. In addition, using PBL with the CAIM in the hands-on STEAM activity brought about positive learning outcomes and creative abilities for the students, achieving the SDG 4 objectives. Moreover, the outcomes of this study are in line with the current international trend in the development of education, providing reference examples for the future development of STEAM activities and teaching materials at the junior high school level.

This study explored problem-solving in middle school, focusing on how students use tools to solve problems when working on mathematical tasks. The Problem-solving Assessment, Diagnosis, and Remedial Instruction (PSADRI) system was designed and developed as an individual teaching tool to support...