The risk factors affecting workers' unsafe acts were comprehensively identified by Human Factors Analysis and Classification System (HFACS) and grounded theory based on interview data and accident reports from deep coal mines. Firstly, we collected accident case and field interview data from deep coal mines issued by authoritative institutions. Then, the data were coded according to grounded theory to obtain relevant concepts and types. The HFACS model was used to classify the concepts and categories. Finally, the relationship between core and secondary categories was sorted out by applying a story plot. The results show that risk factors of unsafe acts of deep coal mine workers include environmental factors, organizational influence, unsafe supervision and unsafe state of miners, and the main manifestations of unsafe acts are errors and violations. Among them, the unsafe state of miners is the intermediate variable, and other factors indirectly affect risky actions of coal miners through unsafe sates. Resource management, organizational processes and failure to correct problems are the top three risk factors that occur more frequently in unsafe acts. The three most common types of unsafe act are unreasonable labor organization, failure to enforce rules, and inadequate technical specifications. By combining grounded theory and the HFACS framework to analyze data, risk factors for deep coal miners can be quickly identified, and more precise and comprehensive conceptual models of risk factors in unsafe acts of deep coal miners can be obtained.

Coal mine accidents are mainly caused by the unsafe behavior of workers. Studying workers' unsafe behaviors can help in regulating such behaviors and reducing the incidence of accidents. However, there is a dearth of systematic literature review in this area, which has hindered mine managers from fully understanding the unsafe behavior of workers. This study aims to address this research gap based on the literature retrieved from the Web of Science. First, a descriptive statistical analysis is conducted on the year, quantity, publications, and keywords of the literature. Second, the influencing factors, formation mechanism, and pre-control methods of coal miners' unsafe behavior are determined and discussed, and the research framework and future research directions of this study are proposed. The study results will help mine safety managers fully understand the influencing factors, formation mechanism, and pre-control methods of workers' unsafe behavior, and lay a theoretical foundation for the future research direction in this field.

With the spread of COVID-19 worldwide, online education is rapidly catching on, even in some underdeveloped countries and regions. Based on Bandura's ternary learning theory and literature review, this paper takes online learning of college students as the research object and conducts an empirical survey on 6,000 college students in East China. Based on literature review and factor analysis and structural equation model, this paper discusses the relationship among learning cognition, learning behavior, and learning environment in online learning of college students. The learning behavior includes interactive communication, self-discipline mechanism, classroom learning, and study after class. The learning environment includes teaching ability, knowledge system, platform support, process control, and result evaluation; learning cognition includes learning motivation, information perception, and adaptability. It is found that the learning environment has a significant positive impact on learning behavior, and learning cognition has a significant positive impact on learning behavior. It is uncertain whether the learning environment significantly impacts learning cognition. At the learning environment level, the teaching ability (0.59) has the most significant impact on the learning environment, followed by result evaluation (0.42), platform support (0.40), process control (0.33), and knowledge system (0.13). In terms of the influence on learning behavior, classroom learning has the most significant impact (0.79), followed by self-discipline mechanism (0.65), study after class (0.54), and interactive communication (0.44). In terms of learning cognition, information perception (0.62) has the most significant influence, followed by learning motivation (0.50) and adaptability (0.41). This paper suggests strengthening the construction of platforms and digital resources to create a more competitive learning environment. Improve process management and personalized online services, constantly stimulate students' enthusiasm for independent online learning, and cultivate students' online independent learning ability to promote the sustainable and healthy development of online education.

With the outbreak of COVID-19 and the development of online teaching, the online flipping teaching mode has attracted increasing attention. Systematic analysis of the research status and development trend of the flipped classrooms is significant for guiding the improvement of the quality of online flipped teaching. This study used the metrology software CiteSpace to draw a scientific knowledge map of relevant research in the web of science database from 2013 to 2021. It performed visual analysis of research authors, research institutions and countries, keyword clustering, keywords co-occurrence, and keyword time zone distribution. The results showed that: (1) The flipped classrooms research has attracted increasing attention from the social and educational circles, however, the relationship between relevant research authors, institutions, and countries is not close enough, and there is little cooperation. We need to strengthen cooperation further and realize the sharing of high-quality resources; (2) Based on keyword co-occurrence cluster analysis, this study identified three hot topics, namely, preparation before class, classroom activities and consolidation after class; (3) According to the keyword time zone map, this study divided three frontier evolution trends: exploration period, adaptation period, and growth period; (4) Finally, with the spread of novel coronavirus, it is suggested to promote the online flipped classroom teaching mode, and put forward reasonable suggestions from the perspective of teachers, students and researchers, and look forward to the future digital development direction of the flipped classroom.

Green innovation in manufacturing enterprises is crucial for achieving sustainable development, and supply chain digitalization represents a significant avenue to promote such innovation. This research utilizes China’s pilot policy on supply chain innovation and application in 2018 as a quasinatural experiment, analyzing data from listed A-share manufacturing enterprises in China between 2013 and 2022. By employing the Difference-in-Differences (DID) method, we empirically investigate how supply chain digitalization impacts green innovation among Chinese manufacturing enterprises while also exploring potential mechanisms and variations. Our findings reveal that supply chain digitalization significantly improves the efficiency of green innovation within manufacturing enterprises located in pilot cities. Additionally, it influences enterprise green innovation by enhancing their digitization level, reducing reliance on specific customers, and increasing investment in R&D activities. Notably, the impact of supply chain digitalization on green innovation is more pronounced for stateowned enterprises, those situated in western regions, and those with lower levels of regional market integration. Overall, when harnessing the potential benefits of supply chain digitalization for promoting green innovation, attention should be given to critical points as well as regional characteristics.