By analysing the factors influencing secondary vocational students' learning burnout in the context of social media, this study unearthed the underlying causes of learning burnout. It also determined the correlation paths among the factors influencing learning burnout, providing references for educational and pedagogical improvement. This contributes to preventing secondary vocational students' learning burnout and enhancing learning efficiency in secondary vocational schools. Combined with previous research results and a theoretical basis, this study identifies 10 influencing factors employing the Delphi method, and uses Interpretative Structural Modelling (ISM) and Matrice d' Impacts Croisés Multiplication Appliqués à un Classement (MICMAC) to elucidate the relationship between influencing factors of learning burnout among secondary vocational students in the context of social media. This study also constructs a corresponding mechanism model and subsequently proposes prevention and improvement strategies. The results show that the overdevelopment of social media, as driving factors, has the greatest impact on secondary vocational students' learning burnout. Simultaneously, it takes the lead in addressing cognitive bias among students, decreased self-control, and low learning efficiency, factors that contribute to learning burnout. This is particularly beneficial in alleviating the degree of learning burnout among secondary vocational students in the context of social media and improves overall learning outcomes for these students. The hierarchical structure and correlation paths identified in this study offer robust invaluable guidance for developing a scientific program to address the problem of learning burnout among this demographic. This includes implementing related educational practises, thereby reducing the unpredictability of the practical applications.

The structure of core competencies is the key to constructing the “Chinese Standards” of engineering education and cultivating quality emerging engineering talent. This article synthesized the research results of existing theoretical analyses and educational practices. In total, 11 core competencies of emerging engineering talent were extracted via a literature review and the Delphi method, of which the hierarchical relationships and correlation paths between the core competencies of emerging engineering talent were determined via the use of Interpretive Structural Modeling (ISM) and Matrice d’ Impacts Croisés Multiplication Appliqués à un Classement (MICMAC), where corresponding improvement strategies were eventually proposed. It was found that professional knowledge and engineering thinking, as independent factors, have the greatest impact on the core competencies of emerging engineering talent. Taking the lead in cultivating the core competencies, which are dependence factors, including entrepreneurial ability, lifelong learning ability, professional ethics, patriotism and collectivism, and intercultural competence, is more conducive to improving the quality of emerging engineering talent, enabling the cultivation of high-quality composite talent with strong engineering practical abilities, innovation abilities, and international competitiveness. The hierarchical relationships and correlation paths determined in this study provide theoretical support for developing scientific objectives for emerging engineering talent training, carrying out educational practice, and reducing the difficulty in application practices. The results of this research support the viewpoint that “professional foundation and practical ability” should be stressed. Limited by the disciplinary backgrounds of the authors, the compatibility between the core competencies’ framework of emerging engineering talent proposed in this article based on the construction industry and other industries still needs to be further explored.

Preparing calcium sulfoaluminate cement (CAS) from solid waste phosphogypsum (PG) instead of natural gypsum is an effective way to utilize solid waste. In this paper, CAS clinker was successfully prepared from PG and the mineral content of calcium sulfoaluminate (${\mathrm{C}}_4{\mathrm{A}}_3\overline{\mathrm{S}}$) in the sample was above 65%. The effects of raw material ratio, calcination temperature, and time on clinker composition were investigated. The mechanical properties of different samples were tested. The optimum ratio for preparing CAS using PG was 42.23% limestone, 17.43% PG, and 40.34% bauxite. The optimal calcination conditions are a high temperature of 1250 °C for 45 min. The 3-day compressive strengths of the laboratory-prepared CAS were all above 50 MPa. It was found that as the calcination temperature increased, the amount of ${\mathrm{C}}_4{\mathrm{A}}_3\overline{\mathrm{S}}$ produced gradually increased. Temperatures above 1300 °C resulted in the decomposition of ${\mathrm{C}}_4{\mathrm{A}}_3\overline{\mathrm{S}}$. The calcination time did not significantly affect the mineral composition of the clinker or the strength of the cement. ${\mathrm{C}}_4{\mathrm{A}}_3\overline{\mathrm{S}}$ was observed to be rounded and hexagonal platelets with crystal sizes of 1 to 2 μm, a relatively small size that is favorable to the hydration of ${\mathrm{C}}_4{\mathrm{A}}_3\overline{\mathrm{S}}$, as observed by SEM images. In addition, the high calcination temperature affected the particle morphology of ${\mathrm{C}}_4{\mathrm{A}}_3\overline{\mathrm{S}}$, changing it from a well-defined polygonal structure to a molten state. The test results provide helpful information for improving PG utilization and applying PG in CAS production.

Using phosphogypsum (PG) as a raw material to prepare calcium sulphoaluminate cement (CAS) is an effective way of treating phosphogypsum. In order to meet the different application requirements of CSA cement and promote the application of CAS cement, it is necessary to add mineral admixtures to adjust the performance of cement. This paper incorporated two minerals, gypsum dihydrate (C$H₂) and calcium hydroxide (CH), into cement clinker prepared from phosphogypsum. The compressive strength and hydration process of the mixtures with different blending levels were investigated around the C₄A₃$-C$H₂ system (SC) and the C₄A₃$-C$H₂-CH system (SCC). The optimum dosing level was determined on the basis of the strength and hydration properties. In the SC system, adding C$H₂ promoted the hydration of C₄A₃$. The compressive strength of the cement was highest at a C$H₂/C₄A₃$ molar ratio of 1.5, with a 7-day compressive strength of 56.5 MPa. AFt was mostly needle-rod and columnar and was tightly cemented to the gel phase, improving the denseness of the matrix. When the molar ratio was 2, the strength of the cement was inverted, and the shape of the AFt changed from needle and rod to columnar, the size of the grains increased, and it could not be filled with the AH₃ phase in an excellent staggered manner. At the same time, C$H₂ was not fully reacted, increasing matrix porosity and inversion of strength. In the SCC system, adding CH reduced the cement’s compressive strength, and the compressive strength reduction increased with the increase in admixture. According to the experimental results, CH inhibited the formation of AFt, resulting in the appearance of new hydration products, AFm. As the amount of CH increased, the amount of hydration products, AFm, increased, while the amount of AFt and AH₃ decreased. However, adding CH raised the paste’s pH and later facilitated the development of strength. The optimum admixture of CH/C₄A₃$ was 0.5 mol.

Meeting the future workforce demands of the construction industry is defined as one of the main paths for sustainable engineering education. Quantity surveyors play a crucial role in driving the digital transformation of the construction industry. There is a pressing need to cultivate a significant number of engineering graduates who meet market demands to bolster the workforce of quantity surveyors for accomplishing this core mission. In this context, this study examined the main gaps existing between engineering graduates and quantity surveyors in terms of personal competencies needed to successfully value projects. Through the participation of 262 individuals (165 quantity surveyors and 97 engineering graduates), using a literature review, personal interviews, and a questionnaire survey, it was possible to assess five competencies (sustainable competency, budget competency, site management competency, engineering ethics, and settlement competency), and determine significant differences between both groups. All personal competencies’ mean scores are higher for quantity surveyors than for engineering graduates. Four competencies are found to differ significantly between quantity surveyors and engineering graduates: sustainable competency, budget competency, site management competency, and settlement competency. As the conclusion derived from this study, it is recommended to introduce market-oriented mechanisms and establish a dynamic engineering talent model driven by market demand through collaborative development involving school–enterprise partnerships and the integration of expertise and creativity, aiming to foster the development of social practice competency. Particular emphasis should be placed on strengthening budget competency, site management competency, and settlement competency. The findings guide the education, training, and practice of quantity surveying to deal with emerging challenges in the dynamic market demand in China and beyond.

Effects of traditional training methods are not obvious when transferring competent knowledge to construction workers to allow them to deal with new technology and intelligent equipment. The purpose of this study was to explore knowledge transfer paths and transfer characteristics within worker groups and to provide a theoretical basis for formulating new measures to improve knowledge and skills in worker groups. Firstly, we analyzed and verified the group characteristics of workers. Then, the social network analysis (SNA) method was used to study the knowledge transfer characteristics of worker groups, and the following conclusions were drawn: (1) construction workers have obvious group closure and regional concentration, which have significant impacts on knowledge transfer; (2) team leaders are the core and authority of knowledge transfer within entire networks, so improving the knowledge and skills of team leaders has a significant impact on promoting the overall knowledge and skills of workers; (3) it is very difficult for expatriate technical instructors with high levels of education but no blood or geographical relationships with other workers to establish knowledge authority among workers; and (4) due to the large gaps in knowledge and skills among workers, one-way flows of knowledge occur easily within groups.