With the popularity of online education, multiple technology-based educational tools are gradually being introduced into online learning. The role of gamification in online education has been of interest to researchers. Based on learners’ visual, auditory, and kinesthetic (VAK) learning styles, this study uses an empirical research method to investigate the behavioral intention of students to participate in online gamified classrooms in selected universities located in Guangdong province and Macao. The main contributions of this study are to focus on the impact that differences in learning styles may have on the behavioral intentions of learners and to include the “perceived learning task” as an external variable in the theoretical framework. The main research findings are: perceived usefulness and enjoyment are partially mediated between VAK learning styles and the intention to participate in online gamified classrooms; and perceived learning tasks are partially mediated between perceived usefulness and the intention to participate in online gamified classrooms. According to the findings and the Technology Acceptance Model (TAM), this study constructs the Technology-Learning Behavior Acceptance Model (T-LBAM) to explore the intrinsic influencing factors of students’ intention to participate in gamified online classes and makes suggestions for future online gamification teaching.

This research is based on structural theory and innovation diffusion theory, exploring the theoretical foundations and influencing factors of urban green innovation to provide theoretical support for the realization of the world’s sustainable development goals (SDGs). By using the methods of Data Envelopment Analysis with Slacks-Based Measure (DEA) non-expected model, Necessary Condition Analysis of Research Methods (NCA), and Fuzzy Set Qualitative Comparative Analysis (fsQCA) in combination, the research analyzes the variables influencing the capability of urban green innovation. The study finds that the level of urban culture and absorptive capacity are necessary conditions for urban green innovation, with urban absorptive capacity having a high level of influence. The main paths for urban green innovation are a comprehensive cultural innovation path, an open cultural inclusion path, an open participation innovation integration path, and an outcome transformation to drive the innovation path. In addition, the research discovered patterns of cultural influence that go beyond institutional and resource-based structural factors, subject action processes, and transformation models guided by absorption and sustainable participation. The research results have important significance for understanding the driving factors and promotion paths of urban green innovation, providing empirical evidence for the realization of the world’s SDGs.

Based on the urgency of education for sustainable development (ESD), it is crucial to explore ESD implementation efficiency. Since ESD is closely related to social resources, it is necessary to explore which resources can improve ESD implementation efficiency. This study employs dynamic qualitative comparative analysis (QCA) to explore the multiple development pathways of external resources supporting the implementation efficiency of ESD in 31 provinces of China from 2017 to 2022. The results indicate that abundant basic resource- (Type I), complementary technology–culture resource- (Type II), and culture–information technology educational resource-driven (Type III) approaches are the main pathways to achieve high ESD execution efficiency. A key contribution of this study is its emphasis on the role of modern information technology in ESD. The insights garnered from this study can guide educators in leveraging information resources effectively to optimize ESD outcomes.

In today’s rapidly evolving social and technological environment, college students’ creativity is increasingly recognized as a core competency essential for fostering future innovation and societal development. As a result, identifying effective strategies to cultivate creativity has become a pressing focus in educational research. This study explores the intrinsic relationship between classroom curiosity and creativity by constructing a Partial Least Squares Structural Equation Model (PLS-SEM). A total of 690 valid questionnaires were collected from students at several universities in Guangzhou and Macau. The respondents represented a diverse range of majors and academic levels. The results reveal a significant positive correlation between curiosity and situational interest, as well as between perceived teacher support, classroom curiosity, and knowledge-seeking behavior. These findings not only enrich our understanding of how creativity is fostered through classroom learning processes but also offer theoretical foundations and empirical support for optimizing educational practices.

Purpose: This study will conduct an in-depth investigation into the development paths and factors influencing the patterns of social-emotional competence enhancement and social self-concept construction among higher education students.Design/methodology/approach: This study used a longitudinal research methodology to perform a one-year follow-up study with the Class of 2022 freshmen from College C of the University of Macau to investigate the causal mechanisms and mediating pathways involved.Findings: This study revealed that students’ open-mindedness was a full mediator between self-cognition and engagement in Residential College system’s activities, that engagement was a complementary mediator between an open-mindedness and social-emotional competence, and that social-emotional competence was a competitive mediator between the engagement and social self-concept. The variety of activities offered in Residential College system fosters social behavior acquisition, which supports the growth of social-emotional competence and the development of social self-concept through emotional competence.Originality/value: This study enriches the theoretical connotation of whole-person education in the Residential College system and emphasizes the significance of social emotional learning and social self-concept in higher education.