The issue of the continuing decline of rural areas caused by urbanization has become a global concern. Encouraging college graduates to return to their hometowns to start businesses is an important initiative for countries to achieve sustainable rural development. Drawing from the Theory of Planned Behavior (TPB), this study introduces two additional variables: place attachment and entrepreneurial self-efficacy. Through a series of three model refinements, a comprehensive theoretical framework has been formulated to elucidate Chinese college graduates’ hometown-based entrepreneurial intention and behavior. The samples for this study were 1151 college graduates selected from diverse universities across China. This study aims to explore the influence of college graduates’ hometown-based entrepreneurial intention using Structural Equation Modelling. This analytical approach illuminates how variables such as college graduates’ place attachment, entrepreneurial self-efficacy, subjective norm for hometown-based entrepreneurship, and attitude towards hometown-based entrepreneurship affected their hometown-based entrepreneurial intention. The research findings reveal the following insights: (1) The overall levels of college graduates’ place attachment and hometown-based entrepreneurial intention were relatively low. (2) College graduates’ place attachment, entrepreneurial self-efficacy, subjective norm for hometown-based entrepreneurship, and attitude towards hometown-based entrepreneurship, had a positive impact on their hometown-based entrepreneurial intention. (3) College graduates’ place attachment and subjective norm for hometown-based entrepreneurship had a significant impact on their hometown-based entrepreneurial intention through the mediating variable of entrepreneurial self-efficacy. This study then makes policy recommendations from theoretical and managerial aspects.

The benefits and limitations of utilizing collaborative and competitive activities within and between groups to facilitate learning are well known. Typically, these two concepts are viewed as mutually exclusive approaches, where one is favored over the other in the classroom. However, utilizing an approach that takes advantage of the strengths of both while minimizing each one’s weaknesses, could greatly enhance students’ learning. This approach is called coopetition. Because of the dominance of collaboration and competition, the number of studies investigating coopetition in learning environments is rather limited. Therefore, this article reviews the extant studies using a coopetitive approach to provide a fuller understanding of this concept. Altogether, 33 articles were retrieved and analyzed using a grounded constant-comparative approach. As a result of the analysis, three categories of research topics emerged: (a) organization of coopetition, including zero-sum coopetition and social comparison coopetition, (b) medium and coopetition, including coopetition conducted in conventional face-to-face settings and computer-mediated settings, and (c) application of coopetition in education, which covers multiple areas such as cognitive, affective, and social domains, as well as educational management. The review discusses each category in detail, highlighting implications for future educational research and practice.

Social robots are increasingly used to support children’s cognitive, emotional, and social development, yet systematic research on overarching themes remains limited. This study addresses the gap with a bibliometric analysis of 5688 publications (2013–2023), leveraging Bibliometrix, VOSviewer, and Tableau. Results show a steady increase in publications, with a notable rise in the last decade due to advancements in AI and robotics. Key research areas identified include robotics education, human-robot interaction, STEM education, and the use of robots for children with disabilities. Emerging trends focus on preschool education, inclusivity, and classroom teaching. Four themes, including motor, niche, emerging/disappearing, and basic, highlight creativity development and AI integration as under-researched. The U.S. leads geographically, followed by China and Europe, revealing disparities between regions. These findings underscore the need for greater global collaboration to better integrate social robots into child development and therapy.

China’s urban educational policies have been established to solve the problems of potential discrimination and inequitable access to education, disrupting migrant children who move from rural areas to urban cities and who tend to suffer from a range of mental health issues. However, little is known regarding how China’s urban educational policies affect migrant children’s psychological capital and social integration. This paper aims to explore the effect of urban education policies on improving migrant children’s psychological capital level in China. The second objective of this paper is to examine whether policies can encourage them to integrate into urban society in a positive way. This paper thoroughly analyzes the impact of China’s urban educational policies on three dimensions of social integration of migrant children (identification, acculturation, and psychological integration), and also verifies the mediating effects of psychological capital on the relationships between these variables. The subjects of this study are 1770 migrant children in grades 8–12, who are sourced from seven coastal cities in China. Multiple regression analysis and mediation effect tests are employed to analyze the data. This study reveals that migrant children’s identification with educational policies has a significant positive impact on their psychological capital. Psychological capital has partial mediating effects on the relationship between identification with educational policies and the three dimensions of social integration. In other words, identification with educational policies indirectly affects the process of social integration of migrant children through psychological capital. Based on this, for the purpose of promoting the positive impacts of educational policies of inflow cities on the social integration of migrant children, this study makes the following recommendations: (a) at the micro-level, the psychological capital of individual migrant children should be enhanced; (b) at the meso-level, the partnerships between migrant children and urban children should be taken seriously; and (c) at the macro-level, the urban educational policies related to migrant children should be improved. This paper not only makes policy recommendations for improving the educational policies of inflow cities, but also offers a Chinese perspective on the research related to the tricky issue facing all countries around the world, the social integration of migrant children.

This study thoroughly analyzes the impacts of school class segregation on the four dimensions of educational expectations of migrant children, and verifies the moderating effects of migrant children’s identification with the college entrance examination policy on the relationship between the two. A total of 1770 questionnaires were collected for this study. Through multiple regression analysis and moderating effect tests on the data, this study reveals that school class segregation has a significant negative impact on the educational expectations of migrant children; the migrant children’s identification with the college entrance examination policy also partially moderates the impacts of school class segregation on the academic achievement expectations and interpersonal expectations of migrant children. Informed by these results, this study proposes the following three mechanisms that can be used to mitigate the negative impacts of school class segregation on migrant children’s educational expectations: (a) an institutional mechanism involving the “unified urban–rural household registration”; (b) a cultural mechanism involving “promoting learning through examinations”; (c) a compensation mechanism involving the “principle of justice”. This paper provides a Chinese perspective on the issue of school class segregation by offering a policy reference for the improvement of the college entrance examination policy for migrant children and the reform of the household registration system.

While there have been studies on the relationship between higher education institutions and regional economic growth, few have delved into the economic impact of decentralized higher education institutions at the county level and associated reginal disparities in terms of socio-economic development. Utilizing the data of the Chinese universities that started to establish their campuses in counties since the year 1999, this study investigates the influence of rural university campuses on county-level GDP and industrial composition spanning from 2001 to 2020. It also delves into the temporal dynamics and regional discrepancies associated with this impact. The findings of this study show that (a) rural university campuses wield a notable positive influence on the GDP of their respective counties, particularly shaping the structure and ratio of secondary and tertiary industries; (b) the magnitude of this effect is contingent upon the duration of campus establishment and growth, intensifying over time; (c) variations in this impact are evident across the eastern, central, and western regions of China, where there are vast socio-economic differences. This study underscores the significant spillover effect of higher education decentralization on county-level economies and advocates for the pivotal role of rural university campuses in propelling county-level economic progress. Additionally, it proposes coordinated policy support from national, regional, and rural university campus authorities; the establishment of requisite support structures; and the comprehensive consideration of regional nuances.