The marine talent cultivation and output in higher vocational colleges is an important support to build a strong maritime country and ensure the steady development of the shipping business industry. Vocational colleges should ensure effective career preparation and career guidance education for their students, and train them to acquire the professional abilities to work and adapt effectively and quickly in the future. Some studies show that many crew members experience a decline in job satisfaction, a low sense of achievement, and a series of negative subjective career feelings. Even more, some crew members have poor work performance or unsuccessful career development behaviors such as career change or resignation. This study examined the causes and influencing factors of these circumstances and might be a reference for schools to strengthen the quality of their training programs in the future. In-depth interviews with 12 vocational marine navigation college graduates were conducted, and grounded theory was used to code and analyze the collected interview information. Four types of influencing factors were identified: adaptation preparation, career adaptability, adaptation action, and the situational factor. The adaptation preparation factor could be categorized into psychology, determination, lack of certificates, and simple work; the career adaptability factor could be categorized into boring work, busyness, a big gap between expectations and reality, danger, promotion difficulty, poor interpersonal relationships, high pressure, and maladaptation to the surroundings; the adaptation action factor could be categorized into passive fatigue, lack of training, competition, confidence, and planning; while the situational factor could be categorized into the impact of the epidemic, low social status, lack of support from family, and advantages of living on land. To help the marine navigation students better adapt to their jobs and avoid subjective career unsuccessfulness, higher vocational colleges need to strengthen students’ mental health education, consolidate knowledge and skills training, encourage students to obtain more vocational competency certificates, enhance their interpersonal communication skills, do effective career planning, pay attention to physical exercise and safety awareness training, and adopt other career management and counseling suggestions.

Students in higher vocational education are always encountering various challenges. The way they attempt to conquer these challenges influences their success in achieving their academic goals. With the development of the times, the needs of students in China's vocational colleges to cope with challenges are also changing. In order to understand the changing needs of these students to cope with the challenges, based on Trautwein and Bosse's academic counseling demand model and Knowles's demand theory, this study adopted semi-structured interviews, key event collection methods, and purposive sampling to select 12 students of different grades majoring in art and design in a higher vocational college in Guangzhou, China. With reference to related studies on the key academic needs of students, interview outlines were designed, interviews were conducted, and coding and analysis were performed. Students' experiences were categorized according to learning-related, individual, organization, and social constructs. The study results showed that the academic counseling needs of China's higher vocational art and design students mainly focused on the learning-related construct, such as understanding the courses and course systems they were majoring in, setting and realizing academic goals, coping with setbacks, pressure and other students' comprehensive evaluation. This was followed by dealing with personal and financial issues, building social circles and peer relationships, and so on. Therefore, for students to overcome challenges and achieve academic goals, it is helpful to strengthen the collaboration between professional teachers and counselors, the influence of peers, the focus on academic consulting work related to learning, and to explore and carry out guidance on students' individual needs in higher vocational colleges.

The Chinese Ministry of Education implemented a policy to recruit silver-aged (retired) teachers to participate in the construction of higher education in the western region to promote the practice of educational equity. However, for policy stakeholders, it is still unclear whether they will perceive the actual effect of the policy implementation. Therefore, under the framework of the socio-ecological model (S-EM) and self-determination theory (SDT), this study explored the relationship between college students' perceptions of silver-aged teachers’ support, school belonging, two types of learning motivation and students' well-being. Purposive sampling was adopted in this study. College students who participated in the “Program for Supporting Senior Teachers in Colleges and Universities in the West” were recruited to fill out the online questionnaires, and a total of 532 questionnaires were returned. The results of structural equation model analysis showed that when the students perceived the support of senior teachers, it was helpful for them to form their sense of belonging to the school. When the sense of belonging to the school became stronger, their learning motivation was also promoted. When students were motivated to learn, they also had higher levels of well-being. From this point of view, the plan to support the western colleges and universities with silver-aged (retired) teachers is conducive to the sustainable development of education.

Introduction: A growing number of Taiwanese teachers are choosing to teach at universities in mainland China, but their jobs are not always stable. Therefore, this study aims to investigate the factors infuencing young teachers from Taiwan to teach in universities in China.Methods: Twenty-seven young teachers from Taiwan with master’s or doctoral degrees who were willing to apply to work at universities in China and who were already teaching in China were invited to conduct in-depth interviews to collect research data.The interview data were coded and analyzed according to the Push-Pull-Mooring (PPM) Model.Results and discussion: The results showed that the understanding of mainland Chinese universities among young Taiwanese teachers is not entirely consistent. Taiwanese teachers who previously studied in mainland China have a more comprehensive understanding of mainland Chinese universities, and some teachers have gained a superfcial understanding through academic exchanges between the two sides and information shared by friends.However,still,7% of the teachers have no understanding at all. Most young Taiwanese teachers indicate that they do not understand the talent recruitment policies of mainland Chinese universities. The push factors that infuence young teachers from Taiwan to teach at mainland universities are: Oversupply of teachers in Taiwan, poor environment for higher education in Taiwan, poor articulation of the cross-strait academic system, and four aspects of teacher retirement and re-employment in Taiwan. The pull factors are: Benefcial policies, salary, living environment, educational advantages and cultural dissemination in 5 areas. Mooring factors are divided into 3 aspects: personal factors, environmental factors and social factors.