Knowledge sharing is influenced not only by the attributes of the knowledge itself and the hierarchical differences among knowledge holders but also by micro-level factors such as interpersonal communication and psychological dynamics. As the demands of the new economic environment evolve, the role of knowledge sharing among team members in knowledge management has become increasingly critical. A growing body of research emphasizes the importance of sharing knowledge resources as a means of gaining strategic advantages in enterprises. Previous studies have shown that leadership behavior plays a crucial role in fostering knowledge sharing among team members. However, there is limited research on the specific pathways and mechanisms through which leadership behavior influences knowledge sharing. Additionally, existing research lacks a comprehensive examination of the structure and measurement methods of leader–member exchange (LMX), as well as its impact on employee work outcomes. This study addresses this gap by examining trust relationships through the lenses of social identity and emotional interaction, with trust serving as a mediating variable to explore the impact of leader–subordinate interactions on knowledge sharing behavior. Drawing on the relevant literature, the study focuses on 358 employees, investigating the relationship between LMX as the independent variable, team knowledge sharing as the dependent variable, and employee trust as the mediating factor. The research findings are as follows: (1) The quality of the LMX relationship significantly influences employees’ team knowledge sharing; higher-quality LMX relationships are associated with increased knowledge sharing among subordinates. (2) Employee trust in both leaders and colleagues has a substantial impact on team knowledge sharing, with higher levels of trust positively affecting knowledge sharing behaviors. (3) Employee trust serves as a mediating factor in the relationship between LMX and team knowledge sharing. This study delves into the dynamics between LMX, team knowledge sharing, and trust, providing practical recommendations for strengthening these relationships.

University counselors undertake a significant amount of repetitive and trivial work. The high-pressure, high-load nature of their duties gradually erodes their enthusiasm and consumes considerable psychological resources, leading to a higher-than-average level of job burnout among university counselors. The article examines the practical work of university counselors, analyzing and validating the moderating role of emotional intelligence in the relationship between emotional labor and job burnout. In September 2023, a survey was conducted involving 520 university counselors from 25 different types of universities, located across six provinces in eastern, central, and western China. Using the General Information Questionnaire for University Teachers, the Emotional Labor Scale, the Emotional Intelligence Scale, and the Job Burnout Scale, this empirical study investigated job burnout and mental health among counselors. The study aimed to assess the level of job burnout among university counselors and to propose suggestions for enhancing their occupational happiness. The results indicate that burnout among university counselors increases with age, with counselors aged 26–30 experiencing the highest levels of depersonalization and burnout. Furthermore, it has been observed that emotional intelligence tends to escalate with advanced educational attainment. Counselors scored higher on the dimensions of deep acting and genuine emotional expression compared to surface acting. It is recommended to address burnout from both individual and organizational dimensions, with particular focus on counselors aged 26–30. Implementing targeted training programs to enhance emotional intelligence can help reduce job burnout. Efforts should be made to transform burnout into occupational attachment, achieving harmony between the individual and their profession.

Agriculture is not only a significant source of greenhouse gas emissions but also a vast carbon sink system. Achieving the “dual carbon” goals—carbon peaking and carbon neutrality—is a major strategic objective for China in the near future. This study focuses on agricultural data from 2010 to 2022 in Shaanxi Province. It begins by analyzing the current economic and environmental conditions of the province and its resource endowment. This study then quantitatively assesses carbon absorption, carbon emissions, and the net carbon sink in agriculture over this period. Additionally, a vector autoregression (VAR) model is used to empirically analyze the relationship between agricultural carbon emissions and their influencing factors in Shaanxi Province. Key findings include the following: (1) From 2010 to 2022, the total carbon emissions from agriculture in Shaanxi Province were controlled to around 3 million tons, showing an overall trend of “growth-slow decline” with fluctuations. The carbon emissions from fertilizer application accounted for approximately 60% of the total carbon emissions from agriculture in Shaanxi Province, with a total volume ranging from 1.623 to 2.164 million tons. The total carbon absorption from agriculture in Shaanxi Province showed an increasing trend with fluctuations year by year from 2010 to 2022, with an average annual increase of 1.367%. (2) Fertilizers, pesticides, agricultural films, and agricultural diesel are the primary contributors to agricultural carbon emissions. (3) Results from the Johansen cointegration test reveal a long-term equilibrium relationship between agricultural carbon emissions in Shaanxi Province and influencing factors such as fertilizers and pesticides in the short term. The contributions of fertilizers, pesticides, agricultural films, and agricultural diesel to agricultural carbon emissions are 1.351%, 1.888%, 10.663%, and 0.258%, respectively. (4) The long-term contributions of fertilizers and pesticides to agricultural carbon emissions initially increased before undergoing a gradual attenuation, with average attenuation rates of 1.351% and 1.888%, respectively.

This study explored the relationship between education and the economy in China, focusing on 31 provinces, municipalities, and autonomous regions from 2012 to 2023. It developed an appropriate evaluation model to assess the coupling and collaborative development of the ‘higher education and economy’ composite system. The study quantified both the quantity and quality of higher education modernization in China using the entropy-weight method and a comprehensive development- level evaluation model. The coupling-coordination degree model was applied to empirically analyze the internal logic, operating mechanisms, and coupling-coordination degree between the supply of higher education and the demand for high-quality regional economic development within the context of the new development pattern. Additionally, the obstacle degree model was introduced to identify factors hindering the coupling and coordination of higher education and regional economic development across 31 provinces and municipalities. The findings revealed that (1) the modernization levels of higher education exhibited fluctuating yet overall upward trends, with the eastern region leading. Economic development followed a similar upward trajectory, with the eastern region outperforming other areas. (2) The coupling coordination between higher education and economic development followed a ‘rising-falling-rising’ pattern. (3) The higher education system emerged as the primary obstacle to coupling coordination, with specific challenges varying across different regions.

The scale and quality of higher education are key indicators of a country’s development level and its potential for future growth. This study utilizes literature analysis and the core functions of higher education institutions to construct an evaluation index system for the modernization level of higher education in China, using data from 2012 to 2022. The results reveal the following: (1) From 2012 to 2022, the modernization level of higher education across China’s 31 provinces generally increased, despite some fluctuations. Beijing consistently maintained the highest level of modernization, while Hainan demonstrated the fastest growth rate. (2) The modernization level of higher education exhibited uneven distribution across the provinces: eleven provinces were at a low level, eight at a moderate level, eight at a relatively high level, and four at a high level. (3) The development level of higher education modernization shows a clear correlation with geographic location and economic development, characterized by a distinct ‘high in the east, low in the west’ pattern. (4) There is a urgent need to enhance the internationalization of higher education development in China. (5) The overall index of higher education development in China displayed a slow decline with fluctuations from 2012 to 2022, reflecting ongoing efforts toward balanced development across the 31 provinces and cities. The most significant disparities in higher education development remain between the western and eastern regions.

The pursuit of high-quality higher education in ethnic minority regions is of paramount importance in the contemporary era. As China advances towards its distinctive model of higher education modernization, the imperative for a robust evaluation framework for higher education modernization becomes increasingly evident. Achieving synchronized educational modernization across all ethnic groups is not only a persistent and evolving facet of the historical national strategy of “Four Modernizations in Synchronization” but also a critical milestone and salient indicator of concurrent progress in higher education modernization across ethnic minority regions in the present context. From 2012 to 2020, the nation executed a nine-year strategic plan aimed at revitalizing higher education in the central and western regions. This study, employing literature analysis and grounded in the five core functions of universities, utilizes a comprehensive dataset spanning a decade (2012 to 2021) to construct a bespoke evaluation index system for the modernization of higher education in ethnic minority regions. Through quantitative assessments, this study evaluates the trajectory of modernization in higher education development in these regions over the past decade, thereby offering indirect insights into the efficacy of the national initiative to rejuvenate higher education in the central and western regions. The findings indicate a fluctuating yet upward trend in the overall level of higher education development across the eight ethnic minority regions. Nevertheless, substantial disparities persist when compared with other provinces. Notably, Tibet and Guizhou have demonstrated significant growth, with respective growth rates of 5.533 and 4.341. Moreover, an in-depth analysis leveraging the grey GM(1,1) prediction model projects the future developmental trajectories of higher education in ethnic minority regions. To ensure the sustainable advancement of higher education in ethnic minority regions, supplementary policy interventions are indispensable. This entails fostering a conducive environment of resonance and coordinated development between ethnic economies and higher education, thereby nurturing a harmonious relationship that propels progress.