This study aims to identify the conceptualisation of overall well-being used for well-being assessment through a review of the characteristics and key components and/or dimensions of well-being scales as presented in current literature. Scopus and Web of Science were searched, and thematic analysis was conducted inductively to analyse the identified components within scales, as well as the types of well-being these scales measure. 107 peer-reviewed articles from 2003 to 2022 were included, and 69 well-being scales were identified covering nine areas of well-being. Four final themes were identified as the foundational dimensions of overall well-being: hedonic; eudaimonic; physical health; and generic happiness. Notably, these 69 scales are mainly validated and adopted in the Western context. ‘4 + N’ frameworks of overall well-being are recommended for assessing overall well-being. This review provides researchers with a synthesis of what types of well-being have been measured and which measures have been used to assess these types of well-being for which research participants. Non-Western-based well-being research is called for that incorporates a broader range of research participants and cultural contexts in contributing to a more inclusive understanding of well-being.

Analyzing 28 articles from databases including WOS, Scopus, and ProQuest, this systematic review investigates the application of Hofstede’s cultural dimensions theory in education. It reveals a sustained scholarly interest in cultural dimensions with substantial contributions from scholars in China, Japan, Israel, and the UK. The study focuses on the impact of cultural dimensions on educational management and their influence on teaching and learning behaviors. Significant findings indicate that key dimensions—power distance, individualism versus collectivism, and long-term orientation—affect educational management behaviors, leadership practices behaviors, teaching and learning behaviors. The review emphasizes the necessity of cultural sensitivity in educational practices and policies, advising educators and policymakers to adapt their approaches to diverse cultural contexts. While offering valuable insights into the development of culturally sensitive educational strategies in the context of globalization, the review also acknowledges limitations such as publication bias and calls for more empirical research.

Students’ well-being has received increasing international attention. However, research on well-being among higher vocational education (HVE) students, particularly in non-WEIRD contexts, remains limited. This study addresses this gap by investigating the relationships between goals, motivation, and well-being for HVE students in China through the lens of self-determination theory. A survey was administered to 1106 HVE students at a vocational college in China to collect data on their goal content, motivation, and well-being. Quantitative analyses revealed that motivation plays a dual role, acting as both a mediator and a moderator in the relationship between goals and well-being. This dual role is crucial for understanding not only how goals influence well-being but also under what conditions different types of goals promote or hinder well-being. Specifically, intrinsic goals, when paired with autonomous motivation, were found to significantly predict increased well-being. While extrinsic goals combined with controlled motivation also reliably predicted well-being, this relationship should be interpreted cautiously within the specific cultural context of the study. Furthermore, positive relationships between extrinsic goals and well-being, as well as between amotivation and well-being, were observed, contrasting findings from ‘WEIRD’ contexts. This study provides novel insights into how motivation functions as both a moderator and mediator in the goal-well-being relationship within a ‘non-WEIRD,’ specifically Chinese, HVE context. These findings underscore the importance of supporting students in pursuing goals to enhance their well-being. Further research is needed to explore these relationships in diverse cultural settings.

This paper introduces the integration of GIS with logistics management technology first. Next, it presents the main technique in detail and puts forward design scheme of logistics information system. It has great significance for the visualization of logistics, management dynamically real time and assistance decision analysis.

This qualitative study explores perceptions of well-being among Chinese higher vocational education (HVE) students and perceived influencing factors. Despite the growing interest in student well-being, research in non-WEIRD (Western, Educated, Industrialised, Rich, and Democratic) contexts, particularly among vocational students, remains limited. This study addresses this gap by examining how Chinese HVE students perceive well-being. Data were collected through eight focus groups, each with five participants, and analysed using inductive thematic analysis. The findings revealed that HVE students primarily associate well-being with ‘feeling good’, often overlooking the importance of ‘functioning well’, which includes aspects such as engagement and meaning. Three factors were identified as having effects on well-being: significant others, pursuit of goals (including motivation underlying goals), and goal absence. Furthermore, many HVE students expressed a desire for change in their current circumstances, indicating a perceived gap between their current state and their desired well-being. These findings suggest that well-being interventions in non-WEIRD contexts should consider the strong influence of social connections and goal orientations. Educators, particularly personal tutors, can play a crucial role in providing targeted support to improve students’ overall well-being. The study also highlights the necessity of theorising well-being in non-WEIRD contexts with nuances that differ from current WEIRD-based conceptualisations.

Introduction: The rapid expansion of generative AI has intensified scholarly and policy debate over its role in higher education, yet university teachers’ attitudes towards its integration remain complex and context-dependent. This study explores how university teachers perceive, experience, and respond to AI integration in their teaching. Guided primarily by the three-component attitude model and informed by the technology acceptance model and the theory of planned behaviour, the study examines cognitive appraisals, affective responses, behavioural intentions, and perceived support needs. Methods: The study draws on semi-structured interviews with 14 university teachers from four higher education institutions in China. The interview data were analysed using codebook-informed thematic analysis combining deductive and inductive coding. Results: The findings indicate that teachers generally perceive AI as a supportive rather than substitutive educational tool, valuing it for improving efficiency, supporting lesson preparation, and enriching pedagogical design. Emotional responses varied from enthusiasm and a sense of accomplishment to caution, neutrality, and, in some cases, declining satisfaction. Across the interviews, teachers’ primary concerns centred less on their own replacement than on the perceived risks of inappropriate AI use for students’ independent thinking, reasoning, originality, and authentic understanding. Teachers’ intentions to adopt AI were therefore conditional and bounded, shaped by pedagogical purpose, disciplinary context, student readiness, and the need to maintain teacher control. Teachers also emphasised that sustainable AI integration requires more than general encouragement, calling instead for AI literacy development, discipline-sensitive support, specialised tools, and enabling institutional infrastructure. Discussion: Overall, these findings extend contextual understandings of teachers’ AI acceptance by showing how adoption intentions are pedagogically negotiated and highlight the importance of supporting professional judgement and students’ independent thinking in higher education.