Implications for practice or policy:

• This research estimated a 0.15 GPA improvement among the students who were provided tablets.
• A marginal increase may beneficially affect students who narrowly miss qualifying for scholarships or fellowships.
• A 0.15 GPA each year could move a student up a whole letter grade over the four years.
• Methods utilized demonstrate a causal effect.

This study had two principal outcomes: (1) teachers’ average mean score on instructional behaviour was higher than before the teaching intervention was implemented, a with statistical significance of 0.05; and (2) students’ average mean score on self-directed learning behaviour was higher than before they engaged in the self-directed learning programme, with a statistical significance of 0.05. These results highlighted that to empower students’ learning abilities, it is important to emphasise goal setting, hands-on learning, and teachers’ role in coaching.

This research aimed to: 1) investigate components of competence for university art teachers under the New Liberal Arts background; 2) explore the existent and desired states of these competencies in Ningxia; and 3) create a program to enhance these competencies. The study employed a three-phase methodology: first identifying competence components through document analysis and expert validation (n = 5); then exploring competence states through questionnaires with 205 art teachers selected via multi-stage random sampling; finally developing and evaluating a competence enhancement program. Results identified five key competence components: Knowledge Literacy, Didactic Ability, Digital Literacy, Uphold Fundamental Principles and Break New Ground, and Moral Education Ability. The existent state of competence was at medium level, while the desired state was at highest level. Digital Literacy emerged as the highest priority need. The developed program, utilizing a 70:20:10 learning model, received highest ratings for both suitability and feasibility, confirming its potential effectiveness for enhancing art teacher competence under the New Liberal Arts framework.

The research was conducted in two phases: Phase 1 involved studying the components and indicators of computational thinking learning experience management competency of early childhood teachers, and Phase 2 consisted of a confirmatory factor analysis of the competency in computational thinking learning experience management of early childhood teachers. The sample comprised 330 early childhood teachers from educational institutions under the Office of the Basic Education Commission in the northeastern region, determined using a 15:1 ratio of 22 parameters and selected through multi-stage random sampling. The research instrument used was a questionnaire designed to develop the components and indicators of the computational thinking learning experience management competency of early childhood teachers in schools under the Office of the Basic Education Commission. The data were analyzed using Confirmatory Factor Analysis (CFA). The findings revealed that: 1) The components and indicators of computational thinking learning experience management competency of early childhood teachers, synthesized from relevant documents and research, consisted of: (1) decomposition of problems into sub-problems/sub-tasks, (2) pattern recognition in problems or solution methods, (3) abstraction of essential problem elements, (4) algorithm design, and (5) unplugged programming, with a total of 17 indicators; 2) The alignment of the empirical data with the components and indicators of the competency showed that the chi-square value was 85.641, with 69 degrees of freedom (df), a chi-square/df ratio of 1.2411, a statistical significance (p-value) of 0.085, a Tucker-Lewis Index (TLI) of 0.994, a Comparative Fit Index (CFI) of 0.997, a Root Mean Square Error of Approximation (RMSEA) of 0.027, and a Standardized Root Mean Square Residual (SRMR) of 0.025.

This balanced cultural integration enhances employee engagement, operational efficiency, and sustainable innovation. Key enablers, such as visionary leadership, open communication, and flexible structures, create an environment conducive to long-term success. The study highlights how educational foundations and/or non-profit organizations can design a culture that harmonizes diverse values while prioritizing social good.

These insights contribute to the broader understanding of cultural integration in educational foundations and/or non-profit organizations, emphasizing that a well-balanced culture fosters both internal effectiveness and external impact. The findings provide a framework for other organizations aiming to achieve sustainable social transformation through strategic cultural management.

1. There are 5 compositions of primary school safety with 15 indicators. They are 1) student-assistant system 2) prevention and solution methods for accidents within schools 3) prevention and solution methods for accidents related to natural disasters 4) prevention and solution methods for social issues, and 5) student’s well-being control. For participative administration, it has 5 compositions which are 1) participation in planning process 2) participation in work operation 3) participation in decision-making method 4) participation in supervision, and 5) participation in monitoring and evaluation.

2. The overall current condition of participative administration focusing on primary school safety was at a fair level, while the overall desirable condition was at a high level. The most critical need identified was the prevention and resolution of accidents in educational institutions.

3. Participatory management guidelines for primary school safety should emphasize the involvement of all stakeholders in the planning process-from policy formulation and collaborative planning to joint decision-making. Additionally, support should be provided for private organizations to participate in management efforts, including organizing study visits to learn effective strategies for collaborative problem-solving.