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In order to meet industrial demands, some colleges and universities have offered interdisciplinary programs that integrate design, engineering, and business. However, how many changes these programs have brought to students, and whether students participating in these programs have had better interdisciplinary ability than students involved in a single discipline study have always been questions that many researchers want to explore. In a university that offers an interdisciplinary program, we found that there is no significant difference in interdisciplinary integration ability between the students participating in the interdisciplinary program and the students involved in a single discipline study through quantitative comparisons of 91 student questionnaires and analyses of interviews with nine teachers of interdisciplinary courses and other related staff members. This may result from the students’ lack of motivation, lack of prior experience, the influence of individual traits, the increase of learning pressure and academic burden, and the interference of disciplinary factors during interdisciplinary learning. The research finding is intended to improve student interdisciplinary learning effectiveness by facilitating interdisciplinary teachers’ understanding of the influencing factors of student interdisciplinary learning, and by providing a reference for interdisciplinary teaching design.

Cultivating innovative talents in the humanities and social sciences is a pivotal element in the development of high-level innovative talents with a direct impact on a nation’s superstructure and economy. Nevertheless, this area has often been a weak link in the talent market. In response to this challenge, Chinese universities have initiated the “New Humanities and Social Sciences” reform, emphasizing interdisciplinary education to nurture high-quality talents. However, the impact of interdisciplinary education within this context on the creativity of humanities and social science students, along with the intricate underlying mechanisms, remains a question yet to be fully answered. To address these issues, using survey data from 184 students majoring in humanities and social sciences in Sichuan Province of China, we employed structural equation modeling to explore the impact of interdisciplinary education on the creativity of humanities and social science students, the moderating effect of metacognitive awareness and the mediating role of knowledge integration ability. The research findings unequivocally affirm the significantly positive influence of interdisciplinary education on the creativity of humanities and social science students. Knowledge integration ability mediates the relationship between interdisciplinary education and creativity. Furthermore, metacognitive awareness plays a moderating role in the relationship between knowledge integration ability and creativity.

The research exploring the cumulative impact of influencing factors on teachers’ ICT integration ability is lacking. Additionally, the mediating role of internal factors on the relationship between external support and teachers’ ICT integration ability has not been adequately addressed. This gap hinders the comprehensive enhancement of teachers’ ICT integration ability. This study administered a questionnaire survey involving 9,591 teachers from 238 primary and secondary schools across the Ningxia Hui Autonomous Region in China, and structural equation model was utilized to systematically examines the cumulative effects of external and internal factors on teachers’ ICT integration ability and the mediating role of internal factors on the relationship between external support and teachers’ ICT integration ability in less developed areas. The questionnaire consisted of scales measuring external support, professional development, internal motivation, positive attitude, and ICT integration ability. The results demonstrated that the positive impact of external support on teachers’ ICT integration ability can be significantly enhanced through the serial mediation effects of teachers’ professional development, intrinsic motivation, and a positive attitude towards ICT. Furthermore, it was established that teachers’ ICT integration ability can also be enhanced by providing ICT-related professional development when there is enough external support. These findings deepen the understanding of the effects of interrelations among external support and internal factors on teachers’ ICT integration ability in less developed areas, and could benefit the enhancement of teachers’ ICT integration ability. Practical implications for governments, schools, and teachers were also discussed. Plain language summary The Impact of External Support and Internal Factors on Teachers' ICT integration ability in China's Less Developed Regions This study fills a gap in research by looking at how different factors affect teachers’ ability to integrate ICT into their teaching. It specifically examines how external support, like training and resources, and internal factors, such as a teacher’s motivation and attitude, work together to influence ICT integration. The research was done in less developed areas of China, where teachers may face additional challenges in integrating technology into the classroom. The study collected data from over 9,500 teachers in primary and secondary schools in the Ningxia Hui Autonomous Region. It used a structured survey to measure different aspects like external support, professional development, internal motivation, attitude, and ICT integration ability. The findings show that external support has a greater impact on teachers’ ICT integration when it is supported by professional development, internal motivation, and a positive attitude towards technology. This means that giving teachers training, resources, and encouragement to use technology can be even more effective when they are also motivated to do so and have a positive view of its benefits. Additionally, providing ICT-related professional development can further enhance teachers’ ability to integrate technology, especially when they have access to external support. The results help to understand how a combination of external and internal factors can affect teachers' ICT integration skills in areas where resources may be limited. This information can be used to improve the way technology is integrated into teaching, benefiting both teachers and their students. The study also discusses how these findings could be applied in practical ways by governments, schools, and teachers to support the use of technology in education.

National Undergraduate Engineering Training Integration Ability Competition is essential in Chinese engineering colleges. Among these items, the carbon-free car competition is popular among college students because of its flexible track, challenging design tasks, and fair judging criteria. In this study, to design a reasonable carbon-free car structure according to the track given by the competition, a reverse analysis method was proposed for the double 8-shaped carbon-free car trajectory based on the space cam mechanism. First, the carbon-free car’s structure was designed, and its stress state was analyzed, with the results indicating that the driving force should be reduced as much as possible under the premise of satisfying the starting requirements to increase the travel distance of the carbon-free car with no slipping. Then, the function between the car track and the front wheel swing angle was established, and the displacement law of the push rod of the cam mechanism was calculated through the swing angle of the front wheel. Finally, the cam profile was got based on the operating law of the push rod. Research has shown that compared with the traditional forward design, this method was more accurate with strong feasibility and operability, which provided good technical support for designing the subsequent carbon-free car competition.

隨著網路的普及，線上閱讀已成為重要的生活與工作能力，其內涵複合了閱讀與資訊及通訊技術（ICT）操作，並以搜尋、評估與整合為關鍵能力。我國及許多先進國家與國際評量均已著手推動線上閱讀相關的教育政策。本文以評量研究為基礎，回顧網路興起前後，資訊、資訊及通訊技術與閱讀素養衍生的定義變革，綜觀近 20 年線上閱讀能力的研究發現，與國內中文線上閱讀相關研究，提出對未來教育與研究的展望，以期深耕國內線上閱讀教育，培養未來公民所需的能力。文獻回顧發現，國內、外研究皆顯示五到九年級學生之搜尋、評估與整合能力的表現不甚理想，且整合能力之發展有以搜尋與評估能力為基礎之趨勢。而中、小學生線上中文閱讀教學與學習困難的研究，在我國仍算少數。本文建議，未來教學研究可朝探究學生學習中文線上閱讀的困境、開發學習輔具與發展教材；教育政策面向則建議加強上述項目的教師專業培育，以及於國小高年級階段增設相關的學習指標，以利培養學生線上閱讀素養。 With the development of the Internet and digital technology, online reading abilities have become critical in daily life, including in work and education. These skills, which include information searching, evaluation, and integration, are combined with reading and ICT skills. Many countries have started to reconstruct relevant policies in reading education, and the international literacy test organization has also rebuilt the test definitions to fit this new reading environment. This paper indicates how the definitions of ICT skills and reading ability have transformed in the Internet era. Studies focusing on students’ online reading skills published during the last two decades were included in the review, and Taiwan’s contribution to the field was also reviewed. The literature review indicated that students from the fifth to the eighth grades did not show adequate web searching, evaluation, and integration abilities. Some studies have demonstrated that the development of integration ability might depend on web searching and evaluation abilities. Moreover, few studies have focused on Chinese online reading teaching and learning. Thus, future studies should explore instructional programs and learning difficulties to ensure students’ acquisition of online reading abilities. Educators and policy-makers should support teachers to improve students’ learning and establish additional guidelines for the online reading literacy curricula for fifth- and sixth-grade students.

Purpose – Blogs provide opportunities for bloggers to create. This creativity can attract audiences and generate commercial success for blog service providers (BSPs). Thus to obtain competitive advantage, such providers should stimulate their bloggers to produce creative content. The purpose of this paper is to adopt social embeddedness and creativity theory to explore factors influencing blogger creativity. Design/methodology/approach – An online questionnaire and an online embeddedness system are used to collect data from 353 bloggers, including data on their motivation, integration ability, structural and relational embeddedness and creativity. Hierarchical regression is applied for statistical analysis. Findings – Analytical results show that structural embeddedness and relational embeddedness affect blogger creativity. Additionally motivation negatively moderates the relationship between structural embeddedness and creativity, and integration ability negatively moderates the relationship between relational embeddedness and creativity. Research limitations/implications – This study applies social embeddedness to elucidate the relationships among quantity and quality of professional knowledge and creativity. This study also discusses the moderating effect of motivation and integration ability on the relationship between social embeddedness and creativity. Practical implications – Creative articles by bloggers can popularise a blog platform, as they can retain bloggers and attract new bloggers. Therefore, for BSPs enhancing the creative performance of bloggers is one way to obtain competitive advantage. Originality/value – The study contributes to knowledge of social embeddedness and creativity on blog web sites, and importantly, this study develops a model that explains how antecedents influence blogger creativity.

隨著網路的普及，線上閱讀已成為重要的生活與工作能力，其內涵複合了閱讀與資訊及通訊技術（ICT）操作，並以搜尋、評估與整合為關鍵能力。我國及許多先進國家與國際評量均已著手推動線上閱讀相關的教育政策。本文以評量研究為基礎，回顧網路興起前後，資訊、資訊及通訊技術與閱讀素養衍生的定義變革，綜觀近20年線上閱讀能力的研究發現，與國內中文線上閱讀相關研究，提出對未來教育與研究的展望，以期深耕國內線上閱讀教育，培養未來公民所需的能力。文獻回顧發現，國內、外研究皆顯示五到九年級學生之搜尋、評估與整合能力的表現不甚理想，且整合能力之發展有以搜尋與評估能力為基礎之趨勢。而中、小學生線上中文閱讀教學與學習困難的研究，在我國仍算少數。本文建議，未來教學研究可朝探究學生學習中文線上閱讀的困境、開發學習輔具與發展教材；教育政策面向則建議加強上述項目的教師專業培育，以及於國小高年級階段增設相關的學習指標，以利培養學生線上閱讀素養。

With the development of the Internet and digital technology, online reading abilities have become critical in daily life, including in work and education. These skills, which include information searching, evaluation, and integration, are combined with reading and ICT skills. Many countries have started to reconstruct relevant policies in reading education, and the international literacy test organization has also rebuilt the test definitions to fit this new reading environment. This paper indicates how the definitions of ICT skills and reading ability have transformed in the Internet era. Studies focusing on students’ online reading skills published during the last two decades were included in the review, and Taiwan’s contribution to the field was also reviewed. The literature review indicated that students from the fifth to the eighth grades did not show adequate web searching, evaluation, and integration abilities. Some studies have demonstrated that the development of integration ability might depend on w

There is increasing evidence for a cerebellar contribution to cognitive processing, but the specific input pathways conveying this information remain unclear. We probed the role of climbing fiber inputs to Purkinje cells in generating and evaluating predictions about associations between motor actions, sensory stimuli and reward. We trained mice to perform a visuomotor integration task to receive a reward and interleaved cued and random rewards between task trials. Using two-photon calcium imaging and Neuropixels probe recordings of Purkinje cell activity, we show that climbing fibers signal reward expectation, delivery and omission. These signals map onto cerebellar microzones, with reward delivery activating some microzones and suppressing others, and with reward omission activating both reward-activated and reward-suppressed microzones. Moreover, responses to predictable rewards are progressively suppressed during learning. Our findings elucidate a specific input pathway for cerebellar contributions to reward signaling and provide a mechanistic link between cerebellar activity and the creation and evaluation of predictions.Cerebellar climbing fibers carry predictive and feedback signals about reward, expanding the role of the cerebellar cortex in the creation and evaluation of predictions.

How is it that groups of neurons dispersed through the brain interact to generate complex behaviors? Three papers in this issue present brain-scale studies of neuronal activity and dynamics (see the Perspective by Huk and Hart). Allen et al. found that in thirsty mice, there is widespread neural activity related to stimuli that elicit licking and drinking. Individual neurons encoded task-specific responses, but every brain area contained neurons with different types of response. Optogenetic stimulation of thirst-sensing neurons in one area of the brain reinstated drinking and neuronal activity across the brain that previously signaled thirst. Gründemann et al. investigated the activity of mouse basal amygdala neurons in relation to behavior during different tasks. Two ensembles of neurons showed orthogonal activity during exploratory and nonexploratory behaviors, possibly reflecting different levels of anxiety experienced in these areas. Stringer et al. analyzed spontaneous neuronal firing, finding that neurons in the primary visual cortex encoded both visual information and motor activity related to facial movements. The variability of neuronal responses to visual stimuli in the primary visual area is mainly related to arousal and reflects the encoding of latent behavioral states. Science , this issue p. eaav3932 , p. eaav8736 , p. eaav7893 ; see also p. 236 Neurons in the primary visual cortex encode both visual information and motor activity. Neuronal populations in sensory cortex produce variable responses to sensory stimuli and exhibit intricate spontaneous activity even without external sensory input. Cortical variability and spontaneous activity have been variously proposed to represent random noise, recall of prior experience, or encoding of ongoing behavioral and cognitive variables. Recording more than 10,000 neurons in mouse visual cortex, we observed that spontaneous activity reliably encoded a high-dimensional latent state, which was partially related to the mouse’s ongoing behavior and was represented not just in visual cortex but also across the forebrain. Sensory inputs did not interrupt this ongoing signal but added onto it a representation of external stimuli in orthogonal dimensions. Thus, visual cortical population activity, despite its apparently noisy structure, reliably encodes an orthogonal fusion of sensory and multidimensional behavioral information.