In ideological and political education in Chinese universities, while the “heads-up rate”—referring to superficial engagement—has improved through teaching reforms, a notable gap remains between this and the “hearts-in rate,” which reflects genuine value recognition and emotional resonance. This discrepancy substantially undermines teaching effectiveness. Based on embodied cognition theory, this study examines the causes of such disconnections in current teaching practice, including the separation of body and mind, the disjuncture between knowledge and action, overreliance on technological spectacle, and the lack of contextual immersion. Correspondingly, a four-pronged teaching strategy is proposed: shifting instructional objectives from knowledge transmission to value embedding, designing content to foster situated and immersive experiences, introducing action-oriented teaching methods, and implementing process-focused evaluation. The findings highlight the significance of incorporating embodied cognition into ideological education to strengthen student engagement and promote internalization of values. This study also offers a transferable model for the localization of teaching innovation within the context of socialist education with Chinese characteristics.

Crime has always been a topic of great concern. In recent years, the onset age of criminal behavior has shown a noticeable downward trend. At the same time, adolescent bullying is also a popular topic of continuous discussion. Therefore, by reviewing and synthesizing previous studies, this article aims to explore the psychological mechanism behind the criminal behavior caused by adolescent bullying. This article will summarize and analyze the research of predecessors, and build a psychological path mechanism from bullying to crime from the three perspectives of self-esteem, psychological disorder and imitation behavior. The study found that the low self-esteem, psychological disorders and imitation behaviors caused by campus bullying all had a promoting effect on crime. Therefore, the governments should strengthen the management of adolescent bullying and the attention and protection of the mental health of teenagers. This study emphasizes the necessity and importance of positive psychological guidance and campus bullying defense as soon as possible. Furthermore, this study also provides a foundation for future research on juvenile criminal psychology and bullying psychology.

In the digital revolution of higher education, a significant challenge for higher education institutions is to address the issue of accessibility and inclusion in newly emerging digital learning environments. In this paper, the author synthesize the work of ten empirical studies to investigate how accessibility and inclusion could be achieved in digital learning design. In total, this study analyzed four digital learning design approaches including the assistance of AI platforms, VR/AR simulated environments, Universal Design for Learning (UDL) and digital library systems. Results indicate that immersive technology can be a powerful tool to promote students’ engagement, however, students with sensory, cognitive or mobility disabilities may also be excluded by poor usability and sensory overload issues, especially for dyslexic students. The application of AI learning platforms indicates promising potential for personalized and accessible experiences. In addition, digital library and open educational resources can also extend access to diverse learners. Moreover, the UDL model can be an efficient theoretical basis for designing inclusive digital learning, which emphasizes multiple means of representation, engagement, and expression. The paper seeks to make a contribution towards the establishment of sustainable, inclusive and technology based learning ecosystems using multimodal design standards, cross-disciplinary cooperation and institutional support.

Eyewitness testimony has historically been considered strong evidence in criminal investigation and legal decision-making. However, research in psychology and neuroscience demonstrates that memory is flexible, reconstructive, and subject to errors. This review presents the literature from the last twenty years to consider how psychological factors; especially stress, narrowing of attention, and susceptibility to post-event information, interact with legal processes to conform to the accuracy of eyewitness evidence. Taking into consideration the experimental, field research, and meta-analyses, it begins with contextual analysis of how stress and attentional narrowing affect availability and retrieval in high pressure situations, but then reviews research on misinformation effects, memory conformity and cognitive mechanisms such as source monitoring errors that contribute to memory errors. It also assess the role of procedural variables in the Justice system where procedures may facilitate or inhibit accuracy (interview techniques, lineup structure, administrator bias, recording confidence). Altogether, the literature demonstrates eyewitness memory is influenced by internal psychological states as well as external procedural contexts. The last sections discuss practical repercussions for interviewing, identification procedures, and courtroom evaluation. The aim of this review is to provide stronger understanding on how to increase the reliability of eyewitness evidence by bridging findings from cognitive, forensic, and applied psychology.

In recent years, with the development of mobile internet and the widespread adoption of social platforms, team performance livestreams have become an important form of online entertainment for young users. Audiences support their favorite streamers through rewards, which not only satisfies the need for emotional release but also allows them to seek identity recognition and social connection through virtual interaction. This study aims to explore the consumer motivations behind audience reward behavior in team performance livestreams, with particular attention to the complex manifestations of these motivations in the context of “stress relief.” This study employed semi-structured in-depth interviews with over ten users who have experience in livestream rewarding, combined with qualitative analysis using open coding methods. The results indicate that audience reward motivations can be primarily categorized into three types: emotional reciprocity, identity construction, and competitive comparison. Among these, “emotional reciprocity” was the most frequently mentioned motivation, reflecting audiences’ desire to respond to the streamer’s emotional investment and companionship through rewards. “Identity construction” and “competitive comparison” demonstrated stronger social and group recognition needs, with audiences using consumption behavior to maintain self-image or to compete for group status. The study concludes that although most audiences enter livestreams with the primary intention of stress relief, when reward behavior becomes entangled with identity maintenance and collective competition, the stress-relieving effect is often difficult to sustain over time and may even exacerbate psychological burdens. Therefore, platforms should strengthen guidance on livestream content and interaction modes, particularly enhancing awareness of emotional manipulation and group psychology among adolescent users. Simultaneously, users should cultivate self-reflective awareness to avoid falling into irrational consumption patterns.