In recent years, China’s GDP has continued to grow, yet the labor share has not increased in a consistent manner. This paper employs an empirical analysis based on data from Jilin Province, China. It uses questionnaires and econometric modeling methods to investigate the role of gender in economic life and the role of other factors (such as employment pressure, the role of unions, etc.) in this process. The questionnaire survey examines the current state of gender employment discrimination in China, focusing on the existence, causes, and influencing factors of employment discrimination. In constructing the econometric model, this paper assumes a negative relationship between the proportion of female employees and the labor share, while there is a positive relationship between female education level and the labor income share. The two hypotheses, based on common sense and literature, are then tested by an econometric model. The results indicate that the proportion of female employees is indeed negatively correlated with the share of labor income, suggesting that women face more significant employment challenges.

This paper explores the significance of interactive language use by English teachers in fostering language acquisition among students. It delves into three key aspects: establishing rapport and trust, promoting student engagement, and enhancing language proficiency. Through an analysis grounded in socio-constructivist principles and applied linguistics, the paper elucidates effective strategies for interactive language use, including task-based learning, collaborative projects, and the integration of authentic materials. Moreover, it examines the challenges faced in interactive language use, such as overcoming language barriers, balancing teacher talk and student participation, and addressing technological integration. By synthesizing theoretical frameworks with practical pedagogical insights, this paper provides a comprehensive understanding of the complexities involved in interactive language use and offers recommendations for effective implementation in English language teaching.

This study aims to investigate the impact of internet addiction on the self-efficacy of middle school students after the resumption of classes during the COVID-19 pandemic, and to analyze corresponding countermeasures. In the field of education, the application of self-efficacy has significant implications. Enhancing individual self-efficacy plays an important role in the prevention and treatment of internet addiction. There is a negative correlation between internet addiction and self-efficacy, meaning that the higher the level of internet addiction, the lower the self-efficacy of middle school students. Based on this, this paper proposes interventions to enhance self-efficacy and prevent internet addiction. In a supportive social and policy environment, through concerted efforts from schools and families, we can effectively address internet addiction issues amidst the backdrop of COVID-19, promoting students' physical and mental health development, enhancing their self-efficacy, reducing their dependency and obsession with the internet. Future research could further explore the specific factors influencing internet addiction and self-efficacy, conduct more detailed cross-group comparative studies, and examine the differences and correlations between different groups in terms of internet addiction and self-efficacy. We will also continue to explore the possibility of using intelligent technology to intervene in internet addiction, devising personalized treatment plans tailored to individual characteristics and needs.

This paper explores the interplay between social media usage and cross-cultural communication in the context of digital globalization. It examines how socioeconomic factors, cultural disparities, and technological advancements impact individuals' engagement and behaviors on social media platforms. By analyzing studies from various scholars, the paper highlights how social stratification influences social media usage, with economic, cultural, and social capitals playing pivotal roles in shaping online engagement patterns. Additionally, this study addresses the trans-formative role of technological advancements, such as digitization and virtual reality, in preserving and sharing cultural heritage across borders, thus facilitating cross-cultural communication. It also delves into the emotional and behavioral variations in social media interactions across different cultures, emphasizing the need for a nuanced understanding of these differences to foster effective cross-cultural communication and enhance cultural sensitivity in the digital age. The synthesis of these insights contributes to a broader understanding of the dynamics of digital communication and cultural exchange, underscoring the complex relationship between social media, cultural identity, and global disconnectedness.

In the context of the digital era, video games, as an emerging form of entertainment, have become the focus of research in terms of their design and optimization of user experience. This study focuses on the application of digital music in games and its impact on player experience, aiming to reveal how music elements deepen the immersion and emotional resonance of games. According to the analysis, digital music significantly enhances game immersion and players' emotional engagement through dynamic music systems, close integration with game narratives, and innovative applications in virtual reality (VR) and augmented reality (AR) games. In particular, games such as Traveler provide players with a unique empathic experience and deep emotional impact through well-designed music and sound interactions, demonstrating the central role of music in enhancing game narratives and building game worlds. However, the study also points out the technical, subjective, and culturally sensitive limitations of digital music in game design, challenges that need to be faced and overcome by future game developers and music creators alike.

This comparative study delves into the variations in student reading proficiency across nations as evidenced by the PISA 2022 data. Through the analysis of datasets from diverse countries, the study seeks to uncover patterns and discrepancies in reading performance. Key factors such as the education system, family background, and availability of learning resources are meticulously compared to ascertain their influence on reading proficiency. The study's findings reveal that disparities in reading abilities among students stem from a multitude of factors, rather than a singular cause. As a result, this study advocates for the implementation of interventions to address these disparities and ultimately enhance the reading proficiency of students globally. Firstly, policymakers should strive to create a more equitable environment for students' reading performance. Concurrently, resources must be allocated to bolster teacher training programs, thereby enhancing teaching standards and proficiency. Additionally, families need to enhance their involvement and support for children's reading progress. Finally, schools and teachers should employ more comprehensive assessment methods for students' reading achievements.

Gender stereotypes are often discussed as potential explanations for disparities observed in communication, job satisfaction, and the treatment of individuals within workplace environments. This study aims to investigate the persistence of such gender differences and explore existing literature explanations. Utilizing an online questionnaire, 96 participants from diverse professional backgrounds in China were recruited for this research. The results indicate that by holding communication skill levels constant, female employees exhibit higher levels of job satisfaction. These findings underscore a significant gender disparity in how communication skills influence job satisfaction, emphasizing the importance of adopting gender-sensitive approaches to enhance workplace satisfaction and ensure equitable opportunities for all employees. Future research should delve deeper into the underlying factors contributing to these disparities and develop strategies to improve communication effectiveness and job satisfaction across diverse workforce demographics.

The attentional control setting is a search template containing target features. Individuals can establish attentional control settings based on the color, size, semantics, joint location-feature of stimulus and even relationships between targets and non-targets. When multiple targets exist, participants may establish multiple attentional control settings or a control setting based on the feature singleton item. However, the processing stage of the attentional control setting is still controversial. Future studies should further analyze the time course of attention control setting in different experimental paradigms to provide solutions to existing controversies, while examining the quantitative limits of attention control setting and the influence of distractor inhibition as a control setting on visual search.

The research specifically aims to outline and amplify strategies that can improve the digital competencies of international Chinese teachers. By examining various educational frameworks and technological implementations, the study sheds light on the challenges and opportunities presented by the digital landscape in education. The findings of this research offer actionable recommendations for educators, administrators, and policymakers, aimed at fostering a more digitally competent teaching workforce. These recommendations are intended to not only enhance the teaching and learning experience but also to guide future research and inform policy-making within the field of International Chinese Education. This contributes to a broader understanding of the pivotal transformations necessary to adapt to and prosper in the digitally driven global educational environment.

With the development of AI and other computer technologies, AIED has begun to cause new reforms in the international education. At present, most Higher education institutions in European and American countries adopt AIED to varying degrees to assist and improve the teaching environment and teaching experience of international students. This article will mainly compare the application of AIED in universities in the United States, the United Kingdom, and Canada, interview Chinese students and faculty at each university through questionnaires, and analyze the interviewers’ attitudes towards AIED. This article will also collect reviews from international students and international education practitioners on some commonly used learning assistance platforms based on AI technology, such as MOOCS and Grammarly. This article decoded the collected interview comments and coded and integrated similar information as well. The final conclusion of this article is that the vast majority of educational professionals and international students believe that the benefits of AIED’s application outweigh the disadvantages, but ethical consideration could be drastically significant.