This study investigates the role and significance of independent Human Resource Management (HRM) departments within the context of Greek Local Government Organizations (LGOs). As public sector organizations face increasing pressure for modernization and efficient service delivery, the transition from traditional personnel administration to strategic HRM becomes critical. Utilizing a quantitative approach with a sample of 126 participants and the CRANET research tool, this study examines the relationship between organized HR functions and the adoption of modern practices. The findings suggest that municipalities with independent HRM departments demonstrate higher levels of strategic orientation, digital tool integration, and overall organizational performance.
Keywords: Human Resource Management, Local Government, Municipalities, Strategic HRM, CRANET, Greece.

This study investigates the current level of digital literacy among teachers at Guangxi Transportation Vocational and Technical College (GTVTC) and formulates corresponding development guidelines. In alignment with China's national policies on educational digitalization, such as the Education Informatization 2.0 Action Plan and the Teacher Digital Literacy industry standard, the research addresses the urgent need for vocational educators to integrate technology effectively into pedagogy. The study employs a mixed-methods approach, combining a questionnaire survey of teachers with structured interviews of key institutional informants. The findings reveal that teachers' digital literacy across five core dimensions—Technical Operational Skills, Information Search Skills, Digital Creativity Skills, Digital Social Responsibility Skills, and Digital Security Awareness Skills—is generally at a high level, though variations exist between dimensions. Based on the diagnostic results, this research proposes a set of structured, actionable development guidelines. These guidelines are designed to bridge the gap between national policy frameworks and institutional implementation, aiming to systematically enhance teachers' digital competence, foster innovative teaching practices, and ensure the ethical and secure use of technology, thereby supporting GTVTC's sustainable digital transformation.
Keywords: digital literacy, teacher development, vocational education, guidelines

Students identified with Emotional and Behavioral Disorders (EBD) represent one of the most underserved groups in K–12 education due to persistent challenges in emotional regulation, impulse control, and sustained attention. These difficulties place them at high risk for academic failure, disciplinary exclusion, and early withdrawal from school. While inclusive general education classrooms offer access to grade-level curriculum and positive peer modeling, they are often not equipped with the specialized behavioral and emotional supports these students require, creating a significant implementation gap between inclusion goals and classroom realities.
This integrative review synthesizes empirical, theoretical, and practitioner literature from 2002 to 2024 to examine effective classroom-based self-regulation strategies for students with EBD in inclusive settings. Following a PRISMA-aligned search process, 44 studies were analyzed, revealing four key themes: explicit instruction in self-regulation skills, structured calm-down areas and scheduled breaks, visual supports and behavioral cueing systems, and individualized positive reinforcement. Across studies, these strategies were most effective when implemented consistently and with high fidelity within coordinated, multi-component frameworks, leading to improvements in on-task behavior, independent coping skills, reduced disruptive incidents, and increased academic task completion. However, the evidence base showed variability in methodological rigor, with most studies relying on single-subject designs, and highlighted moderating factors such as teacher preparation, school-wide behavioral systems, and cross-disciplinary collaboration. Key gaps included limited longitudinal research, insufficient attention to cultural responsiveness, and a need for deeper examination of student-level mechanisms driving outcomes, with implications for practice, policy, and educator training.
Keywords: self-regulation, emotional and behavioral disorders, inclusive education, behavior intervention, classroom management, evidence-based practice

The Southwest Silk Road was an important bridge for cultural exchange between ancient southwestern China and South Asia, Southeast Asia, and Europe. It played an irreplaceable role in promoting regional economic and trade cooperation, facilitating communication with foreign countries, and strengthening broader external exchange. Relying on two ancient trade routes linking the Central Plains hinterland and the southwestern frontier, it formed an intercontinental trade network represented by routes such as the Lingguan Road, the Wuchi Road, the Qianzhong Road, and the Yongchang Road. Despite the passage of millennia, a large number of valuable cultural remains have survived, including ancient architectural complexes, archaeological sites, grotto art, and religious monuments, all of which continue to influence local social life and future development. This paper adopts literature analysis, field investigation, comparative research, and inductive synthesis to examine the distribution and transformation of the historical and cultural heritage along the Qionglai section of the Southwest Silk Road. Existing materials are systematically reviewed and combined with on-site investigation. According to the characteristics of the sites, the remains are classified into several categories, and a number of representative sites are selected for comparative analysis, with particular attention paid to distinctive remains such as Qiong kiln ceramic production and salt and iron industry sites. The study shows that these material remains are not only historical witnesses to commodity exchange and ethnic integration during the Han and Tang dynasties, but also reflections of the cultural origins of certain regions. At present, the protection difficulties and developmental challenges facing the cultural heritage of the Southwest Silk Road have also become major research concerns. This paper proposes a range of measures, including strengthening the living transmission of heritage and promoting the integrated development of culture and tourism, so as to provide decision-making references for Qionglai’s effort to build itself into a world-class historical and cultural city while enhancing regional cultural soft power and the level of openness to the outside world.
Keywords: Southwest Silk Road; historical and cultural heritage; Qionglai; cultural heritage protection.

Self-care skills constitute a foundational component of children's independence, playing a decisive role in their adaptability, autonomy, and self-confidence during the crucial transition from preschool to primary education. This study aims to objectively and comprehensively assess the current status of self-care skills among children aged 5–6 and to propose an appropriate, feasible system of educational measures for preschools in Hac Thanh Ward, Thanh Hoa Province. Employing a mixed-methods approach, the research combined direct observation of 46 children (using a pre-designed checklist) with a quantitative survey of 88 preschool teachers and 46 parents (utilising a Likert scale) to gather multidimensional data. The findings reveal that while self-care skills among 5–6-year-olds in the surveyed area have been initially developed, they remain unstable and exhibit an imbalance across skill domains (eating and drinking skills ranked highest, whereas personal safety skills ranked lowest). Grounded in theoretical frameworks and empirical data, the study develops and proposes four systematic educational measures to enhance the quality of self-care skill education, thereby equipping children with essential readiness for primary school.
Keywords: self-care skills; children aged 5–6; preschool education; educational measures.

This study aims to assess the current state of STEAM education management in preschools in Hac Thanh ward, Thanh Hoa province, from a functional management approach. The survey was conducted with 42 administrators from 9 of 16 preschools, using a 5-point Likert scale and descriptive statistics. The results show that management functions achieved a moderately good level; planning received the highest score, while monitoring and supervision received the lowest. STEAM activities have been integrated into various forms of children's education, but limitations remain in teacher capacity, learning materials, project-based organisation, and process evaluation. The study identifies management bottlenecks and proposes improvements to enhance the effectiveness of STEAM education in preschools.
Keywords: Management; Educational management; STEAM education; preschool education; Hac Thanh ward, Thanh Hoa province