Xiuli Chen

Purpose: This research examines how Asian universities, especially those in China and South Korea, can respond to interconnected crises such as climate change, demographic aging and migration. Existing studies have explored higher education resilience, global competence and Helix-based innovation, but they often focus on short-term crisis response, student-level competence or stakeholder collaboration without explaining how universities develop long-term adaptive capacity. To address this gap, this study integrates the Quintuple Helix Model with complex adaptive systems (CAS) theory to examine how universities move from traditional institutional structures toward collaborative hubs that foster resilience and adaptive global competence. Design/methodology/approach: This research adopts a comparative qualitative design that first reviews 16 QS Top 200 universities in mainland China and South Korea, examining four mechanisms at a broad regional level, and then conducts a focused documentary and structured web content analysis of Zhejiang University (ZJU) in China and Hanyang University (HYU) in South Korea through the Adaptive Quintuple Helix framework. Featured projects from both universities and related crisis-coping activities are examined through four adaptive mechanisms/competencies of technical mediation, cultural translation, entrepreneurship and trust to navigate the overlapping social and environmental challenges. Findings: The research finds that those four adaptive mechanisms or competencies are publicly visible and institutionalized through different organizational forms and documentary signals rather than in a uniform way. In the focused case comparison, ZJU appears more visibly large-scale, policy-aligned and research-intensive, while HYU appears more socially embedded, community-facing and applied, suggesting two distinct adaptive pathways through which universities respond to aging, climate and mobility-related pressures. Research limitations/implications: Relying on publicly available documentary materials, the research captures visible institutional patterns rather than direct evidence of implementation quality, stakeholder experiences or long-term societal impacts. The focused comparison of ZJU and HYU, therefore, offers analytical depth but limited generalizability beyond similarly resourced universities. Future research can extend the framework through broader cross-national samples, longitudinal designs and interview- or survey-based evidence to test how these publicly documented adaptive pathways operate in practice. Originality/value: This research contributes by combining the Quintuple Helix Model with CAS theory and operationalizing it, showing that Asian universities do not display crisis-response capacity in a uniform way, but rather through distinct, publicly documented adaptive pathways shaped by different configurations of coordination, engagement and environmental orientation.

The main objective of this research is to establish the possible strategies that can be used in order to increase the number of people especially in K-12 education who are involved in climatology. The purpose is to analyze the creative utilization of artificial intelligence (AI) and academic entrepreneurship for teachers’ creation and sale of AI-based customized narrations on climate change issues. This is done by two means namely, application of AI tools through live streaming classes and e-training on content in teaching as well as mentoring them on business skills of disseminating and selling out such materials. There are three major areas where teachers require assistance such as producing better resource materials, generating income through them, and promoting students’ environmentally-related learning outcomes.The research design involves both qualitative and quantitative approaches. Questionnaires given to 150 respondents who undertook online training will enable the collection of quantitative data indicating how effective the program is and whether AI tools are user-friendly. Thus, more than eighty percent of educators admitted that they could facilitate personalized climate stories using these programs; moreover, 85 percent said they were able to create personalized stories with their assistance. Furthermore, more than seventy percent anticipate an increase in interest among students about studying climate change. Interviews were conducted among various stakeholders including ten teacher entrepreneurs, ten students, and ten parents so as to collect qualitative data. These interviews aim at illustrating trust building through AI-infused materials which improve how we talk about climate change as well as encouraging sustainable behaviors among young people who learn. For instance eight out ten respondents confessed that they “knew nothing about global warming” but today they have knowledge concerning power plants discharging greenhouse gasses into the environment.. Thus this indicates a decline in numbers of children who perceive environmental conservation as a normal thing thus demonstrating that AI based instruction is efficient towards changing students attitudes for sustainability actions caused by it.This study emphasizes that AI supports presentation of scientific knowledge to young people in an exciting way. Therefore, it is concerned with equipping teachers with competences in content development and entrepreneurship. Thus, climate education’s pedagogical efficiency, which improves its economic viability by presenting a way of imparting scientific truths on the subject matter, is thus also developed through this model.

This study explores innovative, ethical leadership approaches using artificial intelligence (AI) and fractal geometry in public health while fostering sustainable business practices within public health systems. The research employs a qualitative methodology based on case studies, secondary data analysis, and fractal-based AI algorithm evaluations. It examines advanced algorithms' technical applications in public health settings, improving data privacy, copyright, and intellectual property protection. The study finds that fractal algorithms offer robust solutions for promoting ethical leadership in AI-driven public health systems. Fractal geometry's complexity and self-similarity improve predictive modeling, resource allocation, and system transparency while ensuring legal and ethical compliance. By applying fractal algorithms, public health organizations can improve privacy protection, intellectual property management, and ethical governance. The study highlights the need for further research on practical applications, optimization of fractal algorithms, and overcoming the computational demands associated with their deployment in public health. Ethical leadership approaches supported by fractal algorithms can drive more equitable and secure public health interventions, enhancing trust in AI-driven solutions and reducing healthcare access and outcomes disparities. This research presents a novel integration of fractal geometry and AI to address critical ethical issues in public health, providing innovative solutions for data privacy, intellectual property protection, and ethical leadership practices.

This study explores the perceptions, adoption, and applications of AI in healthcare among regional health professionals in Guangdong, China. It seeks to determine how health professionals view AI, its application in practice, and the different challenges practitioners face regarding its application. The research applies a survey approach in which 204 medical practitioners’ perceptions and ideas on AI applications were collected. This involves using Pearson Chi-square tests to examine whether roles as professionals correlate with their attitudes toward AI, such as trust in its reliability and effectiveness, its influence on the accuracy of diagnosis treatment plans, and the impact of specialized training on confidence in handling faulty AI tools alongside descriptive analysis. The outcomes reveal variations across such respondent-role groups concerning views on AI and trust, where they are more involved in the diagnostic exercise, and treatment planning groups show higher levels of optimism about the impact of AI. Furthermore, the findings exhibit a close association between specialized training in AI and increased confidence levels when utilizing AI tools, emphasizing the significance of directed learning interventions. However, this study is based on self-reported data that biases may influence and only focused on the Guangdong province in China. A strategic integration approach for patient care and operational efficiency through this technology has been recommended, particularly within China and the broader Asia-Pacific region.

This study investigates the prospective of incorporating input hypothesis, output hypothesis, interaction hypothesis and metacognitive theory into the best practices of ChatGPT in foreign literature. The study used an online survey involving 146 Chinese internet users to examine opinions on the use of ChatGPT for foreign literature analysis and tasks. Specific skills enhanced by AI integration, such as critical thinking, nuanced comprehension, and advanced linguistic proficiency in foreign languages are discussed in the research. However, there were concerns about its ethical implications when used for literary purposes because it may lead to biases, wrong information and risks which include plagiarism. During the application of ChatGPT, it was emphasized that comprehensible input is crucial to ensure that AI provided content is both understandable and suitable to learners’ current proficiency level. Moreover, learners are encouraged to actively utilize ChatGPT as feedback as well as correction tool. Furthermore, this research allowed learners to engage in live communication through using ChatGPT as a speaking partner thereby negotiating meaning and getting instant feedback to support interaction hypothesis (IH). Underpinned by metacognitive theory, instructing learners to reflect on their learning process with the help of ChatGPT involves identifying areas of difficulty and seeking specific assistance, for example, learners may ask about linguistic doubts from chat GTP or test their understanding about certain concepts or vocabulary using it. In order to effectively integrate these hypotheses with metacognitive theories, interactive chat GPTs were designed which required learners’ involvement in comprehensible input generation of language, output meaningful interactions and reflection on learning process; reading or listening to foreign language content (input), responding or creating content (output), engaging in conversation (interaction) tasks are assessed for their comprehension and performance levels (metacognition).

Intercultural foreign language learning among K -12 students at international schools involves the cross-cultural discovery of the changing habits of people whose mother tongue might be different instructive languages at schools. Bilingual education is essential in bridging the gap between the mother tongue and instructive languages. However, it needs effective strategies that combine in-classroom language learning with new technology. Several language learning and teaching trends concerning the digital environment and innovative technologies such as machine translation or digitalization are currently challenging K-12 schools and families. This research investigates the role of machine translation in learning among K-12 students at international schools in the cities of Shenzhen, Guangzhou, and Zhuhai. It aims to identify these gaps in existing research and propose innovative strategies for boosting learning outcomes to recognize the learning habits they developed as young learners in the 21st century and their cultural motivations. Bilingual surveys are being handed out to K-12 families. These surveys are written in both English and Chinese. In total, 221 of them were collected. The data was analyzed to examine how helpful machine translation is for academic learning in both languages. The strengths and weaknesses were summarized among K-12 students using machine translation, highlighting strategies used with it at international K-12 schools.