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The main purpose of this study is to examine the direct relationship between police officers' perceived technology utilization and their perception of external procedural injustice, as well as the indirect relationship through perceived self-legitimacy.

This study used survey data collected from 1,944 police officers in a northern Chinese province. Structural equation modeling (SEM) was performed to assess the direct and indirect associations between technology utilization and external procedural injustice.

Technology efficacy was negatively associated with external procedural injustice and positively associated with both self-legitimacy and public-defined legitimacy. Furthermore, officers’ self-perceived legitimacy is negatively associated with their support for procedurally unjust behaviors, while officers’ perception of public-defined legitimacy, unexpectedly, is positively related to their endorsement of procedural injustice. Conversely, technology difficulty was positively related to external procedural injustice and negatively associated with public-defined legitimacy.

The present study represents a first attempt to link technology utilization to external procedural injustice in the policing literature. This study provides needed evidence to support the importance role of technology utilization in shaping police officers’ occupational attitudes toward themselves and the public in an authoritarian country.

In the era of the digital economy, higher demands are placed on versatile talents, and the cultivation of students with innovative and entrepreneurial abilities has become an important issue for the further development of higher education, thus leading to extensive and in-depth research by many scholars. The study summarizes the characteristics and patterns of dual-innovation education at different stages of development, hoping to provide a systematic model for the development of dual-innovation education in China and make up for the shortcomings.

This paper uses Citespace software to visualize and analyze the relevant literature in CNKI and Web of Science databases from a bibliometric perspective, focusing on quantitative analysis in terms of article trends, topic clustering, keyword co-linear networks and topic time evolution, etc., to summarize and sort out the development of innovation and entrepreneurship education research at home and abroad.

The study found that the external characteristics of the literature published in the field of bi-innovation education in China and abroad are slightly different, mainly in that foreign publishers are more closely connected and have formed a more stable ecosystem. In terms of research hotspots, China is still in a critical period of reforming its curriculum and teaching model, and research on the integration of specialization and creative education is in full swing, while foreign countries focus more on the cultivation of students' entrepreneurial awareness and the enhancement of individual effectiveness. In terms of cutting-edge analysis, the main research directions in China are “creative education”, “new engineering”, “integration of industry and education” and “rural revitalization”.

Innovation and entrepreneurship education in China is still in its infancy, and most of the studies lack an overall overview and comparison of foreign studies. Based on the econometric analysis of domestic and foreign literature, this paper proposes a path for domestic innovation and entrepreneurship education reform that can make China's future education reform more effective.