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This study aims to explore the roles of Zhongyong and political efficacy on citizens’ intention to use digital government platforms for e-participation (i.e. e-participation intention). Zhongyong is a dialectical way of thinking that influences Chinese behavioral intentions and approaches. Political efficacy is a predictor of traditional political participation. Both of them have not been adequately investigated in this digital era, particularly regarding e-participation in digital government platforms. Therefore, this study investigates their relationships.

A quantitative model is constructed to examine the relationship between Zhongyong and citizens’ e-participation intention (internal and external) political efficacy serves as a mediator. An online questionnaire gathered 345 responses from three representative provinces of China (i.e. Guangdong, Jiangxi and Shanxi). Partial least square structural equation modeling (PLS-SEM) was adopted and executed with Smart PLS 4.0 to analyze the data.

Zhongyong and (internal and external) political efficacy can positively influence citizens’ e-participation intention. Moreover, (internal and external) political efficacy mediates the relationship between Zhongyong and citizens’ e-participation intention.

This research focuses on Chinese culture Zhongyong and surveyed Chinese citizens, thus is limited to the Chinese context. Second, this study used cross-sectional data. Third, this study only investigated two factors’ effects on e-participation, i.e. Zhongyong and political efficacy.

The findings provide multifaceted strategies for improving citizens’ adoption of digital government platforms for e-participation. Incentive policies to boost citizens’ (internal and external) political efficacy can be launched. To achieve broader citizen participation, a participative culture can be cultivated based on Zhongyong.

This study constructs a novel model that innovatively links Zhongyong thinking, political efficacy and e-participation intention. The results underscore the importance of Zhongyong culture and political efficacy in increasing citizens’ e-participation intention.

On the basis of demand survey feedback from individuals with disabilities and caregivers, this study designed two sets of functional garments for long-term bedridden patients, with the primary objective of increasing convenience and reducing the physical workload of caregivers.

Wear trials were conducted by employing 24 subjects to perform 11 different tasks to compare the performance of the two newly developed garments with that of conventional hospital patient apparel. Task operation time, heart rate (HR), electromyography (EMG) signals, and subjective perceptions were evaluated.

The new functional garments reduced the time required to perform tasks by 29–79%, maintained the average HR of caregivers at approximately the resting threshold and resulted in a 37–74% reduction in the root mean square (RMS) of the EMG at the arm muscles in the private and thigh nursing tasks. All the subjective and objective evaluation results of the caregivers demonstrated varying degrees of correlation.

This study has practical implications for the design of functional clothing for long-term bedridden patients and provides guidance for evaluating the ergonomics of garments that can be utilized only with caregiver support.

In contrast to previous studies that focused primarily on individuals with disabilities while overlooking the indispensable role of caregivers in the nursing process, this study shifted its emphasis to long-term bedridden patients who relied exclusively on caregivers for daily activities. Additionally, this study attempted to analyze the correlations between the evaluation parameters to explore the relationships between the evaluation methods.

The purpose of this exploratory qualitative case study is to gain a deeper understanding of teacher experiences and perspectives of ChatGPT as a pedagogical tool.

This qualitative exploratory case study examined the benefits and concerns of using ChatGPT for curriculum and instruction. Approximately 3,000 graduate education students completed a survey and an invitation to participate in focus groups. Purposive sampling criteria included graduate education students holding a current teaching certificate and actively teaching in a K-12 setting. The sample resulted in 225 survey respondents, with 12 teachers from this group also participating in three focus group sessions. Data analysis involved descriptive statistics for the survey data and inductive thematic analysis was used to identify themes from the focus group transcripts.

Results suggest ChatGPT saves teachers time, expedites access to resources, helps create lessons and is a resource for student learning while concerns arose regarding artificial intelligence (AI) and student cheating. As teachers’ comfort level with ChatGPT increased, their perception of AI as a useful pedagogical tool increased and their perception of ChatGPT as an academic hindrance decreased.

Results from this study are not generalizable; however, the description provided allows for transferability to similar populations.

This study provides guidelines for a balanced approach for policies regarding AI in the K-12 setting and using ChatGPT an instructional tool while providing clear communication regarding unethical practices.

This study provides guidelines for framing teacher training in the technology acceptance model and providing a balanced approach for implementing AI policies while promoting using ChatGPT and other AI technologies for curriculum and instruction in the K-12 classroom.