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• Academic staff often experience pedagogic dissonance when first teaching in another country. • They adopt classroom and curriculum strategies to address these challenges. • These strategies are shaped by their own experiences, student diversity and institutional context. Drawing on material from qualitative research with Chinese academics in a UK university and British academics in the Chinese branch campus of that university, this paper places pedagogy at the centre of geographical debates about mobility and the internationalisation of higher education. In particular, it moves beyond the usual focus on the mobility of pedagogy in schools or the teaching of international students in higher education to consider how pedagogic practices are embodied in mobile academic staff, within particular classroom and wider institutional environments. These individuals bring their prior experience of teaching and institutional cultures to a new environment where they come up against approaches and pedagogic practices which may clash with their beliefs about good teaching. This pedagogic dissonance may create feelings of frustration or insecurity, but may also provide opportunities for creativity and self-reflection. The paper focuses on three aspects of pedagogic practice: classroom interactions, language and assessment. The focus on the embodied nature of pedagogic practice extends geographical debates around academic mobility, hierarchies of knowledge, and the internationalisation of higher education. [ABSTRACT FROM AUTHOR]

• Refine the replicable experience of UK in decarbonizing its power sector. • Outline power reform package supporting China's carbon neutrality. • Describe landscape-regime-niche interaction in China's power sector.What can China learn from the UK's transition to a low-carbon power sector? A multi-level perspective. The power sector needs to take the lead in decarbonizing to support China's carbon neutrality goal. It is urgent to explore the potential and pathways of decarbonization of China's power sector. The United Kingdom (UK) has achieved significant greenhouse gas reductions in the power sector through a series of long-term initiatives. Firstly, this paper applies the multi-level perspective approach to investigate the historical transition pathways of the UK power sector into three stages. Then it analyzes the interactions among technological niche, socio-technological regime and landscape, and summarizes the replicable experience of decarbonization in the process. Extending the UK experience to China, this paper explores the initiatives for accelerating China's power sector decarbonization from the multi-level perspective and proposes possible future transition pathways. [ABSTRACT FROM AUTHOR]