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This study investigates the influence of environmental attitudes of Chinese students in higher education institutions (HEIs). It included 988 students at ten higher education institutions and administered an "environmental attitudes inventory" questionnaire to investigate gender, grade level of study, institution level, parental educational background, scholarships, annual household income, students' leadership experience and the extent to which variables such as participation in environment-related courses affect students' attitudes towards the environment. Furthermore, the study relied on descriptive and analytical methods. The results show significant differences in grade, school level and parents' educational backgrounds on students' environmental attitudes. In contrast, gender, scholarship, annual family income and student leader experience related to the environment did not appear as significant factors. This paper suggests that education policymakers incorporate these influences into a vision of environmental educational reform to inform the remedial actions needed by higher education institutions.

Higher education is an important pillar of B&R, and as Chinese universities improve their global popularity, China is working hard to increase the level of higher education. In this paper, we provide a narrative synthesis of studies of China's Belt and Road Initiative for higher education in mainland China (published 2015-2020). The review reveals five major emerging themes in the published literature: Higher education development in countries along the route; Higher education cooperation between countries; Internationalization of higher education; Higher education functions; Education of international students. This review provides an overall picture of the knowledge base on high education for BRI. This article makes specific suggestions for improving higher education under the Belt and Road Initiative. The authors highlight the need for more empirically solid research in mainland China.

Many research indicated that more and more students choose to drop out of mathematics-related subjects during university study, especially in the western context. Besides the difficulty of mathematics content, first-year university students also face issues of the transition period. Identifying the impact of first-year university students' belief factors on their persistence in mathematics study needed further research. This study served as a pilot study; it structured the framework of first-year university students' mathematics-related beliefs in relation to students' persistence on the further mathematics study. A two-stage approach of using PLS-SEM to assessing the conceptual framework was introduced in detail. The relationships of dimensions of students' epistemological beliefs about mathematics, self-efficacy, self-regulated learning strategies and perceptions about learning environment were assessed. This study provides the feasibility for future follow-up studies to examine mathematics-related beliefs and intentions to continue learning among university students on a larger scale.

Owing to the context in which higher education institutions function, models of sustainable leadership have not been applied to this area. Yet China is now the world's second largest economic entity, and higher education plays an integral role in the country's development. In August 2015, China's State Council published the "Overall Plan for Coordinately Advancing the Construction of World First-class Universities and First-class Disciplines." This paper reviews and analyzes research and theories related to effective leadership and sustainable leadership, which is applied in education and higher education institutions, especially in China. The current challenges of double first-class universities in China will be determined. Under this situation, according to two eras of literatures on effective leadership and sustainable leadership in higher education, the author will develop a model of sustainable leadership for leaders in double first-class universities in China.

Teacher leadership continues to be a growing educational reform initiative across the world. With the rapid development of Chinese language education, the role of teacher leadership in education reform is becoming more and more prominent. Based on the survey data of 104 teachers in a secondary vocational school in Yuxi City, this study investigated the level of teacher leadership capacity and discussed their promotion strategies. Based on Lambert's (2003a) theory of teacher leadership capacity, the author developed a research questionnaire that including four structures of teacher leadership capacity, which focus on the vision, reflection and innovation, shared governance, supervision, and response to student achievement. This study adopted the five-likert point scale. Data analysis shows that the average scores of 17 items does not exceed 4.00 points, while the highest and lowest score are from "focus on the vision." To improve the teacher leadership capacity, the study suggests that leaders should concentrate on the school's vision as well as establish collaborative culture and atmosphere among teachers.

Academic leadership is considered a key factor in university and research institute development. In a competitive environment, the role of academic leadership has become increasingly important. At present, China is committed to building world-class universities and advanced research institutes, while academic leadership is one of the key factors. Thus, what is the ideal academic leadership in China's institutional environment? What professional qualities should principal investigators have? This study investigates these issues with in-depth interviews of six principal investigators. The finding shows that the definition of academic leadership by principal investigators refers to academic expertise, assigning the team member, setting a direction, academic social skills, managing team member relationships, boosting team morale, and teamwork skills. Furthermore, academic expertise is often supposed to be more important than other abilities. In terms of competence, the definitions of leadership by Chinese principal investigators and the literature on Western academic leadership are similar.

The improvement of teacher leadership is the key to promote the quality of kindergarten education. As a kind of teacher leadership, authentic leadership is related to the teacher's personality traits. This paper collects data on the authentic leadership and personality of 157 teachers in three private kindergartens in Kunming, Yunnan Province of China, and validates the research hypothesis that teacher personality can affect teachers' authentic leadership through SPSS analysis. Based on the descriptive analysis and linear regression analysis, it can be seen that the authentic leadership of private kindergarten teachers in Yunnan Province needs to be further improved, and personality as an inseparable part of predicting leadership needs to be re-emphasized. Results also indicate that when testing personality traits, future researchers must use complete questionnaires instead of short questionnaires.