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—Orthogonal time frequency space (OTFS) modulation, combined with massive multiple-input–multiple-output (MIMO) technology, offers robust performance in high-mobility environments and high-user densities by capturing the full diversity of the wireless channel and effectively utilizing spatial multiplexing. This article introduces an adaptive block sparse backtracking (ABSB) algorithm designed to enhance channel estimation in OTFS with massive MIMO (massive MIMO-OTFS) systems. The proposed ABSB algorithm features dynamic block size adjustment based on the residual signal, improving its adaptability to the varying sparsity structure of the channel. Additionally, the algorithm extends the selection range of related block atoms to increase redundancy, reducing the risk of underfitting. Comprehensive simulation results demonstrate that the ABSB algorithm significantly outperforms traditional pilot-based methods in terms of channel estimation accuracy. It also surpasses the block orthogonal matching pursuit (BOMP) method as well as other classical compressed sensing methods. Specifically, the ABSB algorithm achieves up to a 20% reduction in estimation error compared to some of these traditional methods. The enhanced adaptability and robustness of the ABSB algorithm make it a promising solution for channel estimation in massive MIMO-OTFS systems, paving the way for more reliable and efficient next-generation wireless communications.

The understanding of how people accept and embrace new policies is vital in today's world. This paper introduces an original way of looking at this by adapting the widely recognized Unified Theory of Acceptance and Use of Technology 2 (UTAUT-2). The goal is to provide a foundational model for assessing policy acceptance. More specifically, we adapted the UTAUT-2 framework to study how Macau residents perceive the "Northbound Travel for Macau Vehicles" policy, which allows cars with Macau registration plates to enter China. Using structural equation modeling software (SmartPLS), we analyze data collected from 136 respondents who experienced the policy.Our findings reveal that Performance Expectancy (PE) and Habit (HB) significantly influence individuals' intention to take advantage of the policy. In other words, people are more likely to embrace policies they perceive as beneficial and that align with their existing habits. Effort Expectancy (EE) and Facilitating Conditions (FC) do not significantly impact acceptance, perhaps as a result of participants' familiarity with the policy and their resource availability. Surprisingly, while not directly tied to usage, Social Influence (SI) shows a high mean value, suggesting its potential role in policy acceptance when influential individuals adopt the policy. This pioneering research contributes to the field by bridging the gap between technology acceptance models and policy studies. Most importantly, it validates the use of the UTAUT-2 as a technology framework that is adapted for assessing policy acceptance.

Purpose The aim of this study is to explore the role and impact of action research in the adoption of circular economy strategies by a fashion retail brand. This exploration is motivated by the need to address the underutilization of action research in management studies, despite its potential to foster a deep understanding of organizational processes and to drive positive transformations. The study seeks to illustrate how action research can contribute to the practical implementation of sustainability initiatives, specifically within the context of new environmental legislation and growing demands for sustainable practices in retailing. Design/methodology/approach This research employs an action research methodology, particularly suited to the retail field, where understanding and influencing organizational processes are key. Through a detailed case study of a fashion retail brand, the study illustrates how action research facilitates the adoption of circular economy strategies. Findings The findings of this study underscore the effectiveness of action research in implementing circular economy strategies within the fashion retail industry. Specifically, it highlights how this approach has led to the successful reduction of waste and reintegration of products into their lifecycle. Originality/value The originality of this study lies in its thorough application of action research to measure and refine the outcomes of circular economy strategies in retailing. This novel approach provides substantial insights into the potential of the circular economy to drive practical innovations in business practices within retail.

No existing review has synthesized key questions about acculturation experiences among international migrant workers. This review aimed to explore (1) What are global migrant workers’ experiences with acculturation and acculturative stress? (2) What are acculturative stress coping strategies used by migrant workers? And (3) how effective are these strategies for migrant workers in assisting their acculturation in the host countries? Peer-reviewed and gray literature, without time limitation, were searched in six databases and included if the study: focused on acculturative stress and coping strategies; was conducted with international migrant workers; was published in English; and was empirical. Eleven studies met the inclusion criteria. Three-layered themes of acculturation process and acculturative stress were identified as: individual layer; work-related layer; and social layer. Three key coping strategies were identified: emotion-focused; problem-focused; and appraisal-focused. These coping strategies were used flexibly to increase coping effectiveness and evidence emerged that a particular type of acculturative stress might be solved more effectively by a specific coping strategy. Migrant workers faced numerous challenges in their acculturative process. Understanding this process and their coping strategies could be used in developing research and interventions to improve the well-being of migrant workers.

Substitute foods are increasingly popular to reduce our environmental footprint and promote food security. As the world population is expected to grow and food resources become scarce, insects as food have recently gained attention as a viable alternative. In the present study, a model grounded on the Theory of Planned Behavior (TPB) is proposed and analyzed through structural equation modeling software (SmartPLS) to assess consumers intentions toward insects as food. Except for subjective norm, both attitude and perceived behavioral control were key determinants of intention and, in turn, of actual use behaviour. Despite insects being consumed in nearly 1/4 of the sample (for instance in Chinese medicine), the study found that respondents were on average relatively unwilling to use them as a dietary habit. Also, it appeared that men were more likely to consume insects as food than women. The insights of our study have important implications for practitioners and policymakers seeking to promote sustainable nutritional practices among consumers. This study is particularly relevant for Macau, as the city positions itself as a "UNESCO Creative City of Gastronomy" with the aim to develop internationally a unique and sustainable food image.

The pervasive presence of microplastics in the environment constitues a significant challenge for internationalntern conservation efforts. Since the increase in anthropogentic activities and inadequate plastic waste management over all years, Macao coastal ecosystems have been greatly impacted. Therefore, it is essential to assess the presence and characteristics of microplastics in both waters and sediments along the coastlines of Macao particularly focusing on mangrove and non-mangrove areas. This evaluation aims to gather data on the sources, transport mechanisms, and ecological impacts of microplastics in Macao's coastal waters. A recent local report has indicated that Macao's water sources are not completely free from contamination. This has become a significant concern, as coastal and wastewater sources are heavily polluted with microplastic particles. Macao has been referred to as one of the world's most pressing plastic ocean pollution areas, with one of the highest rates of such pollution globally. Microplastics, however, are not the only plastic pollutant found, as nanoplastics have been found in shore waters, harming ocean ecosystems and becoming incorporated into the food chain. This research was used to quantitatively estimate the density and occurrence of microplastics in Macao coastal ecosystems in mangrove and non-mangrove areas (Taipa Mangroves Wetland, Cotai Ecological Reserve, Coloane Village Wetland) and Hac Sa beach. The results show that the non-mangrove site has a density of microplastics at 267.98 pieces/kg, which has the lowest of all the sampling stations, and Taipa Mangroves Wetland, with the highest concentration of microplastics within the forest among the sampling stations in the mangrove zone of Macau. This research can also provide useful information for environmental conservation and management plans.

As an emergent tourism sector, driving tourism connects car use and touristic activities intimately. Following the notion of the ‘inhabited car’, this article explores how and why Chinese tourists inhabit a travelling car for drivers/passengers in the leisure automobility and driving tourism context. Through three different road trips and ‘mobile methods’, it was found that Chinese tourists inhabit the car in four ways: driving, gazing, listening, and communicating. Through this embodied habitation, the car is turned into a ‘touristic inhabitation’ space for protecting the tourists generating touristic emotions、social interactions, and tourism meanings. The study contributes to automobility and tourism literature and provides implications for driving tourism development in China.

The purpose of this study was to explore the current situation and the correlations between emotional intelligence, perceived stress and teaching efficacy of kindergarten teachers in Macao. The research method was questionnaire survey that used “The relationship between emotional intelligence, perceived stress and teaching efficacy of kindergarten teachers in Macao.” as a data collection tool, while the research object were the kindergarten teachers in public and private schools in Macao. A total of 269 valid questionnaires are recovered, the valid return rate was 100%. Statistical analysis was performed after the questionnaires were collected, the research results are summarized as follows: 1. The teachers’ emotional intelligence was at a high intermediate level. The significant differences of emotional intelligence were found among teachers with varying background variables such as marital status, teaching experience and inclusive education experience. 2. The teachers’ perceived stress was at a low intermediate level. The significant differences of perceived stress was found among teachers with varying background variables such as teaching experience. 3. The teachers’ teaching efficacy was at a high intermediate level. The significant differences of teaching efficacy were found among teachers with varying background variables such as marital status, teaching experience and inclusive education experience. 4. There was significant negative correlation between teachers’ emotional intelligence and perceived stress. 5. There was significant positive correlation between teachers’ emotional intelligence and teaching efficacy. 6. There was significant negative correlation between teachers’ perceived stress and teaching efficacy. 7. The teachers’ emotional intelligence and perceived stress could predict teaching efficacy. 本研究旨在探討澳門幼稚園教師情緒智力、壓力知覺與教學效能關係之現況及相關情形。研究方法是以問卷調查方式進行，以本澳公立及私立學校的幼稚園教師作研究對象。是次回收有效問卷為269份，問卷回收率達100%，問卷回收後進行統計分析。本研究結果顯示如下： 一、本澳幼稚園教師情緒智力達到中高程度，整體情緒智力因婚姻狀況、教學年資及融合教育經驗的不同而有顯著差異； 二、本澳幼稚園教師壓力知覺呈現中下程度，整體壓力知覺因教學年資的不同而有顯著差異。 三、本澳幼稚園教師教學效能達到中高程度，整體教學效能因婚姻狀況及融合教育經驗的不同而有顯著差異； 四、情緒智力與壓力知覺呈現負相關； 五、情緒智力與教學效能呈現正相關； 六、壓力知覺與教學效能呈現負相關。 七、情緒智力、壓力知覺對整體教學效能具有顯著預測力。 本研究依據上述研究之結果提出建議給予政府、學校行政機關、幼稚園教師及未來研究者作參考。

With the rise of the awareness of human rights, students with special educational needs (SEN) are receiving more attention. As many mainstream schools adopt inclusive education, society is focusing on teachers' professional awareness and attitudes toward inclusive education. This study examines the professional awareness and attitudes of post-90s early childhood teachers in Macau regarding inclusive education, aiming to improve policies and training programs. The research employs both qualitative and quantitative methods to explore teachers' views on inclusive education. The qualitative research consists of semi- structured interviews to understand teachers' readiness, attitudes, and the challenges they face in implementing inclusive education. The quantitative aspect uses a questionnaire adapted from the ""Survey on Equal Learning Opportunities for Students with Special Educational Needs under the Hong Kong Inclusive Education System,"" tailored for Macau. By combining interview findings and data, the study analyzes and summarizes the results. The results indicate that the professional awareness of inclusive education among post-90s early childhood teachers in Macau is at a relatively low to moderate level, and their willingness to engage in inclusive education is not high. Factors influencing teachers' willingness to implement inclusive education include a lack of professional knowledge (such as development history, relevant regulations, and guidance methods), insufficient resources, and unclear attitudes from schools toward the implementation of inclusive education. 隨著人權意識的掘起，特殊教育需要學生(SEN 學生)的學習受到關注， 澳門的融合教育逐漸受到關注，許多主流學校開始實施融合教育。就著學校教 育的轉型，教師對融合教育的知識和開展的態度受到社會所關注。因此，是次 研究以質量結合的方式進行調查，為廣泛地、深入地暸解澳門 90 後新生代幼兒 教師在融合教育方面的專業認知和態度，從而對澳門融合教育政策和教師課程 提出建議，促進融合教育的發展。 質性研究以半結構性的深度訪談暸解教師對實施融合教育的預備度和態 度，並探討當中的影響因素和教師在教學中的困擾與需求。量化的研究則參考 了《香港融合教育制度下有特殊教育需要學生的平等學習機會調查》的教師問 卷，向澳門 90 後新生代幼兒教師對融合教育認知和態度作調查。研究透過結合 訪談資料與數據，對研究問題作分析、討論與歸納，並撰寫出研究結果。 研究結果指出澳門 90 後新生代幼兒教師的融合教育專業認知處中等偏低的 水平，同時對融合教育開展的意願不高。而影響教師融合教育開展意願的因素 包括教師缺乏融合教育專業知識(如:發展歷史、相關法規和輔導方式)、資 源不足和學校對融合教育開展的態度不明確。

This study employs a qualitative research method to explore kindergarten teachers' perceptions of gender stereotypes, their views on gender equality education, and how these concepts are implemented in their teaching practices. Additionally, it analyses the challenges faced in promoting gender equality education in Macao and offers relevant recommendations. The study participants comprised eight in-service kindergarten teachers (four males and four females) working at four kindergartens in Macao. Through semi-structured in-depth interviews, the study delves into the teachers' experiences and perspectives on implementing gender equality education in kindergartens. The study concludes with the following findings: 1. Teachers have a basic understanding of gender equality; however, influenced by societal traditions and family cultures, gender stereotypes still persist in their teaching. While teachers can recognise and reflect on the presence of these stereotypes and understand the core concepts of gender equality education, they still lack a comprehensive grasp of its substantive content. 2. When practising gender equality education, teachers exhibit varying degrees of gender stereotyping and bias. Male teachers, in particular, display more evident gender bias compared to female teachers, especially in their disciplinary approaches towards male and female students, with male teachers being more stringent with boys. However, no significant gender differences were observed in classroom performance, behavioural discipline, academic achievements, or task distribution. This suggests that teachers treat students of both genders relatively equally, with no clear link to their personal backgrounds. 3. Regarding gender equality and social status, male teachers generally express higher satisfaction levels than female teachers. Male teachers believe that gender equality has been achieved, whereas female teachers feel that women remain at a disadvantage in terms of work conditions and family responsibilities. 4. Teachers identify several challenges in promoting gender equality in education in Macao. This includes deep-rooted societal cultures, insufficient awareness and understanding of gender equality education among the government, the public, teachers, and parents; gender stereotypes in textbooks and school environments; the lack of gender-related content in textbooks; and the gender imbalance among kindergarten teachers, with a marked shortage of male teachers. 5. Teachers suggest that the government should collaborate with experts to provide more relevant teacher training or community seminars for teachers and the public. These initiatives should aim to challenge gender stereotypes, re-evaluate the content of textbooks and the setup of school environments, and promote the feasibility and necessity of male kindergarten teachers. Based on the study's findings, the researcher offers several recommendations for advancing gender equality education in Macao, providing concrete ideas and reasonable references. It is hoped that these suggestions will serve as valuable references for future related research. 本研究採用質性研究法，旨在探討幼稚園教師對性別刻板印象的看法、性別平等教育的理念以及在教學中實踐的情況，並分析在澳門推行性別平等教育所面對的挑戰及相關建議。研究對象來自澳門四所幼稚園的八位在職幼稚園教師（4男4女），研究透過半結構式深度訪談，深入探討教師在幼稚園推行性別平等教育中的經驗和觀點。本研究得出以下結論： （一） 教師對性別平等已有基本概念，但因受到社會傳統文化及個人家庭文化的影響，在教學中仍存在性別刻板印象。教師能察覺和反思這些刻板印象的存在，並瞭解性別平等教育的基本核心概念，然而對其實質內容的理解仍有不足之處。 （二） 在實踐性別平等教育時，教師表現出不同程度的性別定型及性別偏見。其中，男教師相較於女教師表現出更為明顯的性別偏見，尤其體現在針對兩性的學生的管教方式上，男教師對男生的態度較為嚴厲。然而，教師在課堂表現、行為紀律、學業成績、職務分配等方面則未顯示出顯著的性別差異，能相對平等地要求及對待兩性的學生，這與教師的個人背景因素並沒有明顯關聯。 （三） 在兩性平等與社會地位問題上，男性教師的滿意度普遍高於女性教師。男性教師認為兩性地位已達至平等，而女教師則認為在工作待遇和家庭層面上，女性仍處於較為不利的地位。 （四） 教師認為在澳門推行性別平等教育面臨的挑戰包括：根深蒂固的社會文化，政府、大眾、教師及家長對性別平等教育的關注和認知不足；教科書及學校環境設置存在的性別刻板印象，以及教科書中缺乏性別議題內容；幼稚園教師的性別比例失衡，男教師明顯偏少。 （五） 教師建議政府需要與專家合作，提供更多相關的師資培訓或社區講座，供教師及市民參與，並以突破性別刻板印象為目標，重新審視教科書及學校環境的設置，同時加強宣傳男性幼稚園教師的可行性及必要性。 基於上述研究結果，研究者對澳門性別平等教育的推行提出了若干建議，並提供了具體的思路和合理的參考依據。期望這些建議能為未來相關研究提供參考。

This study explores the influence of digital game-based learning on the English learning outcomes and learning motivation of first-grade primary school students in a private girls' school in Macau. The researcher used the Wordwall digital game platform as the medium and conducted teaching experiments using the quasi-experimental research method. Two classes were divided into the experimental group (n=24) and the control group (n=21) according to the convenient sampling method. The digital game-based learning method was integrated into the teaching materials and school-based self-compiled content. The experimental group implemented the digital game-based learning method for 8 weeks. Using the Wordwall game platform once a week, and 20 minutes each time, the control group maintained the traditional didactic teaching method. The research tools included a self-compiled learning effectiveness test and a learning motivation scale. The total score of the learning effectiveness test was 40 points, and the total score of the learning motivation scale was 120 points. Data analysis was conducted using paired sample t-tests and independent sample t-tests. The research results show that: (1) The score of the experimental group in the post-test of learning outcomes was slightly higher than the control group, indicating that the digital game-based learning method has a positive impact on students' learning outcomes. (2) In terms of learning motivation, the post-test score of the experimental group was slightly higher than the pre-test score, while the control group showed the opposite, indicating that the digital game-based learning method has a positive impact on students' learning motivation. According to the research results, it is suggested that the following can be revised in future studies including (1) expand the scope of research samples and objects, (2) extend the time of teaching experiments, (3) adopt diversified assessment tools, (4) consider teaching environment and teacher factors, (5) conduct learning analysis for individual differences, and (6) carry out cross-disciplinary integration and teaching mode innovation. Exploring the impact of digital game-based learning on students' learning outcomes and motivation from more diverse perspectives. 本研究旨在探討數位遊戲式學習對澳門某私立女校小學一年級學生的英語學習成效和學習動機之影響。研究者以Wordwall數位遊戲平台為媒介，並透過準實驗研究法來進行教學實驗，將兩個班級按方便取樣的方式分為實驗組（n=24）和控制組（n=21），把數位遊戲式學習法融入教材和校本自編內容當中，實驗組實施為期8週的數位遊戲式學習法，每週使用Wordwall遊戲平台1次，每次使用時間為20分鐘；控制組則維持傳統講述法教學，研究工具包含自編的學習成效測驗卷和學習動機量表，學習成效測驗卷的總分為40分，學習動機量表的總分為120分，並以配對樣本t檢定與獨立樣本t檢定進行數據分析。 研究結果顯示：（1）在學習成效方面，實驗組的後測得分稍微高於控制組，顯示數位遊戲式學習法對學生的學習成效具正面影響。（2）在學習動機方面，實驗組的後測分數稍微高於前測分數，控制組則相反，顯示數位遊戲式學習法對學生的學習動機具正面影響。 根據研究結果顯示，建議未來的研究可擴大研究樣本和對象範圍、延長教學實驗的時間、採用多元化的評量工具、考慮教學環境和教師因素、針對個別化差異進行學習分析、進行跨領域整合和教學模式創新，以更多元的角度探討數位遊戲式學習對學生學習成效和學習動機的影響。

This study focuses on the field of inclusive education using qualitative methods, conducting semi-structured interviews with eight secondary school teachers in a school in Macau that is not participating in inclusive education programs. Employing ecological systems theory, it explores their understanding, perceptions, willingness toward inclusive education, the challenges they face, and their suggestions. The findings reveal that interactions among various systemic levels shape teachers' attitudes. At the macrosystem, limited societal understanding and prevalent public prejudices against students with special needs influence teachers' perceptions and acceptance. The exosystem highlights a lack of professional training and policy support, undermining teachers' capabilities and confidence. Communication barriers between teachers, parents, and colleagues within the mesosystem hinder the exchange of information about students with special needs. At the microsystem, teachers' personal perceptions and experiences mold their attitudes, where stereotypes and negative experiences impact their approach and, consequently, student learning. To address these challenges, teachers suggest that Macau should establish bachelor's degree programs, enhance teacher training, and increase societal advocacy. Additionally, schools should create teams focused on inclusive education and ensure the provision of necessary resources. Based on these insights, this study suggests that school should build inclusive education teams and provide school-based training programs, and the government should improve the practicality of teacher training and enhance public and parental understanding of inclusive education, to facilitate its effective implementation by teachers. 本研究聚焦於融合教育領域，採用質性研究方法，透過半結構式訪談收集 八位澳門非參與融合教育計劃學校中學教師的見解，並以生態系統理論為框 架，探討他們對融合教育的認知、看法、實施意願和挑戰，以及他們的建議。 研究發現，各系統間相互的影響形成了教師的態度。在宏觀系統上，社會 對融合教育的認識不足、大眾對融合生的偏見會影響教師對融合生的看法和接 納程度。在外部系統中，教師感受到專業培訓和政策支持的缺失，削弱了他們 實施融合教育的能力和信心。而在中間系統，教師與家長及同事的溝通上出現 障礙，使得教師在獲取融合生信息方面遭遇挑戰。微觀系統中，教師的認知和 經驗進一步塑造了他們的態度，他們雖認識到融合生有特殊需求，但對融合生 的刻板印象影響着學生的發展。此外，失敗的經驗、工作壓力也對他們的態度 造成負面影響，繼而影響到學生的學習。受訪教師提出，高等院校應設立學士 學位，政府應加開教師培訓，同時加強社會宣導，學校亦應建立融合教育小組 和提供適當的設備，以改善現存的問題。 基於上述發現，本研究建議學校成立融合教育小組和提供校本培訓，並呼 籲政府加強教師培訓的實用性、提高家長和公眾對融合教育的宣導，以協助教 師有效實施融合教育。

The study of Catholic churches in Macau is of significant importance for both architectural heritage conservation and the transmission of cultural values. As religious structures, these churches serve as tangible representations of religious ideology and spiritual essence, thereby embodying the core principles of cultural expression. This paper aims to critically examine the Catholic churches of Macau, exploring their intrinsic values through an architectural research framework that emphasizes three key morphological elements: spatial characteristics, stylistic features, and structural composition. By contextualizing the historical background and architectural attributes, this study sheds light on the multifaceted significance of Catholic church construction in modern Macau, while offering a comprehensive analysis of the intersection, fusion, and coexistence of Eastern and Western cultural influences in this unique locale. Through this investigation, the paper uncovers a range of compelling cultural phenomena, providing insights that may serve as valuable reference points for future practices in architectural heritage conservation in Macau.

The aim of this study was to investigate the relationship between job burnout and subjective well-being among primary school teachers in Macao during the post- pandemic era. The research questions included understanding the current status of teachers' job burnout and subjective well-being, analyzing the differences in these aspects across different background variables, and examining the relationship between them. Data were collected through an online questionnaire designed to measure teachers' job burnout and subjective well-being. SPSS 25 and Mplus 8 statistical software were used to ensure the reliability and validity of the questionnaire through Cronbach's alpha analysis and confirmatory factor analysis, ensuring that both were within acceptable ranges. The collected data were analyzed using descriptive statistics, independent samples t-tests, one-way ANOVA, Pearson correlation analysis, and linear regression. The results indicated that Macao primary school teachers' job burnout and subjective well-being were both at a moderate level. There were no significant differences in job burnout and subjective well-being among teachers of different genders, ages, school types, and school sizes. Moreover, there was no significant relationship between different educational backgrounds and subjective well-being among Macao primary school teachers. However, regarding educational background and teaching experience, primary school teachers with a "Master's degree or above" and those with teaching experience of "1-3 years" showed significant differences in the "Emotional Exhaustion" dimension. Additionally, the data revealed a significant relationship between job burnout and subjective well- being among Macao primary school teachers, with job burnout predicting subjective well-being. Teachers, as frontline educators, deserve attention to their mental health, particularly in the post-pandemic era. Therefore, this study provided empirical evidence for educational authorities, schools, and the public to reduce job burnout and enhance the well-being of primary school teachers in Macao, thereby supporting the development of primary education in the region. 本研究旨在探討後疫情時期澳門小學教師職業倦怠感與主觀幸福感之間的關係。研究問題包括瞭解教師的職業倦怠感與主觀幸福感現況，分析不同背景變量對教師職業倦怠感與主觀幸福感的差異。透過線上問卷形式蒐集資料，以測量教師的職業倦怠感和主觀幸福感。通過SPSS25和Mplus8統計軟件，以克隆巴赫係數分析和驗證性因子分析確定問卷的信效度均在可接受的範圍內，並對蒐集所得之數據進行描述性統性、獨立樣本 t 檢定、單因子變異數分析、皮爾森積差相關分析及線性迴歸進行分析。 研究結果顯示，澳門小學教師的職業倦怠感與主觀幸福感分別處於中位程度。不同性別、年齡、任教學校類型及學校規模對教師職業倦怠感與主觀幸福感無顯著差異，而且不同學歷的澳門小學教師在主觀幸福感無顯著差異。然而，在學歷和教師年資方面，除主觀幸福感外，具備「碩士或以上」學歷及教學年資為「1-3 年」的小學教師與「情感耗竭」維度之間呈現顯著差異。此外，數據也顯示，教師的職業倦怠感與主觀幸福感之間存在相關關係，且教師職業倦怠感對主觀幸福感有預測作用。 教師作為教育工作的前線人員，其心理健康值得被關注，尤其在後疫情這特殊時期，教師的心理健康問題更突出。因此，本研究為教育行政當局、學校、 社會大眾提供實證依據，為減輕澳門小學教師職業倦怠感，提高主觀幸福感提出建議，以促進本澳小學教育事業的發展。

This dissertation examines the implementation of smart policing in Macau, focusing on the adoption and challenges of facial recognition technology within the Macau Urban Electronic Surveillance System. As Macau pursues its smart city ambitions, the integration of advanced technologies into law enforcement has become a central strategy for enhancing public safety and operational efficiency. However, the actual acceptance and use of these technologies by frontline police officers remain underexplored. The study adopts a mixed-methods approach. documentary analysis of government policies and strategic documents provides an overview of Macau’s smart policing initiatives and the legal and infrastructural frameworks supporting them. The core of the research is a quantitative survey of Macau police officers who have direct experience with the facial recognition system. The survey is structured around the Unified Theory of Acceptance and Use of Technology (UTAUT), with additional attention to compatibility and perceived legal knowledge. The results reveal that performance expectancy and perceived legal knowledge are the strongest factors influencing officers’ adoption of facial recognition while effort expectancy, social influence, facilitating conditions and compatibility are less influential. Practical challenges were discovered through the Macau police officers.

This study employs qualitative research methods, conducting semi-structured interviews with ten kindergarten teachers in Macao. The study further analyses and summarises the participants' perceptions of music teaching, music curriculum design, teaching practices, practical challenges, and the support needed to develop music education. The findings of the study are as follows: 1. The study explores kindergarten teachers' perceptions and attitudes towards music teaching, revealing that all participants recognise the importance of fundamental music knowledge and skills, although there is a noticeable variation in the music proficiency level among teachers. A solid foundation in music is essential for delivering high-quality music instruction. Further to professional skills, teachers' attitudes towards music teaching also vary. While most participants are passionate about music education, some hold neutral or conservative views, and a few lack much interest. Their involvement in teaching is primarily driven by professional duties and school curriculum requirements, with some missing intrinsic motivation or enthusiasm for teaching music. Additionally, some teachers' limited interest in music teaching may be related to a lack of musical talent or confidence. 2. This study analyses the current state of music curriculum teaching in kindergartens. Most music instruction within kindergartens in Macao aligns with the guidelines provided by the Education and Youth Development Bureau, with two music classes arranged per week, each session lasting about 30 minutes. While thematic teaching is a significant model in kindergarten music curricula, over-reliance on it should be avoided. The study suggests that teachers should balance thematic teaching with systematically cultivating fundamental music knowledge and skills. Regarding staffing, music classes are typically co-taught by two classroom teachers, with one required to have instrumental skills. This arrangement supports more professional music instruction, enriches teaching content, and enhances children's musical experiences. However, challenges remain due to heavy teacher workloads and insufficient resources and facilities. Despite these limitations, kindergarten teachers in Macao continue to implement personalised teaching approaches and adopt diverse, innovative, and individualised teaching methods in their music curricula. The interviewed teachers demonstrated a broad and innovative approach to curriculum design and practice, reflecting their deep understanding and professional competence in early childhood music education. 3. Kindergarten teachers in Macao face various challenges in teaching music curricula, most due to the comprehensive and objective assessment of children's musical abilities. The study finds that teachers typically struggle to evaluate musical concepts, rhythm, creativity, interest, and engagement. Additionally, pronunciation accuracy and developmental differences among children are significant factors in the assessment process. 4. This study aims to delve into the challenges and needs faced by kindergarten teachers in music curriculum practice, particularly in music education. The findings indicate that the development of music education in kindergartens is influenced by multiple factors, with the level of importance and support given to music education by schools being a critical issue. Specifically, some participants noted that schools place limited emphasis on music education, prioritising core subjects such as language and English, while others reported that schools provide ample recognition and support for music education. This disparity leads to an imbalance in music teaching resources and environments, affecting teachers' ability to conduct music teaching activities effectively. While some schools place a high value on music education, overemphasising certain aspects of training may lead to an imbalanced development of music education. Furthermore, the study finds that kindergarten teachers have varying levels of musical background and teaching experience. Despite having a basic understanding of music, some teachers fall short in teaching methods and strategies, while others lack systematic music knowledge and skills. These differences in capability limit the quality of music instruction and hinder the comprehensive development of children's musical literacy. Finally, the researcher provides relevant recommendations based on these conclusions to guide future research. 本研究採用質性研究法,通過半結構訪談10位澳門幼稚園教師,並進一步加以分析與歸納探討了受訪者對音樂教學的認知、音樂課程設計、教學實況、實踐困境以及發展支持等方面的情況。研究結論如下： 1. 探討幼稚園教師對音樂教學的認知和態度,研究發現,所有受訪教師均認識到音樂基礎知識和技能的重要性,但教師之間的音樂技能水準存在一定差異。紮實的音樂基礎是開展高品質音樂教學的前提。除了專業技能外,教師對音樂教學的態度也有所不同,大部分受訪者對音樂教學充滿熱忱,但也有部分教師持中立或保守的態度,少數教師則缺乏興趣。他們參與教學主要是出於職責和學校課程安排,可能缺乏內在動力和熱情。此外,個別教師對音樂教學的興趣不足,這可能與其音樂天分不夠或自信心不足有關。 2. 本研究分析了幼稚園音樂課程的教學現狀。大多數澳門幼稚園的音樂教學安排符合教青局的指引,每週安排兩次音樂課,每節課時長約為30分鐘。雖然主題教學是幼稚園音樂課程的重要模式之一,但不宜過度依賴。研究指出,教師在進行主題教學的同時,應重視系統性培育音樂基礎知識和技能,並在兩者之間找出平衡。在教師配置方面,音樂課通常由兩位班主任共同執導,其中一位教師需具備樂器演奏能力,這樣的安排有助於提供更專業的音樂指導,豐富教學內容,並提升幼兒的音樂體驗。然而,問題在於教師的工作負擔較重,且在師資力量和教學設施等方面仍有不足。儘管面對環境的限制,澳門幼稚園教師仍靈活地開展自己的個性化教學,並在音樂課程中採用了多樣化、創新性和個性化的教學方法。受訪的幼稚園教師展現出了多元化、創新性的教學設計理念和實踐,充分體現了他們對幼兒音樂教育的深刻理解和專業素養。 3. 澳門的幼稚園教師在進行音樂課程教學時面臨多種挑戰,這些挑戰主要集中在如何全面且客觀地評估幼兒音樂能力。研究發現,教師們普遍在音樂概念、節奏感、創造力、興趣和參與度的評估方面遇到困難。此外,發音準確性和幼兒之間的發展差異也成為評估過程中的重要考慮因素。 4. 本研究旨在深入探討幼稚園教師在音樂課程實踐中面臨的挑戰與需求,尤其是在音樂教育方面。研究結果顯示,幼稚園的音樂教育發展受到多種因素的影響,其中學校對音樂教育的重視程度和支持力度的差異是關鍵問題之一。具體而言,有部分受訪者指出,學校對音樂教育的重視程度有限,更側重於語文、英語等主學科的教學；而另一些受訪者則表示,學校對音樂教育給予了充分的認可和支持。這種差異性導致了音樂教學資源和環境的不平衡,影響了教師開展音樂教學活動的能力和效果。 儘管一些學校非常重視音樂教育,但如果過度強調某一方面的培養,可能會導致音樂教育的發展失衡。此外,研究還發現,幼稚園教師的音樂專業背景和教學經驗存在較大差異,有些教師雖然具備音樂基礎,但教學方法和策略上有所欠佳,另一些教師缺乏系統的音樂知識和技能。這種能力上的差異不僅限制了音樂教學的品質,還阻礙了幼兒音樂素養的全面發展。最後,研究者依據上述結論據出相關建議,以提供給後續研究者為參考。