A challenge in advancing STEM education is the absence of appropriate assessment tools for evaluating the learning performance of students in STEM courses. This study aimed to develop an assessment tool for the STEM interdisciplinary problem-solving skills of high school students. The Nanfang’ao Bridge serves as the case study for this tool. The proposed research tool consists of five dimensions: contextualization, analogical reasoning, predicting, quantitative thinking, and reflective ability. The study surveyed 844 high school students and employed the Rasch dichotomous scoring model to develop an effective assessment tool for the STEM interdisciplinary problem-solving competencies of these students. The findings suggest that high school students need to improve their competencies, especially those in predictive analysis and reflective ability. This study also discusses potential limitations and highlights critical considerations for future investigations in this field. Furthermore, it provides recommendations for classroom teachers regarding the implementation and integration of the assessment tool, and the results serve as a reference for future research.

　　Currently, informal education has emerged as an effective channel for learning, with numerous computer science teaching websites providing resources to foster computational thinking. This study conducted a content analysis of Taiwan’s three most frequented computer science websites to understand the knowledge categories and STEM integration. Key findings from the 795 articles of these websites are: (1) These websites focus on technical skills, practical application, and experiential learning methods. (2) Although these websites have excellent performance in terms of imparting technical knowledge, they often neglect the underlying principles or “know-why,” which limits their utility in providing a comprehensive understanding to users. (3) A notable deficiency exists in mathematics-related material, which has crucial applications in computer science. (4) While STEM-focused articles are thematically aligned, the types of knowledge they convey varies substantially. TechBridge and Briian websites focus on technical knowledge, whereas iThome provides new events, trends, and practical solutions. This study suggests that website administrators should prioritize thematic consistency and narrative coherence in their educational content to ensure distinct market segmentation. A deeper comprehension of the interplay between different types of knowledge and the meaning of interdisciplinary integration in STEM can enhance the effectiveness of these educational online articles.

　　This study applied content analysis method to investigate how the 94 electronic picture books from the Children’s Cultural Center of the Ministry of Culture align with the Moral Education themes in the 12-year National Education Curriculum, as well as their adherence to multimedia design indicators for effective learning. We found: (1) Most of these books align with the following three aspects of moral education: caring and doing good; self-esteem, self-love, and love; and sharing with empathy; (2) A notable scarcity exists in content addressing good living habits and virtues and family ethics, change and life ethics, and concept of life and death, especially for middle and lower grade students; (3) The media design and application types within these books are diverse; (4) However, interactive designs are lacking in certain areas, such as “page-turning browsing,” “hyperlink browsing,” “role naming,” and “multiperspective interpretation,” which are essential for effective learning; (5)Numerous books feature links to “mini-games” and self-learning materials. Based on these findings, we offer sug gestions for the classification, development, media design, and interaction design of electronic picture books. We also suggest approaches for teachers to incorporate moral education into these books and proposes directions for future research.

　　In the post-globalization era, critical reflection on the effect of globalization and the rise of glocalization have attracted research attention in various academic fields, including foreign language education. A debated topic is the incorporation of local culture into foreign language textbooks. Despite its importance, this topic has been minimally explored in the field of teaching Chinese as a foreign language (CFL). This study investigated the incorporation of local culture in two series of textbooks designed for Chinese learners in Thailand. Using content analysis as the research method, the author assessed the representation of Thai and Chinese cultures and their proportions in the textbooks. The unit of analysis is the lesson, and the five methods employed in analysis are (1) presenting Chinese culture (Cul-Ch), (2) presenting Thai culture (Cul-Th), (3) presenting both Chinese and Thai cultures (Ch&Th), (4) providing cultural information (Cul-info), and (5) incorporating no cultural content (Null). The findings revealed that different methods are employed to incorporate culture in the two series, and the distribution of the five methods is not uniform across both series. From the perspective of localizing foreign language education, the author discusses these results and provides suggestions for enhancing CFL textbooks targeted at Thai learners.

　　Social studies curriculum in Japan primarily adopts an inquiry-based design. This study analyzed the “National Curriculum Standards for Elementary Schools—social studies” and the textbook “New Social Studies,” published by Tokyo Shoseki in Japan, specifically examining units on change and causality. This study conducted a text analysis to examine the educational perspectives in the Japanese curriculum standards and to identify the characteristics and key elements of the textbook’s curriculum design. The findings revealed several key points: First, the Japanese curriculum standards emphasize the importance of providing educative guidance and adopting inquiry and problem-solving as primary learning methodologies. They provide specific descriptions of learning objectives, curriculum content, and content processing methods for each grade and unit. Second, the textbooks employ a structured approach of “grasp, investigate, integrate, and apply” as their guiding framework. They utilize the “example-problem” format as a scaffold for learning, enabling an integrated approach to inquiry learning. However, the analysis results revealed that the content generally neglects civic engagement and scarcely addresses the fourth dimension of the Inquiry Arc, which involves “communicating conclusions and taking informed action.” These findings provide a novel perspective and a reference for the development of Taiwan’s elementary social studies curriculum.