The advancement of educational technology has facilitated the implementation of outcome-based education (OBE) and personalized talent development models in higher education. This study concentrates on the innovative design of mechanical engineering digital curricula, integrating OBE principles with personalized learning approaches to enhance students' creative and practical skills. The research identifies issues such as unclear curriculum objectives and monotonous content, and proposes well-defined, specific, and quantifiable curriculum goals, along with a personalized curriculum content design. It suggests incorporating diverse teaching methods and flexible assessment techniques to boost student engagement and enthusiasm. Following implementation, students' learning outcomes have shown significant improvement, with increased innovation and practical abilities. The study further investigates the profound integration of OBE and personalized concepts within the curriculum, emphasizing a student-centered approach, focusing on learning outcomes, making personalized adjustments to course content, and utilizing digital teaching tools to enhance interactivity and practical application. Curriculum design is optimized through feedback and evaluation to ensure students meet learning objectives, enhance teaching quality, and support individualized development.

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This paper explores the application path of virtual digital human technology in rural cultural and tourism from the perspective of scene theory. Through in-depth interviews with 17 practitioners in Zhejiang Province and multi-case analysis, the paper reveals the three-dimensional dilemmas of rural cultural and tourism in terms of operational mechanisms, infrastructure, and industrial ecology. A "technology-space-relationship" collaborative model is proposed, and the paper demonstrates how virtual digital humans, through immersive interaction, virtual scene reconstruction, and cultural IP value-added empowerment mechanisms, can provide both theoretical and practical paradigms for the digitalization of rural cultural and tourism.

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This study is set against the backdrop of the experience economy, focusing on the offline clothing consumption scenarios of Generation Z (born between 1996 and 2010). It explores the impact mechanism of multi-dimensional consumption experiences in physical stores on the arousal of positive emotions. Through a questionnaire survey, 270 valid samples were collected, and structural equation modeling was employed for analysis. The findings reveal that sensory experience (visual and tactile stimuli), Feeling experience (staff service and theme activities), interactive experience (fitting room interaction), and Related experience (sense of community belonging to the brand) significantly stimulate consumers' positive emotions. However, olfactory and auditory experiences (music, fragrance) and Thinking Experiences (reflection on slogans) did not reach a significant level of impact. The study uncovers the "pleasure-arousal-control" Feeling synergy effect in offline consumption, filling the gap in traditional impulse buying theories, which have not adequately addressed multi-sensory integrated experiences and the Feeling uniqueness of Generation Z. In practice, it is recommended that clothing physical retail businesses enhance Feeling value delivery through immersive visual displays, AR fitting technology, community-oriented operations, and personalized service design to meet Generation Z's deep-seated needs for instant gratification, social identity, and self-expression.

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This essay critically explores the complex relationship between higher education and employment in the UK. Against a backdrop of government-led expansion since the 1990s, higher education has increasingly been framed as a means to promote social mobility and meet the demands of a knowledge-based economy. Drawing on policy analysis and academic literature, this study examines three key government initiatives - the Aimhigher programme, Degree Apprenticeships, and the Augar Review - as case studies of policy interventions aimed at improving graduate employability and widening participation. The study finds that although these policies have expanded access to university education, they have had limited success in addressing structural inequalities and labour market challenges. It highlights how credential inflation, intensified by economic stagnation and rising graduate numbers, has diminished the labour market value of degrees and raised qualification thresholds. Furthermore, the study shows that social class, ethnicity, and gender continue to influence graduate outcomes, with disadvantaged students facing persistent barriers in elite university admissions, degree attainment, and access to high-paying jobs. The study concludes that while higher education policies aim to foster inclusion and employability, they often fail to disrupt deeply entrenched social inequalities. Addressing these issues requires a more holistic approach that aligns education policy with broader social and economic reforms.

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