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Consolidating the results of poverty alleviation and achieving carbon neutrality are serious challenges for global sustainable development, and it is essential to explore the relationship between these goals, and then offer scientific responses. Based on the panel data of 30 provinces in China from 2010 to 2019, this paper conducted the 2SLS model by compromising the merits of the Regression Discontinuity principle with the STIRPAT model to study the interaction between poverty alleviation and carbon reduction. The study found that: (1) the implementation of poverty alleviation aggravates the problem of carbon emissions, and the main mechanism is that poverty alleviation promotes consumption and production by increasing the wealth of farmers, thereby increasing carbon emissions. (2) Carbon reduction weakens the achievement of poverty alleviation significantly, but the mitigation effect presents an "inverted U"-shaped curve, which first increases and then wanes. (3) Farmers' income and the development of rural transportation play a role in acting on the negative effects of carbon reduction. By integrating poverty theory and energy management, this article reveals the complex relationship between two important policies in China and offers relevant policy recommendations, which will not only promote the advancement of rural revitalization but also promote global sustainable development. [ABSTRACT FROM AUTHOR]

Despite the growing body of literature on the structural problems of emergency remote teaching during the COVID-19 pandemic, far too little empirical research has been conducted on university academics' challenges in online pedagogy and what is needed to facilitate their teaching during a time of educational crisis. Thus, this study selects a high-profile Chinese language university as a case study to explore how university academics in China have dealt with the challenges of emergency remote teaching during the pandemic. This paper conducts open-ended interviews with 22 academic faculty members and adopts TPACK concepts to interpret the findings. The results demonstrate how participants find avenues to deal with emergency remote teaching, effective measures universities need to adopt, and ways to facilitate TPACK with academic faculty. [ABSTRACT FROM AUTHOR]