This study constructed and optimized a quality model aimed at improving the proficiency of optometrists. Through in-depth analysis of the job responsibilities of optometrists, industry standards, patient needs, and future trends, the core quality elements were identified, and a model framework covering motivation for improvement, core qualities, and key links was designed. The expert panel method was employed to calibrate the model, and a five-point Likert-scale questionnaire survey was conducted to verify the importance of the core factors. The survey results showed that optometrists had a high recognition of it. In this model, motivation served as a prerequisite for quality improvement, with professional competency, interpersonal skills, professional ethics, and personal health & safety collectively formed the core elements, while key links permeated the entire enhancement process. This model held great significance for improving the service quality of the industry, meeting patient needs, and promoting professional development.

This study focused on the acceptance of progressive lenses among the elderly population and investigated its influencing factors and improvement strategies through questionnaire surveys and field visits. Against the backdrop of China's aging society and the growing demand for vision health, sampling surveys and offline interviews were conducted with 500 elderly individuals aged 61 and above who wear glasses to investigate their acceptance and awareness of progressive lenses. The research found that the elderly population demonstrated low acceptance of progressive lenses, primarily due to factors such as information cocoon effect and uncomfortable wearing experiences. Based on the findings, improvement strategies were proposed focusing on three aspects: consumer awareness, professional services from retail enterprises, and ethical business practices.

The incidence of comorbidity between common mental illnesses, which include anxiety disorders, attention deficit hyperactivity disorder (ADHD), social anxiety and mood disorders, physical illnesses (especially myopia), and so on in children and adolescents has increased significantly in recent years. By systematically analyzing the impact of modern lifestyle factors (including excessive use of electronic products, insufficient exercise, disrupted sleep rhythms, and unbalanced dietary structures) on the physical and mental health of children and adolescents, this study explored the association mechanisms between the characteristics of physical and mental comorbidity and lifestyle, as well as prevention and control strategies. The results showed that comprehensive intervention measures need to be adopted, including scientific management of electronic product use, regular physical activities, standardized sleep behaviors, and guidance on balanced diets, so as to construct a multi-level prevention system and promote the coordinated development of physical and mental health in children and adolescents.

The teaching practice of integrating ideological and political education into the Contact Lens Fitting Technology course of the optometry technology major was explored. By systematically designing the ideological and political objectives of the course, innovating teaching implementation methods, and constructing a scientific evaluation system, the research investigated effective approaches for organically combining ideological elements with professional courses. The practice demonstrated that this integrated teaching model significantly enhanced students' professional competencies and social responsibility. It proved to be of great significance for promoting the innovative development of optometry technology education and provided a replicable implementation model for ideological construction in professional courses.

In consideration of the content structure and knowledge characteristics of Clinical Techniques for Strabismus and Amblyopia course, combined with enterprise research and job competency requirements, the original knowledge and skill points of the course were reorganized into a "3+8+14" learning unit system. By adopting problem-driven teaching, students were guided through a cyclical process including problem analysis, practical operation, problem-solving, feedback evaluation, and discovery of new challenges. Meanwhile, optimized assessment methods were implemented to facilitate students' progression from cognitive understanding to mastery and proficient application of strabismus and amblyopia techniques. These reform measures had significantly enhanced teaching efficacy and students' professional skills, resulting in multiple awards in vocational skills competitions and a maintained employment rate exceeding 97% for nearly three consecutive years.

The industry-education integration collaborative education model is a key pathway for higher vocational colleges to achieve precise alignment between talent supply and industry demands, to enhance the quality of talent cultivation, and is also a strategic initiative to drive new productive forces, promote industrial transformation and upgrading, and strengthen the core competitiveness of enterprises. This study constructed an integrated education model of "Post Curriculum Competition Certificate Integration" for the optometry technology major through the "Four With Framework" (Post-Driven Curriculum Design, Curriculum-Based Foundation, Competition-Promoted Learning, Certificate-Standardized Assessment) and "Three Constructions" (Teaching Resources, Practical Platforms, Dual-Qualified Teacher Teams). Through deep integration of vocational skill competitions and professional certificates into the curriculum system, the model strengthened students' knowledge acquisition and practical application skills, provided practical references for cultivating high-skill, versatile talents for the optometry industry.

Based on the existing practical teaching curriculum system, optometry skill competition items were designed to align closely with the teaching content, and professional skill competitions were introduced in the latter half of the teaching process. These items were deeply integrated into daily teaching links to construct a practical competition-based courses, aiming to explore the actual effect of this teaching mode on improving students' practical skills. Third-year undergraduate students majoring in optometry were selected. Using classes as units, the method of cluster random sampling was adopted, and the selected students were randomly divided into a control group and a curriculum reform group. The curriculum reform group implemented the practical competition-based course, while the control group implemented the traditional practical course. Both groups had the same total hours of practical teaching and participated uniformly in the optometry skill competition and assessment scoring. The teaching results showed that the scores of the curriculum reform group in single-item skill assessments such as retinoscopy, visual function examination, contact lens fitting, and synoptophore examination, as well as the average score, were significantly higher than those of the control group (P<0.01). Thus, this study indicated that the competition-based practical teaching mode could improve students' practical skills and might meet the needs of optometry talent training under the new situation.

As an emerging human-computer interaction device, smart glasses are revolutionizing people's lifestyles with their powerful functions and convenient interaction methods. This paper initiated by introducing the concept and classification of smart glasses, then systematically reviewed their design processes, manufacturing techniques, and material innovation status. Through a comprehensive analysis of the global market scale and industry landscape of smart glasses, the paper explored the technical challenges and future development trends. The findings aim to offer valuable references for the technological innovation and industrial advancement of smart glasses.