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The karst environment is characterized by low soil water content, periodic water deficiency, and poor nutrient availability, which provides an ideal natural laboratory for studying the adaptive evolution of its inhabitants. However, how species adapt to such a special karst environment remains poorly understood. Here, transcriptome sequences of two Urophysa species (Urophysa rockii and Urophysa henryi), which are Chinese endemics with karst-specific distribution, and allied species in Semiaquilegia and Aquilegia (living in non-karst habitat) were collected. Single-copy genes (SCGs) were extracted to perform the phylogenetic analysis using concatenation and coalescent methods. Positively selected genes (PSGs) and clusters of paralogous genes (Mul_genes) were detected and subsequently used to conduct gene function annotation. We filtered 2,271 SCGs and the coalescent analysis revealed that 1,930 SCGs shared the same tree topology, which was consistent with the topology detected from the concatenated tree. Total of 335 PSGs and 243 Mul_genes were detected, and many were enriched in stress and stimulus resistance, transmembrane transport, cellular ion homeostasis, calcium ion transport, calcium signaling regulation, and water retention. Both molecular and morphological evidences indicated that Urophysa species evolved complex strategies for adapting to hostile karst environments. Our findings will contribute to a new understanding of genetic and phenotypic adaptive mechanisms of karst adaptation in plants.

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The internet and digital technologies have brought opportunities for college students to have richer online educational resources. However, the students' lack of digital literacy for learning also makes a large number of "online courses" fail to achieve the expected effect. With the literature review of Chinese college students' digital literacy, there are few empirical studies on analyzing the application of digital literacy in the process of online learning specifically. This study uses the questionnaire survey to investigate the main difficulties faced by Chinese college students in online learning, focusing on the digital literacy and skills that college students should have. Based on literature review and indepth interviews, this study constructs the online learning ability scale from the perspective of digital literacy. A sample covers the first to fourth grade undergraduates of 63 majors in 13 schools in Xiamen University of Technology, by stratified sampling (N = 507). The results showed the development of Chinese college students' online learning ability as five dimensions: Cognition of online learning, Acquisition of online education resources, Selection of online education resources, Application of online education resources, and Evaluation of online learning. It can provide new support for promoting the effect of online education in Chinese colleges and universities.