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The sustainable development of human society and economy needs the support of senior talents. Postgraduate teaching is one of the crucial components of higher education, and the priority method to cultivate senior talents. The 7th United Nations STI Forum in 2022 will focus on open science and postgraduate teaching; the theme of the forum is “While comprehensively implementing the 2030 Agenda for Sustainable Development, strengthen science, technology, and innovation, and promote the world’s recovery from the COVID-19 pandemic”. Therefore, the analysis of the field of postgraduate teaching is of great theoretical and practical significance to the cultivation of postgraduate students, the research of researchers, and the management of postgraduate teaching by the education sector. This research has carried out a bibliometric analysis to better obtain the knowledge structure in the field of postgraduate teaching and research, and help other researchers obtain the characteristics of the field of postgraduate teaching and research. VOSviewer and CiteSpace are used to analyze 4816 scientific core collection articles related to postgraduate teaching. These publications are from the Web of Science database. The dates of the articles range from 1995–2022. This research intuitively introduces a systematic overview of postgraduate teaching literature research, covering a number of publications, major categories, the most significant nations, groups, publications, writers, significant literature, and academic trends. The goal of this article is to create a map of the postgraduate teaching knowledge structure, while also examining the research collaboration across organizations, authors, nations, and areas. For scholars and practitioners in the field of graduate education, objective advice and helpful ideas are given through the analysis and discussion of the data acquired. Full article

Lexical bundles, as building blocks of discourse, play vital roles in helping members from the same academic community achieve successful communication and disseminate sustainable disciplinary knowledge. However, little attention has been paid to lexical bundles in postgraduate writing. Drawing on Biber et al.’s (1999) structural taxonomy and Hyland’s (2008a) functional taxonomy, we identified and compared lexical bundles in two self-built corpora, an EFL student writing corpus and an expert writing corpus. The results indicate considerable structural differences between the two groups: the student writers used verb phrase-based bundles more frequently and prepositional phrase-based and noun phrase-based bundles less frequently. In terms of function, although the two academic groups showed similar distributions of the three main functional categories, as student writers they exhibited insufficient reader-awareness and incomplete knowledge of stance expressions. It is hoped that the findings will shed light on future pedagogical practices to help novice writers improve their academic writing competence as a sustainable goal in enhancing their academic scholarship. Full article