World Journal of Educational Studies (WJES) is an international peer-reviewed, open access journal.
REFORM AND PRACTICE OF DIFFERENTIATED INSTRUCTION IN ADVANCED MATHEMATICS BASED ON THE STEAM CONCEPT IN THE CONTEXT OF THE NEW COLLEGE ENTRANCE EXAMINATION
The "3+1+2" reform of China's New College Entrance Examination (NCEE) has led to marked differentiation in the mathematical foundations of university freshmen, posing serious challenges to the traditional "one-size-fits-all" model of Advanced Mathematics instruction. Taking the undergraduate cohorts of Grade 2024 and 2025 at Northeast Forestry University as research subjects, this paper explores the construction of a differentiated teaching model—encompassing "diagnosis of learning conditions, hierarchical objectives, interdisciplinary integration, and multiple evaluation"—grounded in the STEAM educational concept. Findings indicate that NCEE subject combinations are significantly correlated with university mathematics learning outcomes; interdisciplinary case teaching effectively stimulates learning motivation, and hierarchical teaching strategies narrow the achievement gap among students from different subject-selection backgrounds; and a multiple evaluation mechanism serves as a critical safeguard for the continuous optimization of teaching plans.
Copyright (c) 2026 JianWei Wang; QiZhi Zhang https://creativecommons.org/licenses/by/4.0
RESEARCH-BASED TEACHING FOR AN INTERDISCIPLINARY MATERIALS SCIENCE GENERAL EDUCATION COURSE: A DESIGN FRAMEWORK AND IMPLEMENTATION PATHWAY
General education science courses for non-majors often default to diluted lectures, a problem sharp enough in China to have earned its own label, the shuike (watered-down courses) and pressing enough that reform now targets the design of individual courses. Materials science is an unusually good vehicle for a better course. It is everywhere in daily life, and it is interdisciplinary by construction, joining physics, chemistry, and engineering. Yet materials education research addresses majors, general education science rarely uses materials, and the two have not been joined through research-based teaching. This paper presents a literature-grounded design framework for a materials science general education course built on authentic inquiry, together with an implementation pathway and an evaluation plan. Following the design-based research tradition, it reports the first cycle, the analysis and design, and reports no student data. Synthesizing four literatures, research-based teaching, materials education, general education science for non-majors, and interdisciplinary higher education, the framework derives six design principles and organizes a one-semester course into four interdisciplinary modules on a shared inquiry cycle, culminating in a course-based research capstone scaled for non-majors. The paper sets out a staged rollout that answers the known failure modes of interdisciplinary teaching, and an evaluation plan with predefined revision triggers that would close the design cycle. The framework gives Chinese general education a quality-signaling course model and the Emerging Engineering Education agenda a concrete interdisciplinary instrument, while remaining adaptable beyond that context. Its effectiveness awaits the empirical second cycle.
Copyright (c) 2026 Di Wang; DaKe Xu https://creativecommons.org/licenses/by/4.0
THE DIFFICULTIES FACED BY NATIVE UYGHUR SPEAKERS IN LEARNING PUTONGHUA AND CORRESPONDING TEACHING STRATEGIES
This study investigates the difficulties faced by native Uyghur speakers in learning Putonghua and proposes corresponding teaching strategies. Through contrastive analysis, the study examines the systematic differences between Uyghur and Chinese at four levels: phonology, lexis, grammar, and pragmatics. These difficulties are primarily attributed to negative transfer from the mother tongue, insufficient language input outside the classroom, and individual learner differences. The study recommends targeted teaching strategies, including systematic tone awareness training, comparative pronunciation instruction using vowel charts, development of contrastive teaching materials, optimization of classroom interaction, and enhanced teacher training. This study provides practical implications for Putonghua instruction among the Uyghur population.
Copyright (c) 2026 JiaLin Liu https://creativecommons.org/licenses/by/4.0
MAPPING FACULTY WELL-BEING RESEARCH IN HIGHER EDUCATION: A BIBLIOMETRIC ANALYSIS (2015–2024)
This study conducts a bibliometric and visualized analysis of international research on university teacher well-being from 2015 to 2024. Based on 182 valid articles retrieved from the WoSCC, CiteSpace was employed to examine annual publication trends, keyword co-occurrence, keyword bursts, thematic clusters, co-cited references, and collaboration networks among countries, institutions, and authors. The results show that university teacher well-being research has grown rapidly after 2020. Major hotspots include job satisfaction, burnout, mental health, stress, performance, life satisfaction, and occupational stress. The field has shifted from early concerns with stress, satisfaction, staff conditions, and performance toward recent interests in subjective well-being, happiness, adaptation, work engagement, and model construction. Co-cited reference and collaboration analyses suggest a growing but still fragmented research field.
Copyright (c) 2026 Fang Qiao; QianYang Wu https://creativecommons.org/licenses/by/4.0
ARTIFICIAL INTELLIGENCE-ENABLED DIGITAL GOVERNANCE IN HIGHER EDUCATION: OPERATING MECHANISMS, RISK BOUNDARIES, AND AN ADAPTIVE GOVERNANCE FRAMEWORK
Artificial intelligence is increasingly becoming a part of the governance of universities. While there has been a significant amount of research discussing the applications of artificial intelligence in higher education and the ethics of artificial intelligence, there has been less discussion of how artificial intelligence impacts the governance of universities. This article reviews 36 sources relating to artificial intelligence and higher education to develop a framework for understanding artificial intelligence-enabled digital governance in higher education. The article identifies four mechanisms through which artificial intelligence functions within higher education governance: data-driven sensing, cognitive augmentation in decision-making, coordinated execution, and recursive institutional learning. These mechanisms create risks for higher education institutions, including data extraction and purpose drift, algorithmic bias and opacity, automation dependence and responsibility diffusion, and misalignment with educational values. To manage these risks, the article develops an adaptive governance framework that includes risk-tiered authorization, impact assessment, human oversight, decision logging, audit, contestability, and institutional updating. The framework is applied to major university functions. The article argues against the use of artificial intelligence as an autonomous decision maker in higher education and against presenting artificial intelligence as a neutral productivity device. The article suggests that the appropriate role for artificial intelligence in higher education is to strengthen institutional judgment within a dual closed loop of feedback. This article contributes to the field of digital governance and provides a framework through which universities may use artificial intelligence while protecting student rights, academic values, and public trust in higher education.
Copyright (c) 2026 WeiJia Zou; ZeYu Wang https://creativecommons.org/licenses/by/4.0
EXPLORING IMPACT OF STUDENTS' SATISFACTION WITH THEIR COLLEGE MAJOR ON MOTIVATION AND ACADEMIC OUTCOMES IN CHINA
The current study aims to explore how college students' satisfaction with their major field learning could positively influence their study motivation on courses related to their major, and also improve the students' academic outcome. Approximately 200 junior and senior Chinese college students participated in the survey for processing current study, and have voluntarily completed the questionnaires concerning study satisfaction and motivation. Although most of the previous researches indicated the correlation was positive between study satisfaction and study motivation, as well as between study satisfaction and academic outcome, the overall results of current study have only found the positive correlation not only between study satisfaction and study motivation, but also between study satisfaction and academic outcomes. However, the former one is stronger than the latter one. Specifically, the degree of junior students' satisfaction with their major field learning was higher than the senior students', but the academic outcomes were lower than the senior students. According to these results, it could be assumed that the students' satisfaction with their major field learning is highly useful to explain whether the educational quality provided by the major program guide the students’ future career planning and well-being.
Copyright (c) 2026 YuanShan Hu https://creativecommons.org/licenses/by/4.0
TEACHING REFORM EXPLORATION FOR THE “LITHIUM-ION BATTERY MATERIALS TECHNOLOGY” COURSE UNDER THE BACKGROUND OF AI-EMPOWERED NEW ENGINEERING
With the rapid development of the new energy industry and the in-depth advancement of new engineering discipline construction, the talent cultivation model of the new energy materials and devices major in colleges and universities is facing new opportunities and challenges. As a core course of the New Energy Materials and Devices major, “Lithium-ion Battery Materials Technology” shoulders the important task of cultivating students’ material design ability, engineering practice ability and innovation ability. However, the traditional teaching mode has problems such as the disconnection between knowledge imparting and engineering application, insufficient students’ autonomous learning ability, and weak innovative practical training, which are difficult to meet the demands of engineering talent cultivation in the new era. This project is guided by the OBE educational concept, deeply integrating artificial intelligence technology with micro-project-based teaching, and constructing a three-in-one teaching model of “AI+ micro-projects + engineering cases”. Relying on intelligent tools such as ChatGPT, DeepSeek, Rain Classroom AI Workbench, Materials Project database and COMSOL Multiphysics simulation platform, typical micro-projects such as cathode material optimization, anode material modification, electrolyte development and solid-state battery material design are designed. Form a complete teaching chain of “knowledge acquisition - material design - performance prediction - engineering verification - outcome evaluation”. Teaching practice shows that this model has significantly enhanced students’ achievement of course objectives, engineering practice ability and innovative design ability, achieving a transformation from knowledge imparting to ability cultivation, and providing new ideas for the reform of new energy materials-related courses.
Copyright (c) 2026 Jun Yang; BinBin Xin; Lei Wang; Chen Pan https://creativecommons.org/licenses/by/4.0
THE BLENDED TEACHING MODEL OF INTERMEDIATE FINANCIAL ACCOUNTING BASED ON USER EXPERIENCE THINKING
As a core course for accounting majors, Intermediate Financial Accounting has long been confronted with teaching dilemmas such as highly abstract theories, stringent practical operation requirements, and insufficient student participation. Although traditional blended teaching has improved teaching effectiveness to a certain extent, it still has prominent problems including low utilization rate of online resources, superficial offline classroom interaction, and fragmented learning experiences. This study innovatively introduces User Experience (UX) thinking into the design of the blended teaching model for Intermediate Financial Accounting, and constructs a blended teaching framework based on the five-element user experience model (strategy layer, scope layer, structure layer, skeleton layer, and surface layer). Adopting questionnaire survey and quasi-experimental research methods, this study takes 186 students from 4 classes of the 2024 accounting major of a finance and economics university as the research objects. Through a 16-week teaching experiment, the teaching effect is systematically evaluated from four dimensions: usefulness, usability, satisfaction, and emotional experience. The experimental results show that the students in the experimental group are significantly superior to those in the control group in key indicators such as final exam scores (mean score 85.6 vs. 76.3), learning satisfaction (4.32/5.0 vs. 3.51/5.0), and learning engagement (4.15/5.0 vs. 3.38/5.0). In the knowledge transfer ability test, the average score of the experimental group is 12.7 percentage points higher than that of the control group. The study further reveals the in-depth mechanism of user experience thinking empowering accounting teaching: user demand-oriented teaching design can effectively reduce cognitive load, emotion-driven learning environment can significantly improve learning motivation, and teaching optimization characterized by continuous iteration can realize the spiral improvement of teaching quality. This paper provides a new theoretical perspective and practical path for the digital transformation of accounting education, and has important reference value for promoting accounting teaching reform under the background of new liberal arts.
Copyright (c) 2026 YongHui Li; HaiBo Zhang https://creativecommons.org/licenses/by/4.0
THE TEACHING DESIGN OF SMART CLASSROOMS FOR TOURISM MANAGEMENT COURSES IN COLLEGES AND UNIVERSITIES IN THE "NEW INFRASTRUCTURE" ENVIRONMENT
Against the backdrop of the comprehensive promotion of new infrastructure and the accelerated digital transformation of the cultural tourism industry, traditional teaching methods in tourism management majors in universities face issues such as rigid teaching modes, limited practical training, and superficial technology integration, making it difficult to meet the industry's demand for composite digital cultural tourism talents. Supported by theories such as connectivism, situated cognition, and experiential learning, this paper analyzes the inherent adaptability of new infrastructure and the smart classroom for tourism management majors. Combining the practical and scenario-based characteristics of the major, it constructs a four-ring interconnected smart classroom teaching design framework: cloud-based departure, virtual-real integration, data-driven, and collaborative co-creation. It establishes three-dimensional teaching objectives: knowledge construction, digital operation ability, and innovative thinking, and designs a full-process smart teaching model and a diversified comprehensive evaluation system before, during, and after class. The study finds that new infrastructure technology can effectively break the barriers of traditional teaching space, time, and scenario, achieving deep integration of technology, curriculum, and teaching. In response to challenges such as uneven resource allocation, insufficient digital literacy of teachers, technical application deviations, and data security risks that arise during implementation, this paper proposes optimization measures from four aspects: resource sharing, teacher cultivation, teaching philosophy, and institutional construction. The research aims to promote the transformation and upgrading of teaching modes in tourism management majors, provide reference for the implementation of smart classrooms, and assist universities in cultivating high-quality professionals suitable for the development of digital cultural tourism.
Copyright (c) 2026 Yue Wang; Lei Bai https://creativecommons.org/licenses/by/4.0
THE FULL-PROCESS PRACTICAL TEACHING REFORM OF INTERMEDIATE FINANCIAL ACCOUNTING DRIVEN BY VIRTUAL SIMULATION TECHNOLOGY
Intermediate Financial Accounting is the core compulsory course of accounting, financial management and auditing majors, which undertakes the key task of connecting basic accounting theories and industry practical application. Traditional practical teaching of intermediate financial accounting faces prominent dilemmas such as fragmented teaching links, insufficient restoration of enterprise real business scenarios, lagging practical content matching industry standards, and low student participation efficiency, which leads to the disconnection between accounting talent training and enterprise post demand. Virtual simulation technology, as a new digital teaching empowerment tool, can break through the spatial and temporal limitations of traditional teaching, realize the full-scene, full-link and full-cycle simulation of enterprise financial accounting business, and provide a new reform path for the optimization of accounting practical teaching system. Based on the whole-process closed-loop teaching theory and immersive situational cognitive learning theory, this paper takes the full-process practical teaching of intermediate financial accounting as the research object, constructs a full-process practical teaching reform system driven by virtual simulation technology, covering teaching scenario construction, curriculum content iteration, teaching mode innovation, teaching evaluation optimization and teacher team empowerment. Combined with the latest industry education data in 2025, this paper verifies the reform effect through comparative experiments, questionnaire surveys and data statistical analysis, and standardizes the demonstration with charts and statistical formulas. The research finds that the virtual simulation-driven full-process teaching reform can significantly improve students' professional operation ability, comprehensive business judgment ability and post adaptive competence, and effectively solve the pain points of disconnection between teaching and practice in traditional accounting teaching. This research enriches the theoretical system of digital accounting education reform, provides feasible practical experience and standardized reform paradigm for the practical teaching innovation of financial accounting courses in colleges and universities, and offers high-quality research support for the high-quality development of accounting vocational education and talent training docking industry needs.
THE SMART EXPERIMENTAL REFORM OF PRINCIPLES OF CHEMICAL ENGINEERING LABORATORY COURSE FOR CHEMICAL ENGINEERING MAJORS UNDER THE EMERGING ENGINEERING EDUCATION
Driven by both the Emerging Engineering Education initiative and the digital transformation of education, experimental teaching in chemical engineering-related majors faces an urgent need to transition from "verification-oriented operations" to "smart education-oriented cultivation". Taking the "Principles of Chemical Engineering Experiment" course at Guangdong University of Petrochemical Technology as an example, this paper systematically elaborates on the existing foundation, construction goals, main contents, and expected outcomes of the smart reform of this course. The study proposes that by constructing a knowledge graph, recording MOOC experiment videos, improving the virtual simulation platform, establishing a blended online and offline teaching system, and empowering with AI technology, the traditional experimental teaching limitations of "teacher-centered, fixed procedures, and single evaluation" can be effectively broken. The practical path shows that the smart experimental reform not only enhances students' independent design and innovation abilities but also strengthens the cultivation of engineering ethics and the awareness of industry-university-research integration, providing a replicable reference paradigm for the high-quality development of similar experimental courses in chemical engineering.
Principles of chemical engineering experiment
Copyright (c) 2026 BinBin Xin; HuiBo Qin; Chen Pan; Jun Yang; SuHua Wang; Long Yu; Lei Wang https://creativecommons.org/licenses/by/4.0
AI-EMPOWERED INDUSTRY-EDUCATION INTEGRATION: TEACHING REFORM EXPLORATION IN LITHIUM-ION BATTERY MANUFACTURING TECHNOLOGY
The intelligent transformation of the new energy lithium-ion battery manufacturing industry has created an urgent demand for the cultivation of emerging engineering talents. In response to prominent issues in traditional curricula—such as the disconnect between course content and industrial technology, the fragmentation of practical teaching from engineering scenarios, insufficient depth in industry-education integration, and the misalignment of teaching evaluation with competency-based outcomes—this paper proposes a trinity curriculum reform model centered on “AI empowerment, industry-education integration, and interdisciplinary cross-pollination.” By reconstructing an integrated “AI + battery manufacturing” technology curriculum module, designing a “four-in-one” collaborative education mechanism, establishing a five-dimensional digital support system for educational mapping, and forming a trinity teaching model of “AI + micro-projects + engineering case studies,” this reform systematically addresses the structural challenges of traditional curricula. Practical results show that this approach significantly enhances students’ job competency and industrial adaptability, providing a replicable paradigm for the development of emerging engineering programs in new energy-related fields.
Copyright (c) 2026 Lei Wang; BinBin Xin; Chen Pan; Jun Yang https://creativecommons.org/licenses/by/4.0
DESIGN OF INTERACTIVE MECHANISMS AND EFFECTIVENESS ENHANCEMENT PATHS FOR DIGITAL TEXTBOOKS IN HIGHER VOCATIONAL EDUCATION IN THE DIGITAL-INTELLIGENT ERA
The construction of digital textbooks in higher vocational education is currently at a critical turning point: while the number of platforms and resources continues to grow, actual student engagement rates and learning effectiveness improvements remain unsatisfactory. The crux of the problem lies not in the sophistication of technology, but in whether interactive design is truly grounded in the type-specific characteristics of higher vocational education. Drawing from the practical realities of higher vocational education, this paper proposes that the interactive design of digital textbooks should focus on three key dimensions: real-time technological responsiveness, immersive scenario reconstruction, and proactive behavioral activation. Centering on these three dimensions, the article elaborates mechanism design from four levels—intelligent interaction, content reconstruction, community collaboration, and evaluation feedback—and explores concrete pathways for enhancing textbook utilization effectiveness through lowering barriers, stimulating motivation, precise adaptation, and continuous updating.
Copyright (c) 2026 Min Wang; WeiWen Zhao https://creativecommons.org/licenses/by/4.0
TRIPLE INTEGRATION REFORM OF GRADUATION INTERNSHIP, DESIGN, AND THESIS FOR UNDERGRADUATES UNDER INDUSTRY-EDUCATION INTEGRATION IN THE DIGITAL INTELLIGENCE ERA
The digital intelligence era poses new challenges to the practical abilities and technological literacy of application-oriented design talents. To address the structural predicament identified in graduation practice of application-oriented undergraduate design programs—namely, "formalized internship, subjective design, and vague thesis"—this study takes the Environmental Design major of Guangdong University of Petrochemical Technology as a practical case. A reform model characterized by "digital intelligence technology empowerment, deep industry-education integration, and tripartite integration of internship, design, and thesis" (abbreviated as the "Three Integrations" model) is constructed and implemented. Specific measures include developing an AI teaching resource library, establishing a school-enterprise dual-tutor collaborative guidance mechanism, and creating an integrated teaching system that links the entire process of "internship-design-thesis." The results show significant improvements in students' comprehensive practical abilities and the quality of graduation design (thesis). Practice demonstrates that this model effectively enhances graduates' employment competitiveness and offers a reference framework paradigm for similar application-oriented undergraduate programs.
Graduation internship-design-thesis three integrations
Copyright (c) 2026 HaiBo Li; BoLin Li; Chen Pan; JiaMing Guo; JiaWei Wu https://creativecommons.org/licenses/by/4.0
AN INVESTIGATION INTO THE INFLUENCING FACTORS OF CHINESE UNIVERSITY STUDENTS' WILLINGNESS TO STUDY ABROAD FOR POSTGRADUATE PROGRAMS
This study aims to explore the influencing factors of Chinese university students' willingness to study abroad for postgraduate programs. A mixed-methods approach (questionnaire survey and in-depth interviews) was adopted to analyze 108 participants. The findings reveal that learning experience factors, such as undergraduate institution reputation and major advantages, exert the greatest impact on study abroad willingness, followed by personal factors (career prospects, language proficiency, etc.), target institution factors, and family factors. Through in-depth interviews, this study finds that students' decision-making is mainly driven by the improvement of academic competitiveness, career development needs, and attraction of international resources, while family support plays a more auxiliary role. The study reveals the complex mechanism of study abroad decision-making among postgraduate students, emphasizes the core status of autonomy and goal orientation, and provides an empirical basis for the optimization of educational policies and study abroad guidance.
Copyright (c) 2026 DongYan Liu https://creativecommons.org/licenses/by/4.0
THE INDUSTRY–EDUCATION INTEGRATION TRAINING MECHANISM AND PRACTICE FOR PROFESSIONAL DEGREE POSTGRADUATES IN ENGINEERING MANAGEMENT ORIENTED TOWARD NEW QUALITY PRODUCTIVE FORCES
New quality productive forces have created an urgent need for the systematic restructuring of the knowledge architecture, practical competencies, and training models of engineering management professionals. Currently, the cultivation of professional degree postgraduates in engineering management is beset by core problems, including a mismatch between curriculum design and industry demands, a disconnect between practice-based teaching and authentic engineering settings, insufficient depth in university–enterprise cooperation, and an evaluation mechanism misaligned with competency orientation. To address these issues, this paper proposes strategies for constructing an industry–education integration training model for professional degree postgraduates in engineering management that is oriented toward new quality productive forces. These strategies encompass a trinity industry–education integrated curriculum system of "theoretical courses + practical courses + innovative courses," a "Four-Shared, Four-Through" university–enterprise collaborative operation mechanism, a multi-dimensional competency evaluation mechanism oriented toward practical outcomes, and the strengthening of a university–enterprise collaborative education community. Through pilot implementation and iterative refinement, a new industry–education integration ecosystem has taken shape in which "education is embedded in industry and industry is integrated with education." This training model has significantly enhanced postgraduates’ core competencies, employment quality, and industrial adaptability, offering a transferable educational reform blueprint for local universities.
Copyright (c) 2026 XiaoTian Gong; HaiXia La; DongYang Geng; XiaoYan Huo; XiaoRan Liang https://creativecommons.org/licenses/by/4.0
IDEOLOGICAL AND CIVIC TEACHING OF EXHIBITION DESIGN COURSE IN ENVIRONMENTAL DESIGN MAJOR FROM THE PERSPECTIVE OF NEW ENGINEERING
Under the requirements of the new engineering discipline construction, China's higher engineering education is facing new tasks. While cultivating students' innovative ability, it is essential to attach importance to value guidance. The environmental design major is characterized by the integration of art and engineering. The cultivation of talents requires a solid foundation of value in engineering practice. This study takes the core professional course "Exhibition Design" as an example for discussion. The course encompasses multiple features such as spatial narrative, cultural dissemination, and technological interaction. The research focus lies in exploring specific methods for integrating ideological and civic education in courses with professional teaching. Practice has shown that systematically integrating value elements such as cultural confidence and technological ethics into theoretical teaching, case studies and practice can guide students to go beyond their single focus on form and function. Students can gradually establish design concepts that serve national strategies, inherit excellent culture and care for nature. The teaching model constructed provides practical references for cultivating environmental design talents in the new era.
Curriculum-based ideological and civic education
Copyright (c) 2026 Chen Pan; Jun Yang; JiaMing Guo; BoLin Li; HaiBo Li; Long Yu https://creativecommons.org/licenses/by/4.0
CASE-DRIVEN EXPLORATION OF TEACHING REFORM IN THE COURSE “ARTIFICIAL INTELLIGENCE AND ECO-ENVIRONMENT”
To address the insufficient integration of artificial intelligence (AI) technologies and the limited practical application of research cases in postgraduate courses within the ecological and environmental field, the course Artificial Intelligence and Eco-Environment developed a case-driven teaching model consisting of four stages: case introduction, data analysis, model construction, and environmental application. By incorporating research-oriented cases, such as machine learning analysis of fluorescence spectral data, the course integrates real environmental datasets and AI algorithms into the teaching process, thereby strengthening postgraduate students’ competencies in environmental data analysis and complex environmental problem-solving. Teaching practice demonstrated that this case-driven approach effectively enhanced students’ research practice capabilities and interdisciplinary innovation skills.
Copyright (c) 2026 Long Yu; Xin Li; Chen Pan; SuHua Wang https://creativecommons.org/licenses/by/4.0
THE EVOLUTIONARY LOGIC OF HIGHER EDUCATION ONLINE EDUCATION POLICIES -- AN ANALYSIS BASED ON HISTORICAL INSTITUTIONALISM
As a crucial area where technological change and educational governance converge, online higher education exhibits significant historical path dependence and institutional inertia in its policy evolution. Analyzing the historical evolution of online higher education policies since the reform and opening up from a historical institutionalist perspective reveals that these policies have gone through several stages: a policy initiation stage driven by development needs; a policy construction stage driven by deepening reforms; a policy innovation stage driven by informatization; and a policy upgrading stage driven by the impact of the pandemic. Looking ahead, we should leverage deep-seated social structures to promote the improvement and innovation of online higher education policies; coordinate internal and external driving forces to ensure the long-term development of online higher education; and overcome path dependence to eliminate obstacles to policy development.
Copyright (c) 2026 LinXia Li https://creativecommons.org/licenses/by/4.0
FACTORS SHAPING CHINESE ENGLISH MAJORS’ WILLINGNESS TO COMMUNICATE IN EFL CLASSROOMS
Willingness to communicate is an important concept in second language acquisition because it explains why learners may or may not enter classroom interaction when they have opportunities to use the target language. Although English majors in Chinese universities are often expected to possess relatively strong English knowledge, many still remain silent in speaking-oriented classes. This paper explores the factors shaping Chinese English majors’ willingness to communicate in English as a foreign language classrooms. Semi-structured interviews were conducted with eight third-year English-major students from a university in northern China. Thematic analysis was used to identify patterns in the interview data. The findings show that students’ willingness to communicate was shaped by three interconnected dimensions: psychological barriers, classroom interactional conditions and sociocultural constraints. L2 anxiety and low self-perceived communicative competence limited students’ readiness to speak. Familiar peers, group discussion and familiar topics generally supported communication, but group work could also reduce willingness when dominant peers interrupted others. Face concern and teacher-centred learning norms further shaped students’ silence. The paper argues that classroom silence should not be interpreted simply as lack of motivation. Instead, it reflects a dynamic negotiation among emotion, perceived competence, classroom relations and cultural expectations.
Copyright (c) 2026 YiJia He; HanYi Yang https://creativecommons.org/licenses/by/4.0
AN EXPLORATION OF SCENARIO-BASED TEACHING IN LEGAL TRAINING FOR ADMINISTRATIVE RECONSIDERATION ASSISTED BY GENERATIVE ARTIFICIAL INTELLIGENCE
Practical training in administrative reconsideration has long been mired in formulaic case simulations, making it difficult to replicate the adversarial nature and uncertainty found in real-world cases. The rapid development of generative artificial intelligence offers new possibilities for overcoming this challenge; it can not only create diverse virtual case scenarios but also simulate real-time dialogue between parties and provide rapid feedback. Focusing on the specific context of administrative reconsideration legal training, this paper proposes a “scenario-based teaching” design approach. Under this approach, generative AI serves as a scenario builder, a dynamic interactive partner, and a teaching assistant providing differentiated feedback, thereby supporting students’ learning within highly realistic dispute resolution scenarios rather than replacing their own critical thinking. The teaching practice adopts a three-stage progressive model: “pre-class AI-assisted scenario construction—in-class role-playing and structured adversarial exercises—post-class AI-driven in-depth debriefing.” Before class, students receive randomly generated case scenarios, draft reconsideration applications, and engage in mock dialogues with the AI as parties to the case; during class, they undergo in-group reviews and full-class mock hearings, with the AI introducing plausible “surprises” to force students to adjust their strategies in real time, while instructors identify cognitive blind spots and visualize thought processes; After class, the AI conducts structured debriefing interviews and generates debriefing summaries for instructors to provide detailed feedback, ensuring that reflection truly facilitates a shift in thinking. This process shifts instructors from “demonstrators” to “directors-monitors,” emphasizing critical scrutiny of AI outputs and establishing a process-oriented assessment system centered on thought processes. This initiative aims to unlock the potential of generative AI in simulating professional practice scenarios, making training more closely aligned with the actual logic of dispute resolution, and ultimately fostering students’ legal reasoning and practical skills.
Copyright (c) 2026 WenZhang Wang https://creativecommons.org/licenses/by/4.0
THE IMPACT OF TEACHERS' OVERSEAS STUDY EXPERIENCES ON EDUCATIONAL QUALITY IN HIGHER EDUCATION INSTITUTIONS
The impact of teachers' overseas study experiences on educational quality in higher education institutions was comparatively investigated in this study. Two teachers at Guizhou Institute of Technology, one with 3.5 years of overseas study experience and a doctoral degree, the other without any overseas experience and a doctoral degree, taught the same course (i.e., Mine Engineering Rock Mechanics) to two parallel classes (i.e., Class 231 and Class 232) from September 2024 to June 2025. The teacher with overseas experience implemented three specific teaching strategies: 1) Introduction of overseas frontier knowledge, 2) sharing of personal overseas experiences, and 3) introduction of renowned international scholars. Results from final examinations show that Class 231 with overseas-experienced teacher achieved a pass rate of 88.57% and an excellence rate of 22.86%, compared to Class 232's pass rate of 87.18% and excellence rate of only 2.56%. While pass rates were comparable, the excellence rate demonstrated a dramatic tenfold difference. These findings provide empirical evidence that teachers' overseas study experiences significantly enhance student learning outcomes, particularly in fostering high-level academic achievement. The paper concludes with recommendations for educational reform and institutional policies to promote faculty overseas study opportunities.
Copyright (c) 2026 ChangLun Sun https://creativecommons.org/licenses/by/4.0
PRACTICAL EXPLORATION OF INTEGRATING THE CDIO TEACHING MODEL WITH CHATGPT ASSISTANCE IN CLINICAL TEACHING FOR NURSING INTERNS IN THE RESPIRATORY DEPARTMENT
Background: Although the CDIO (Conceive-Design-Implement-Operate) teaching model can enhance nursing students' core competencies and ChatGPT offers personalized, real-time learning support, their combined application in respiratory nursing clinical teaching remains unexplored. In practice, intern nursing students in respiratory and critical care departments commonly face disconnections between theory and practice, weak knowledge integration and transfer skills, and insufficient critical thinking and clinical decision-making abilities. These challenges are compounded by rigid teaching models, difficulty in providing personalized instruction, limited teaching resources and scenarios, and a lack of opportunities for innovation and hands-on practice. Objective: To design and implement an integrated teaching approach combining the CDIO model with ChatGPT assistance for respiratory nursing interns and evaluate its preliminary effectiveness. Methods: A quasi-experimental study design was employed involving 60 respiratory nursing interns who rotated through a tertiary hospital from May 2025 to March 2026. Participants were assigned to an experimental group (n=30) receiving CDIO model instruction with ChatGPT assistance and a control group (n=30) receiving traditional clinical teaching. Outcome measures included theoretical knowledge assessment, clinical practice scores, autonomous learning ability, and clinical thinking ability. Results: The experimental group demonstrated significantly higher scores in theoretical knowledge assessment (p<0.05), clinical practice skills (p<0.05), clinical thinking ability (p<0.05), and autonomous learning ability (p<0.05) compared with the control group. Conclusion: The integration of the CDIO teaching model with ChatGPT assistance effectively enhances the comprehensive competencies of respiratory nursing interns, improves clinical thinking, and autonomous learning abilities. This innovative approach offers a promising direction for clinical nursing education reform.
Copyright (c) 2026 LiJiao Huang; LiuXue Lu; FengWen Xu; CaiMei Huang; LiYa Ma; XiaoMei Huang; HuiYing Deng https://creativecommons.org/licenses/by/4.0
MECHANISMS AND PREDICTIVE EFFECTS OF PHYSICAL EDUCATION TEACHERS’ PROFESSIONAL COMPETENCE ON STUDENTS’ PARTICIPATION IN PHYSICAL ACTIVITY
This study explored how physical education teachers’ professional competence influences students’ participation in physical activity, as well as the mechanisms underlying this relationship. Based on Self-Determination Theory (SDT), a mediation model was constructed to examine the role of students’ motivation as an important pathway through which teacher competence affects behavioral engagement. The data were drawn from an open-access educational dataset including 1,248 secondary school students between the ages of 12 and 18. Structural equation modeling (SEM) was applied to evaluate the proposed associations. The findings showed that teachers’ professional competence had a significant positive effect on students’ participation in physical activity, both directly and indirectly. In particular, higher levels of teacher competence were associated with stronger student motivation, which subsequently promoted greater involvement in physical activity. In addition, the mediation results demonstrated that motivation served as a partial mediator in the association between teacher competence and students’ participation. These results underscore the important role of teachers’ professional competence in fostering students’ engagement in physical activity and provide empirical evidence for the motivational mechanisms involved. By combining a competence-oriented perspective with a motivational framework, this study enriches the existing literature and offers practical insights for the improvement of physical education teaching.
Copyright (c) 2026 DingRui Dai; QingXu Guo; MingYang Chen https://creativecommons.org/licenses/by/4.0
REFORM AND PRACTICE OF TALENT CULTIVATION IN THE CIVIL AVIATION TRANSPORTATION PROGRAM UNDER THE FRAMEWORK OF EMERGING ENGINEERING EDUCATION
The development of smart civil aviation, the rapid growth of the low-altitude economy, and the new round of scientific and technological revolution have brought new requirements for talent cultivation in civil aviation transportation programs. In response to existing problems in traditional training models, including insufficient industry–education integration, delayed curriculum updating, weak alignment between practical teaching and real operational scenarios, and an incomplete closed-loop quality evaluation mechanism, this study explores the reform of talent cultivation for civil aviation transportation under the framework of Emerging Engineering Education. Guided by an industry-oriented philosophy, the reform aims to cultivate applied talents who understand aviation operations, possess strong practical competence, demonstrate innovation capability, and uphold a strong awareness of safety. Accordingly, a cultivation framework characterized by strategic guidance, industry–education integration, digital and intelligent empowerment, and continuous improvement is constructed. Reform practices are implemented through the reconstruction of training objectives, optimization of the curriculum system, development of virtual simulation and full-mission simulation platforms, promotion of collaborative education by dual-qualified teaching teams, and improvement of competence-based achievement evaluation. This reform framework provides a systematic pathway for aligning program development, curriculum renewal, practical teaching, and competency evaluation, and offers a useful reference for talent cultivation reform in transportation-related programs at civil aviation-oriented universities under Emerging Engineering Education.
Copyright (c) 2026 QingHai Zuo; WeiJun Pan; Qing Cheng; XinPing Zhu; ChangQi Yang; Junhao Liu https://creativecommons.org/licenses/by/4.0
A CONVERGENCE THEOREM FOR THE JACOBI AND GAUSS-SEIDEL ITERATIONS
This paper treats linear systems whose coefficient matrices are neither strictly diagonally dominant nor symmetric positive definite. By applying a matrix transformation, such a system can be converted into one with a symmetric positive definite coefficient matrix. Sufficient conditions are then established for the convergence of the Jacobi and Gauss–Seidel iterations. Numerical experiments are provided to demonstrate the validity of the theorem.
Copyright (c) 2026 WeiJun Zhan https://creativecommons.org/licenses/by/4.0
INSTITUTIONAL COMPARISON AND PRACTICAL PATH SELECTION FOR INTERDISCIPLINARY DEVELOPMENT IN CHINESE AND US RESEARCH UNIVERSITIES
This study delves into the institutional models and practical pathways for interdisciplinary development in research universities in China and the United States. It analyzes cross-national differences in institutional logic, cultural cognition, and organizational models, and proposes recommendations for optimizing China's pathways. The study finds that China's interdisciplinary development is constrained by traditional disciplinary evaluation and resource allocation systems, whereas the United States has fostered a bottom-up interdisciplinary ecosystem through market-driven flexible mechanisms. In contrast, China's top-down approach often offers advantages in mobilizing large-scale resources for major targeted national priorities. The two countries' models are complementary in innovation demand scenarios: the Chinese model is well-suited for addressing clearly defined technological bottlenecks, while the American model is more conducive to nurturing original breakthroughs. The article suggests that China should optimize its environment for interdisciplinary development through three levels: institutional innovation, shifts in cultural cognition, and reform of organizational models. It calls for establishing a new institutional framework aligned with the characteristics of interdisciplinary research, promoting the transition of interdisciplinary studies from the periphery to the center, and ultimately forming a distinctive system for interdisciplinary development with Chinese characteristics. Finally, these insights provide a very strong comparative foundation for concrete policy and practice.
Copyright (c) 2026 ZiHui Wang; LiZhi Sun https://creativecommons.org/licenses/by/4.0
ONLINE IDEOLOGICAL AND POLITICAL EDUCATION STRATEGIES OF UNIVERSITY COUNSELORS FROM THE PERSPECTIVE OF VISUAL COMMUNICATION DESIGN
Against the backdrop of digital transformation and the rapid development of new media communication, university counselors face new challenges in their online ideological and political education work. Traditional methods relying on one-way notifications, policy interpretations, and offline class meetings are no longer adequate to meet the visual, fragmented, interactive, and platform-based information reception habits of university students. Based on existing research on university counselors, new media, online ideological and political education, digital literacy, and communication innovation, this paper explores how visual communication design can be integrated into the online ideological and political education work of university counselors. The study argues that visual communication design is not merely a technical means of beautifying content, but a systematic approach that can enhance narrative expression, readability, emotional connection, platform branding, and student participation. Addressing the current problems in online ideological and political education, such as content homogenization, weak visual expression, insufficient platform operation, limited interactivity, and imperfect evaluation mechanisms, this paper proposes a communication strategy framework consisting of visual narrative, information visualization, platform branding, participatory design, and evaluation feedback. This research can provide practical reference for university counselors with art and design backgrounds to transform their professional advantages into effective educational outcomes.
Online ideological and political education
Copyright (c) 2026 YiTing Wang; KaiWen Qiu https://creativecommons.org/licenses/by/4.0
REFORMING DEGREE EDUCATION IN CIVIL AVIATION TRANSPORTATION FOR INTERNATIONAL STUDENTS FROM BELT AND ROAD PARTNER COUNTRIES: FOUNDATIONS, CHALLENGES, AND PATHWAYS
The Belt and Road Initiative has promoted civil aviation infrastructure connectivity and coordinated air transport development, creating a growing demand for professionals in civil aviation operations and management in partner countries. As a discipline with strong industry relevance, clear regulatory attributes, and occupational orientation, civil aviation transportation provides an important platform for universities to advance higher education internationalization and support the development of the Air Silk Road. In response to challenges such as diverse academic backgrounds, insufficient alignment between course content and civil aviation job competencies, limited adaptation of practical teaching scenarios, incomplete collaborative education mechanisms, and an underdeveloped quality evaluation system, this paper explores reform measures based on the educational practice of the civil aviation transportation degree program. The reform is discussed from five dimensions: training objectives, curriculum system, practical teaching, collaborative education, and quality assurance. By integrating international civil aviation rules and standards, China’s civil aviation operational experience, competency training for air traffic control and flight dispatch, virtual simulation training, and cross-cultural adaptation education, this study proposes a degree education pathway for civil aviation professionals from Belt and Road partner countries. The proposed pathway may provide a reference for civil aviation universities seeking to improve the quality of professional education for international students in China.
Copyright (c) 2026 QingHai Zuo; Qing Cheng; XinPing Zhu; ChangQi Yang; Ting Cao https://creativecommons.org/licenses/by/4.0
APPLICATION OF THE INTEGRATION OF PROFESSIONAL AND INNOVATIVE APPROACHES IN THE COURSE "COMPUTER ORGANIZATION AND ARCHITECTURE"
Taking the integration of specialty education with innovation and entrepreneurship education (specialty-innovation integration) as an opportunity, this paper analyzes the existing problems in the current teaching process of the “Computer Organization” course from three aspects — teachers, students, and the curriculum system. Through five measures — improving teachers’ professional competence, introducing innovative practical components, restructuring the course content, improving teaching methods, and reforming evaluation methods — innovation is integrated into the course. As a result, the teaching effectiveness has been enhanced, with equal emphasis on knowledge and innovation, mutual enhancement of intellect and ability, and adherence to fundamental principles while pursuing innovation. This provides ideas for cultivating interdisciplinary talents in the new era.
Copyright (c) 2026 DuanLi Yang; Kun Li; YuanLi Wang https://creativecommons.org/licenses/by/4.0