Contemporary Education and Teaching Research
The Contemporary Education and Teaching Research (CETR) is an international peer-reviewed gold open access scientific journal in education and teaching-related disciplines. The journal aims to provide a cross-cultural, cross-international, pan-educational communication platform for experts, researchers, teachers, and administrators from schools and educational institutions at all levels to create an interactive effect and to welcome contributions from scholars at all levels with a completely open attitude. The main purpose of CETR is to provide an open platform for learning, communicating, and collaborating by discussing people of different nationalities, colors, cultures, and occupations in the context of globalization. CETR will make all efforts to accelerate the development of educational science all over the world, as well as promote academic exchange through international conferences and exhibitions. CETR will be an indispensable academic resource platform and tool for global educational researchers. The journal is a Gold Open Access journal, online readers don't have to pay any fee. Article Processing Charges (APCs) will be charged for papers accepted after peer review. The standard version of an article in this journal is 600 USD (US Dollars) . For high-quality articles graded by our editorial board members and authors from low-income countries with difficulty to pay, CETR will access in a case-by-case basis and may approve certain discount to ensure the publication of high-quality articles. CETR reserves the rights to approve or decline any such request.
BONI FUTURE DIGITAL PUBLISHING CO.,LIMITED
From “Employment-Oriented Talent Cultivation” to “Human–Machine Collaborative Talent Development”: An AI-Driven Reform and Exploration of the Government–School–Enterprise Collaborative Vocational Education Model in China–ASEAN Modern Craftsman College
The findings indicate that by 2025, the digital economy in Southeast Asia has exceeded USD 300 billion, while the shortage of digital talent across ASEAN has reached approximately 35 million. However, existing collaborative programs remain significantly constrained in terms of curriculum updating speed and technological synchronization capacity. Further analysis demonstrates that AI technologies can provide a critical driving force for addressing these challenges by enabling personalized learning, supporting virtual simulation-based training, and facilitating data-driven intelligent management. Building on these insights, this study proposes a four-dimensional collaborative mechanism characterized by government guidance, school-led development, enterprise-driven participation, and AI-enabled support. It advocates the co-construction of a cross-border intelligent education cloud platform, the development of a dynamic modular curriculum system, and the establishment of competency certification models based on digital profiling. These measures aim to achieve a fundamental transition from “bilateral human collaboration” to an ecosystem of human–machine collaborative talent development, thereby offering actionable pathways for building a resilient and dynamic China–ASEAN vocational education community in the intelligent era.
government–school–enterprise collaboration
Copyright (c) 2026 Hui Nong* https://creativecommons.org/licenses/by/4.0
Designing Cross-Level Aesthetic Education through Original Theatre: A Practice-Based Case from Shaoxing - Centred on the Development and Production of The Road of Mr. Lu
Drawing on the author’s original theatrical work grounded in Shaoxing’s local culture, this article takes the short play The Road of Mr. Lu as its principal case and incorporates the production model developed through parallel rehearsals of the adult and school-age versions of the campus musical Mulan. It proposes a pathway for aesthetic education comprising six interlinked stages: interpreting local culture; developing an original script; adapting it for different educational levels; coordinating rehearsal across primary, secondary, and higher education; facilitating post-performance dialogue; and feeding reflection back into subsequent practice. In the project, artificial intelligence (AI) is used to identify questions for historical verification, stress-test the causal logic of character action and plot, synthesise rehearsal problems, and support teacher and student debriefing. No AI-generated material is incorporated into the script or teaching until it has undergone source-based verification, team deliberation, and ethical and value-based review. At the same time, the play uses conflicts such as whether technology can reproduce human emotion and the affective warmth of civilisation to prompt students to examine the risks of alienation associated with AI and related technologies. The article proposes a cyclical model of AI-assisted creation, testing through live rehearsal, consolidation through educational reflection, and further creative refinement. Its differentiated tasks, process-oriented reflection, and multidimensional assessment indicators offer local universities an implementable, assessable, and sustainable framework for integrating ideological and political education with aesthetic education through original theatre across educational levels.
SPECIAL ISSUE: AI Reshaping the Classroom
integration across primary secondary and higher education
Copyright (c) 2026 Yun Li*, Shiliu Tong https://creativecommons.org/licenses/by/4.0
Innovation in Career Guidance Practices in Higher Education amid the New Media Landscape: Pathways and Implications
With the rapid proliferation of new media technologies, including short-form videos, live streaming, artificial intelligence, and algorithm-driven data recommendation systems, the ways in which university students approach job seeking and perceive employment have been fundamentally transformed. Traditional models of career guidance—characterized by offline delivery, standardization, and fixed formats—are increasingly inadequate to meet the evolving demands of employment-oriented education in the contemporary era. To address persistent challenges such as information asymmetry in the job market, limited diversity in guidance approaches, insufficient service precision, and students’ underdeveloped job-search competencies, higher education institutions must leverage the advantages of new media to promote the innovative upgrading of career guidance services. This study clarifies the objectives of career guidance innovation within the context of new media and proposes diversified approaches to its implementation. Specifically, it constructs a comprehensive innovation framework across six key dimensions: platform development, curriculum design, intelligent service provision, resource integration, faculty capacity building, and data-driven monitoring. The aim is to enhance the precision, engagement, and effectiveness of career guidance in higher education, thereby improving students’ employability competencies, expanding employment channels, and ultimately promoting the high-quality development of employment-oriented education in universities.
Copyright (c) 2026 Qingan Zhang* https://creativecommons.org/licenses/by/4.0
A Study on Yun Daiying’s Contributions to the Sinicization of Marxism During His Time in Luzhou
Yun Daiying was a key pioneer in the early dissemination of Marxism in modern China and in advancing its Sinicization. From 1921 to 1923, during his tenure at Southern Sichuan Normal School in Luzhou, Yun engaged deeply in grassroots revolutionary practice. He implemented educational reforms, organized rural outreach, conducted social investigations, established night schools for the common people, and produced some of the earliest research-based writings on rural issues. He also founded the first Socialist Youth League organization in Sichuan, cultivating a large number of revolutionary cadres. Grounded in the socio-historical conditions of semi-colonial and semi-feudal China, Yun developed a series of pioneering theoretical insights. He was among the first to articulate the influential proposition that “reactionaries are paper tigers,” systematically elaborated on the concept of the civil governance movement, and carried out localized explorations centered on rural society and peasant issues. The interplay between his theoretical contributions and practical initiatives effectively facilitated the dissemination and localization of Marxism in southern Sichuan. His work not only enriched the early pathways for the Sinicization and popularization of Marxism but also provided valuable reference points for the development of the New Democratic Revolution.
Copyright (c) 2026 Lei Chen* https://creativecommons.org/licenses/by/4.0
Abductive Grounded Theory: An Educational Framework for Teaching Theory Generation
Grounded Theory is one of the most widely taught qualitative research methodologies in doctoral education and is commonly presented as an inductive approach to theory generation. While this emphasis has provided researchers with valuable analytical procedures, comparatively little explicit attention has been devoted to the reasoning through which qualitative theories are developed. This conceptual theory-building article argues that research methods education can be strengthened by making abductive reasoning more explicit within Grounded Theory. Building on scholarship in Grounded Theory, abductive reasoning, theorising, and doctoral education, it proposes Abductive Grounded Theory (AGT) as an integrated conceptual framework for teaching the generation of qualitative theory. AGT conceptualises theory generation through five epistemic capabilities that describe the cognitive work of abductive inquiry and six methodological design principles that operationalise these capabilities within qualitative research. Rather than introducing abductive reasoning as a new methodological principle, AGT integrates and extends existing scholarship by translating previously dispersed ideas into a coherent pedagogical and methodological framework for doctoral education. The article discusses the implications of this framework for teaching research methods and doctoral supervision, and outlines directions for future research on theorising, researcher cognition, and AI-supported qualitative inquiry. In doing so, it contributes to contemporary debates on doctoral education by reframing theory generation as an explicit, teachable capability and offering a structured framework to make the logic of qualitative discovery more transparent.
Copyright (c) 2026 Wolfgang Amann* https://creativecommons.org/licenses/by/4.0
Teaching and Practice of Bel Canto Singing in Chinese Classical Poetry-Based Vocal Works: An Exploratory Study
In vocal training within music programs, the application of bel canto techniques to the performance of Chinese classical poetry-based vocal works has become a routine component of instruction. However, an imbalance persists in everyday teaching practice. Instructors tend to allocate a substantial proportion of class time to Western vocal technique training, while paying comparatively limited attention to the phonological nuances shaped by tonal patterns (level and oblique tones, as well as the four tones of Mandarin) in classical Chinese poetry. Furthermore, students are seldom guided to actively explore the imagery and subtle emotional expressions embedded in poetic texts. This study addresses these gaps by systematizing practical singing strategies across three dimensions: diction and articulation in Chinese lyric singing, flexible breath control, and the alignment of vocal expression with internal emotional intent. Additionally, four implementable pedagogical models are proposed: pre-class close reading of texts, staged and segmented technical training, immersive situational instruction, and routine performance-based presentation. These approaches aim to expand the expressive boundaries of vocal instruction and enhance artistic interpretation in the classroom.
Chinese classical poetry-based vocal works
Copyright (c) 2026 Li Guo https://creativecommons.org/licenses/by/4.0
A Study on the Progressive Innovation and Entrepreneurship Talent Education Model of “Golden Ideas–Competitions–Practical Training–Entrepreneurship” Based on the OBE Philosophy
With the accelerating pace of industrial transformation and upgrading, employers are increasingly emphasizing innovative thinking and hands-on capabilities, while the limitations of traditional innovation and entrepreneurship education models have become progressively evident. Grounded in the philosophy of Outcome-Based Education (OBE), this study examines a progressive talent cultivation pathway structured as “Golden Ideas–Competitions–Practical Training–Entrepreneurship,” encompassing idea incubation, competition engagement, scenario-based practical training, and independent entrepreneurship. Based on the operational realities of higher education institutions, the study identifies key challenges in innovation and entrepreneurship practices, including curriculum design, competition organization, training implementation, and entrepreneurial support. It further explores the integration of the OBE philosophy with a staged cultivation model and proposes actionable optimization strategies. By embedding outcome-oriented thinking throughout the entire innovation and entrepreneurship process, a coherent pathway is established from idea generation to project implementation and operation, thereby overcoming the longstanding issues of fragmented instruction and an overemphasis on form over effectiveness. The findings contribute to refining institutional innovation and entrepreneurship education systems, effectively enhancing students’ comprehensive innovative competencies, improving the survival rate of entrepreneurial projects, and providing practical references for peer institutions.
“golden ideas–competitions–practical training–entrepreneurship”
innovation and entrepreneurship education
Copyright (c) 2026 Wenhai Wu*, Shengbo Zhong, Junhui Lin https://creativecommons.org/licenses/by/4.0
An Exploration of Role Construction for Party Affairs Personnel in Higher Education Institutions under the Lens of Artificial Intelligence
With the rapid advancement of artificial intelligence, Party-building work in higher education institutions is undergoing profound transformation. These changes pose new challenges to the role positioning and competency requirements of Party affairs personnel in higher education institutions. This study primarily explores the issue of role construction for Party affairs personnel under the lens of artificial intelligence. First, it provides a systematic analysis of the traditional roles of Party affairs personnel in higher education institutions, identifying the practical crises embedded within these roles and highlighting the urgent need for role transformation. Second, through specific cases and technological application scenarios, the study offers an in-depth examination of both the positive impacts of artificial intelligence and the potential challenges faced by Party affairs personnel, thereby revealing the intrinsic relationship between technological empowerment and role transformation. Finally, in order to accommodate different categories of Party affairs personnel, this study proposes differentiated and feasible role construction strategies across multiple dimensions, including the application of intelligent technologies, data management, Party member guidance, and platform maintenance. The aim of this research is to assist Party affairs personnel in various types of higher education institutions in accurately adapting to evolving contextual demands, thereby promoting the scientific and intelligent development of Party-building work and providing a solid organizational foundation for fulfilling the fundamental mission of fostering virtue through education.
party affairs personnel in higher education institutions
Copyright (c) 2026 Ruifen Liu* https://creativecommons.org/licenses/by/4.0
A Study on the Design of Teaching Methods for Nursing Education in Higher Education Based on the OBE Concept
Traditional nursing education is discipline-centered, and a gap persists between students’ clinical competencies and the requirements of professional practice. Outcome-Based Education (OBE), which is oriented toward learning outcomes, provides a new perspective for addressing the disconnection between theory and practice. Integrating OBE into nursing education contributes to cultivating high-quality nursing professionals who meet clinical demands. This study first examines the impact of the OBE concept on nursing education in four dimensions: educational objectives, curriculum system, teaching models, and assessment methods. It further analyzes its design value in enhancing professional competency and promoting precision in instructional design and implementation. Subsequently, the study proposes several instructional strategies, including backward design of learning objectives, creation of clinically situated task scenarios, development of representative case-based resources, strengthening of virtual simulation training, and organization of collaborative group learning. These strategies provide a systematic framework for nursing education reform.
Copyright (c) 2026 Wenxuan Cao* https://creativecommons.org/licenses/by/4.0
Driving Evaluation through Competition and Training through Grading: Integrating CBA Standards into College Basketball Curriculum Reform
The basketball skill grading system established by the Chinese Basketball Association provides a standardized, progressive, and authoritative benchmark for evaluating basketball competencies, grounded in a scientifically structured framework. The deep integration of this grading system into public physical education basketball instruction in higher education not only addresses practical challenges inherent in traditional curricula but also offers a stratified basis for differentiated instruction tailored to students’ individual needs. Against this backdrop, this study examines the compatibility between the CBA basketball skill grading standards and educational contexts and systematically analyzes the internal logic of integrating competition-driven assessment and level-based skill development into university public basketball teaching. Furthermore, it proposes practical pathways for embedding the CBA grading standards into college-level public basketball curricula. The study aims to provide both a theoretical foundation and practical reference for facilitating a paradigm shift in public basketball instruction—from an exam-oriented approach toward the sustained cultivation of lifelong physical literacy.
Copyright (c) 2026 Feng Cheng, Yinhua Huang* https://creativecommons.org/licenses/by/4.0
An Analysis and Study of College Students’ Language Competence in the New Media Era
In the era of new media, people mostly communicate virtually on online platforms, which has weakened college students’ oral expression ability in real-life settings. As a result, there is a considerable gap between college students’ language expression competence and social demands, posing obstacles to their all-round development. Starting with an investigation of the current situation, this paper analyzes the problems concerning language expression in the new media environment and puts forward targeted countermeasures.
Copyright (c) 2026 Jia Liu* https://creativecommons.org/licenses/by/4.0
Structured Reflection for Durable Learning in Higher Education: An Integrative Review Building the SIRR Framework
This integrative review reconceptualizes reflection as a generative meta‑mechanism that supports durable learning, principled transfer, and coherent knowledge development in higher education. Drawing on classical and experiential accounts of reflection alongside evidence from the learning sciences, the review synthesizes research on retrieval practice, elaboration and self‑explanation, interleaved discrimination, contextualization, and metacognitively supported self‑regulation. The synthesis introduces SIRR (Spaced Interleaved Reflective Retrieval), a design‑oriented framework that coordinates these mechanisms through brief, recurring reflective prompts embedded within ongoing instruction. Rather than treating reflection as an unstructured or purely introspective activity, SIRR conceptualizes reflection as a structured process that activates memory, supports conceptual integration, and improves learners’ ability to select and apply appropriate knowledge across situations. Evidence from across domains suggests that these mechanisms, when combined in short and distributed learning episodes, improve delayed performance, strengthen discrimination among similar concepts, and promote a more coherent understanding of how content connects across contexts and over time. The paper contributes a theoretically grounded and designable account of reflection and positions SIRR as a compact, research‑aligned framework for enhancing learning in conceptually dense and interdisciplinary higher education environments.
Copyright (c) 2026 Navarro Maria* https://creativecommons.org/licenses/by/4.0
Exploring Instructional Pathways for College Physical Education from the Perspective of Project-Based Learning
Against the backdrop of deepening reforms in higher education physical education and the comprehensive promotion of the “Five-Domain Education” initiative in the new era, traditional physical education models face several challenges, including fragmented content, insufficient student agency, and limited development of practical application abilities. Project-Based Learning (PBL), characterized by task-driven processes, collaborative teamwork, and outcome-oriented design, offers a novel approach to reconstructing the pedagogical paradigm of college physical education and enhancing its educational effectiveness. It has thus become a key pathway for transforming physical education from a focus on skill acquisition to the cultivation of comprehensive competencies. This study elucidates the core value of college physical education from a PBL perspective in two key dimensions: enhancing students’ engagement in physical activity and fostering teamwork capabilities. It further analyzes two major influencing factors—teacher competency and resource support—and proposes corresponding implementation pathways. By employing authentic, context-based tasks as driving forces, PBL facilitates a shift in physical education from skill training toward competency development, thereby providing an operational framework for the high-quality development of college physical education.
Copyright (c) 2026 Changke He* https://creativecommons.org/licenses/by/4.0
An Analysis of the Mechanisms Underlying the Impact of Teacher Support on the Development of Psychological Resilience in Adolescents
Adolescence represents a critical developmental stage characterized by rapid physiological, psychological, and social changes, and constitutes a key period for the formation of adaptive capacities. The level of psychological resilience directly influences adolescents’ ability to cope effectively with adversity and setbacks. As the most primary and stable source of support within the school context, teacher support—encompassing emotional, instrumental, and informational dimensions—plays a significant protective role in the development of psychological resilience. Grounded in social support theory, self-determination theory, and ecological systems theory, this study systematically examines the underlying mechanisms through which teacher support influences adolescents’ psychological resilience, including internal mediating processes, external environmental pathways, and moderating variables. The findings indicate that teacher support enhances psychological resilience by strengthening internal resources such as self-esteem, self-efficacy, and positive emotions. It also exerts protective effects through external pathways, including the optimization of classroom climate, the promotion of peer support, and the mitigation of risks associated with adverse family conditions. Furthermore, these effects are moderated by factors such as gender, age, personality traits, and the degree of support matching. Based on educational practices in school settings, this study proposes targeted recommendations, providing both theoretical implications and practical pathways for promoting adolescent mental health and fostering psychological resilience.
Copyright (c) 2026 Lijuan Yang* https://creativecommons.org/licenses/by/4.0
Jinggangshan Spirit and Algorithmic Education: Instructional Design and Practical Exploration of Ideological-Political Integration in a Java Programming Course
Ideological-political integration in curriculum represents a key approach to fostering moral character. This study proposes a pedagogical framework characterized by “algorithmic education as the foundation and ideological-political cultivation as the core,” integrating the Jinggangshan Spirit into the teaching of a Java programming course. To address the problem of rigid integration of ideological-political elements, the study systematically identifies value-oriented elements—such as commitment to national development through science and technology and the spirit of craftsmanship—within topics including the history of Java development, exception handling, and multithreading. Case-based instruction and project-oriented practice are employed to embed red cultural resources into technical teaching. Practice indicates that this model effectively enhances both students’ technical competence and value identification, facilitating a transformation from knowledge acquisition to holistic personal development. The study provides a practical reference for cultivating digital talents who possess technical expertise, humanistic commitment, and a strong sense of responsibility.
Ideological-Political integration in curriculum
Copyright (c) 2026 Daifu Zha*, Ni Ma, Qingyun Zou, Tangshu Lv, Guojun Zha https://creativecommons.org/licenses/by/4.0
Reform of Laboratory Safety Education Curriculum for Information Undergraduate Majors Based on AI
By analyzing the current curriculum syllabus of laboratory safety education for several information undergraduate majors in a university, it is found that the current curriculum system has some problems, such as the lack of differentiation based on major content, serious homogenization and so on. From the risk characteristics of all aspects faced by the information laboratory, this paper puts forward a set of modular curriculum reform ideas of “multi unit and professional promotion”. The idea is to reform and optimize the curriculum system, teaching methods and evaluation mechanism. The purpose is to provide a theoretical framework and implementation ideas for the transformation of laboratory safety education of information undergraduate specialty from homogeneous teaching to professional characteristics, which will promote the curriculum reform in Colleges and universities, and has positive significance.
Copyright (c) 2026 Yiyu Liu* https://creativecommons.org/licenses/by/4.0
A Study on the Reform of the CLIL Model in Bilingual Education at Higher Vocational Colleges: An Investigation of Six Colleges in Zhejiang Province
This paper conducts a survey analysis of the current state of bilingual education in higher vocational colleges in China, aiming to investigate the implementation of bilingual teaching in Zhejiang Province within the context of the Belt and Road Initiative and the cultivation of high-tech talent. The study uses data from six colleges in Zhejiang Province, analyzing 438 valid questionnaires to assess the current status of bilingual education. The findings reveal that 79.22% of students believe that bilingual education is necessary; however, issues such as a heavy learning burden (61.64%) and a need for improved satisfaction levels (only 46.12% expressed high satisfaction) are prevalent. In response to these findings, the paper proposes reform pathways based on the CLIL (Content and Language Integrated Learning) framework, suggesting feasible strategies for bilingual curriculum reform in higher vocational colleges through content-driven and language-embedded approaches.
Copyright (c) 2026 Wenyan Huang*, Jiaxuan Yu https://creativecommons.org/licenses/by/4.0
Large-Scale Classroom-Based Social Recommendation Model Using Heterogeneous Graph Neural Networks and Social Regularisation
To address the issues of information overload and learner isolation in MOOCs, this paper proposes a recommendation model (HIN-SR) based on heterogeneous graph neural networks and social regularisation. The model constructs a heterogeneous information network encompassing various entities such as learners, courses and knowledge points, and captures higher-order relationships through pedagogical semantic subpaths. Its core innovation lies in distinguishing between structural and cognitive social relationships, whilst introducing dual social regularisation: on the one hand, constraining feature similarity among friends based on trust relationships; on the other hand, measuring a learner’s influence according to their network centrality, thereby weighting their social contributions. Experiments on two real-world datasets, XuetangX and MOOCCube, demonstrate that HIN-SR significantly outperforms existing state-of-the-art models on key recommendation metrics.
Copyright (c) 2026 Jin Lu*, Aiqun Zhu https://creativecommons.org/licenses/by/4.0
From “A Grain of Rice in Baodun” to “Ten Thousand Acres of Smart Farmland”: Integrating Tianfu Agricultural Culture into Research-Based Learning for Primary and Secondary Education
Tianfu agricultural culture, as a core representation of agrarian civilization in the upper reaches of the Yangtze River, embodies rich historical heritage, including the origins of rice cultivation in Baodun, the hydraulic engineering wisdom of Dujiangyan, and the ecological settlement patterns of Linpan in western Sichuan. Against the backdrop of the rapid development of research-based learning, the organic integration of Tianfu agricultural culture into research-based learning practices for primary and secondary school students not only facilitates the dynamic transmission of China’s fine traditional culture but also represents an innovative pathway for fulfilling the fundamental educational task of fostering virtue through education. Building upon a systematic review of the core connotations and educational value of Tianfu agricultural culture, this study, in conjunction with the current development status and representative cases of research-based learning in Sichuan Province, examines the logic and mechanisms underpinning their integration from three dimensions: curriculum design, theoretical framework, and practical pathways. In response to existing challenges—such as underdeveloped curriculum systems, insufficiently trained teaching staff, and a lack of endogenous motivation within practice bases—this paper proposes a series of strategic recommendations. These include constructing a tiered and progressive curriculum system characterized by integrative approaches, cultivating a professionalized teaching workforce, developing regionally distinctive research-based learning brands, and strengthening collaborative educational mechanisms among schools, families, and communities.
Copyright (c) 2026 Mingming Li* https://creativecommons.org/licenses/by/4.0
Construction and Effectiveness Test of AI-Enabled Blended Teaching Mode for Pedagogy Courses: A Quasi-Experimental Study Based on the Cultivation of Pre-service Teachers’ Teaching Competence
This quasi-experimental study (N=96 pre-service teachers, 18 weeks) examines an AI-enabled blended teaching model for pedagogy courses, comparing it with a traditional blended model. The AI model featured intelligent diagnosis, virtual practicum, and real-time feedback. Results showed significant improvements in instructional design, classroom implementation, and AI literacy (p<0.001). AI-generated feedback mediated 55.85% of competence gains, and multimodal learning behavior predicted growth trajectories (R²=0.624). Findings provide a practical paradigm for AI integration in teacher education and empirical evidence for advancing blended learning theory.
Copyright (c) 2026 Beini Ma, Jun Zou https://creativecommons.org/licenses/by/4.0
Construction and Implementation of a Competency Based Neurosurgical Case Repository Integrated with the PBL Teaching Model
Medical students in institutional education must undergo clinical practice to develop into physicians with competency-based capabilities. Neurosurgical diseases are characterized by high diagnostic and therapeutic complexity, rapid clinical progression, and substantial procedural risks, thereby requiring strong competencies in clinical decision-making and team collaboration. However, neurosurgery is often not included in undergraduate clinical internship rotations, and the rotation period during standardized residency training is typically short, resulting in limited opportunities for clinical practice. The construction and implementation of a competency-based neurosurgical case repository can effectively compensate for these deficiencies in clinical exposure. When integrated with the PBL teaching model, the case repository enables learners to engage with authentic clinical scenarios, promoting active, problem-driven inquiry and learning. This approach facilitates the systematic acquisition of knowledge related to the diagnosis and management of common and frequently encountered neurosurgical conditions, enhances communication and teamwork skills, and fosters the development of lifelong learning competencies. In addition, it contributes to improving instructors’ teaching capabilities and their ability to employ modern educational technologies in instructional practice.
Copyright (c) 2026 Yaona Li, Longshuang He, Wentao Wang* https://creativecommons.org/licenses/by/4.0
Misread “Dialogue”: Legal Violence and Female Silencing in The Corporal Hitler’s Pistol—With Reference to Institutional Complicity under Australian Patriarchy in the 1930s
Thomas Keneally’s novel The Corporal Hitler’s Pistol interweaves the lives of various characters in Kempsey, New South Wales, Australia, on the eve of the Second World War through the circulation of a Luger pistol. This article seeks to move beyond the traditional lens of economic determinism by incorporating Pierre Bourdieu’s concepts of the “linguistic market” and “symbolic violence,” alongside Michel Foucault’s analysis of disciplinary power and discourse over the body. It focuses on the narrative episode in which the female protagonist, Flo Honeywood, unsuccessfully attempts to obtain a divorce. Through an etymological excavation and close textual reading of the key legal term “criminal conversation,” the article reveals how the Australian legal system in 1933 deprived women of discursive agency by means of obscure terminological barriers and asymmetrical dialogic mechanisms. Furthermore, by introducing Anna Weber as a mirror figure for comparative analysis, and by incorporating an intersectional perspective on Indigenous relations, the study explores the fragmentation of female identity under the dual structures of patriarchy and colonialism. The study argues that the legal system depicted in the novel is not an embodiment of justice but rather a “complicit agent” in maintaining male honor and property order within a patriarchal society. Within this framework, women are subjected to a dual form of violence: physical violence within the domestic sphere and symbolic violence within the public legal domain. The law’s prioritization of “honor” over women’s “survival” ultimately facilitates the systematic disciplining and erasure of female subjectivity at the institutional level.
Copyright (c) 2026 Hang Dong* https://creativecommons.org/licenses/by/4.0
High Emotion, Low Practice: A Survey on the Red Culture Literacy of Secondary School Teachers in Shanxi Province
Red culture is an important component of the culture of socialism with Chinese characteristics, and secondary school teachers are the key force in inheriting red culture. This study, based on a questionnaire survey of 3,557 secondary school teachers in Shanxi Province, systematically examines the current Red Culture literacy from four dimensions: cognitive knowledge of red culture theory, emotional value identification, transmission/inheritance awareness, and dissemination and innovation awareness. The study finds that secondary school teachers exhibit high emotional identification, value recognition and inheritance, and willingness to innovate regarding red culture; however, cognitive depth is insufficient, teaching practice lacks systematicity, and there is a widespread sense of capability anxiety. On this basis, the study analyzes the causes from individual, school, and social policy perspectives, and proposes targeted recommendations to promote the genuine integration of red culture education into the entire process of educating people.
Copyright (c) 2026 Jing Wang, Renjing Zhang* https://creativecommons.org/licenses/by/4.0
Risk Prevention in Financial Management at Higher Vocational Colleges against the Background of Industry-Education Integration
The deepening of industry–education integration has rendered school–enterprise collaboration, practical training investment, and funding structures in higher vocational colleges increasingly complex, thereby significantly elevating the difficulty of financial management. Traditional financial management models are often characterized by weak risk awareness and inadequate regulatory mechanisms, which may easily trigger risks related to capital, assets, and operational processes. Consequently, the establishment of a financial risk prevention and control system aligned with industry–education integration has become an urgent priority. Grounded in the practical context of industry–education integration, this study analyzes the major types of financial management risks faced by higher vocational colleges, explores the underlying causes of these risks, and proposes targeted prevention and control strategies. Furthermore, it seeks to construct a comprehensive financial risk management framework to standardize financial operations, safeguard educational funds, facilitate the high-quality implementation of industry–education integration strategies, and promote the sustainable and healthy development of higher vocational institutions.
Copyright (c) 2026 Jun Li* https://creativecommons.org/licenses/by/4.0
Student Perceptions of Generative AI (GenAI) Use in Academic Writing: A Case Study of an EAP Module at XJTLU
This research employed a case study design to explore students’ perceptions of Generative AI (GenAI) use in academic writing. Participants were 33 first-year undergraduates enrolled in an EAP module at a Sino-British university. Data were collected via an online survey and semi-structured interviews. Findings indicated generally positive attitudes toward AI-enabled writing tools, with students acknowledging their benefits in improving writing quality and streamlining processes. However, participants demonstrated critical awareness of risks, such as GenAI over-reliance and the potential erosion of core academic skills. Adoption of GenAI was widespread, with a clear preference for locally accessible tools like Doubao, favored for its affordability and accessibility. Students held nuanced stance across studied dimensions: they strongly endorsed GenAI’s utility and efficiency, yet expressed considerable ethical concerns. Lower ratings for quality and reliability, along with concerns about cognitive impact, suggested an underlying skepticism shaping their pragmatic adoption. No significant differences in perception were found based on gender or academic background. In response to students’ expressed needs for support, this study proposes an integrated framework encompassing pedagogical, operational, and ethical dimensions through which teachers, academic staff, and policymakers can collaborate. The findings suggest that the central challenge for higher education lies not in whether to prohibit or promote GenAI, but in cultivating AI-literate learners who can harness technological affordances while safeguarding the critical thinking and ethical judgment essential to meaningful education.
Copyright (c) 2026 Chaonan Xu* https://creativecommons.org/licenses/by/4.0
Constructing Immersive Health and Wellness Programs through Tongcheng School Literature under the “Loving the Good Self” Trend: Perspectives of Emotional Healing and New Chinese Wellness
With the continuous emergence of the “Loving the Good Self” self-care philosophy and the growing public demand for health and well-being, emotional healing and New Chinese wellness practices have gradually become important approaches to addressing the psychological stress and internal emotional consumption experienced by modern individuals, while promoting the coordinated development of both physical and mental health. As a major carrier of China’s outstanding traditional culture, the literature of the Tongcheng School embodies the core principle of self-cultivation and moral nourishment through literary expression. Its elegant classical prose, refined aesthetic temperament, and gentle literati spirit contain profound health-related values, demonstrating strong compatibility with the contemporary “Loving the Good Self” trend, emotional healing practices, and modern New Chinese wellness concepts. This study employs literature review and case analysis to systematically explore the health-related resources embedded in Tongcheng School literature and to examine the feasibility and necessity of integrating these resources into contemporary wellness practices. Based on this analysis, the paper proposes a four-dimensional immersive wellness service model consisting of cultural core, experiential scenarios, technological support, and safe operation, and further clarifies its implementation pathways. Drawing on representative cases, the study also analyzes key challenges in current wellness service development—such as insufficient exploration of cultural connotations and limited alignment between cultural resources and experiential scenarios—and provides corresponding countermeasures and recommendations. The research aims to offer theoretical insights and practical guidance for the dynamic inheritance of Tongcheng School literary heritage and the high-quality development of the New Chinese wellness industry.
Copyright (c) 2026 Fan Li, Dingyue Yu* https://creativecommons.org/licenses/by/4.0
A Lexical Learning Case Study of Multimodality Discourse Analysis
The contemporary era of information technology has given rise to a novel approach to word retention: the utilisation of English vocabulary memory applications. With the support of mobile devices, English vocabulary memory applications have realised the convenience of word memorisation and attracted many users. The integration of multimodal theory into digital vocabulary applications has become an increasingly interesting topic in social science. However, limited research has explored systematic multimodal discourse analysis to examine the semantic construction through a complex interaction of different resources. The current study conducted a multimodal analysis of an English vocabulary memory application (No Need to Memorise Words) and analysed its functions to explore the use of multimodal means. The study employed the methodology of questionnaires to examine the overall perception of college users towards the APP and their evaluation of the multimodal means utilised in the application. The research and survey evaluated the effectiveness of multimodal means for word memorisation from both scientific and practical levels. Through the specific case study, the research investigated the APP’s multimodal design across key learning activities. The analysis results showed that this APP mobilises users’ auditory and visual senses, and facilitates word memorisation in both visual and auditory modalities through various means and resources, such as text, images, and sounds. The findings also show that this APP has a wide audience and its simple operation, as well as functions combined with multimodal means, effectively promoted word memory. The study contributes to the literature on multimodal learning strategies by providing a comprehensive analysis of how multimodal resources construct meaning in vocabulary learning. In addition, practical implications are also discussed for pedagogy applications.
Copyright (c) 2026 Jun Lai*, Rui Xue https://creativecommons.org/licenses/by/4.0
Transformation and Reinvention: A Comprehensive Analysis of Frontiers and Trends in AI-Empowered Medical Education by 2025
In 2025, the rapid iteration of generative artificial intelligence (AI) and large language models (LLMs) has profoundly reshaped the ecosystem of medical education. This review systematically synthesizes the latest advances in AI-enabled medical education through an analysis of more than 150 core articles published in 2025 and indexed in the PubMed database. The paper first evaluates the current state of AI literacy among medical students and educators worldwide, revealing a pervasive “cognition–practice” misalignment. It then examines innovative application models of AI in curriculum integration, the development of intelligent educational tools (e.g., virtual patients and personalized tutoring systems), and AI-enhanced assessment and feedback mechanisms. Ultimately, the review examines key ethical challenges, including algorithmic bias, academic integrity, and data privacy. The findings suggest that future medical education should establish a human-centered framework of human–AI collaboration, with particular emphasis on cultivating physicians’ critical thinking and humanistic values. This review aims to provide both theoretical foundations and practical guidance for the development of a new paradigm in intelligent medical education.
Copyright (c) 2026 Mingzhe Li*, Jiayi Zhang, Li Zhang, Jiaxin Bei https://creativecommons.org/licenses/by/4.0
From “Textual Interpretation” to “Cognitive Infrastructure”: The Data-Driven Transformation and Paradigm Reconstruction in Country and Regional Studies for the Digital Age — With a Strategic Value Analysis of Multilingual Open Source INTelligence (OSINT) Data Annotation
At a historical juncture when Artificial Intelligence Generated Content (AIGC) is profoundly reshaping global knowledge production and the landscape of geopolitical analysis, traditional area studies confront a dual crisis: the declining explanatory power of qualitative paradigms and a “knowledge supply crisis” mediated by algorithmic systems. This paper argues that area studies must undergo a paradigmatic transformation—from “linguistic mediation” to “semantic governance,” and from tacit experiential knowledge to the construction of “semantic infrastructure.” By conceptualizing high-quality data annotation as both a confirmation of semantic rights and the building of cognitive infrastructure, the study proposes an integrated framework encompassing ontology construction, semantic alignment, and domain-specific evaluation. Through this engineering-oriented architecture, unstructured regional knowledge can be transformed into structured data assets. Driven by a dual-engine model integrating “United Nations normative corpora” and “Open Source INTelligence (OSINT),” area studies can evolve from post hoc interpretation toward a decision-support paradigm characterized by real-time perception, structured computation, and scenario simulation. Such a transformation will consolidate the epistemic foundations of China’s autonomous knowledge system and safeguard national cognitive sovereignty.
A Study on the Impact of Intelligent Speech Enhancement Technology on Classroom Acoustic Environment Improvement and Teaching Effectiveness
With the in-depth advancement of educational informatization, classrooms, as the primary venues for teaching and learning, have increasingly attracted attention with regard to their acoustic environments. Classroom acoustics not only directly affect teaching effectiveness and students’ learning experiences, but also constitute a critical factor influencing overall instructional quality. However, in real-world teaching settings, problems such as background noise, reverberation interference, and sound propagation attenuation remain prevalent, particularly in large classrooms or specialized instructional scenarios where acoustic challenges are more pronounced. Consequently, there is a growing need to rely on intelligent speech enhancement technologies driven by deep learning algorithms to provide novel directions for upgrading and optimizing classroom acoustic environments. Against this background, this paper begins by outlining the fundamental principles of intelligent speech enhancement technology and its practical application points in classroom settings, and then focuses on examining its role in improving classroom acoustic conditions as well as its positive impact on teaching effectiveness. The findings are of significant theoretical and practical value for optimizing classroom teaching environments and promoting educational equity.
intelligent speech enhancement technology
Copyright (c) 2026 Kenan Li* https://creativecommons.org/licenses/by/4.0