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
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.
SPECIAL ISSUE: AI Reshaping the Classroom
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
Research on Innovative Pathways for Blended Teaching Models in Higher Vocational English Oral Communication through Digital Technology Empowerment—A Case Study of Higher Vocational Institutions in the Greater Bay Area
At present, digital technologies have been widely integrated into the field of education, bringing about profound changes in both the instructional forms and pedagogical models of English-speaking instruction in higher vocational colleges. Blended learning, which combines online and offline instructional approaches, effectively addresses common challenges in traditional vocational English-speaking classrooms, such as low levels of student engagement and limited opportunities for oral output. Taking higher vocational colleges in the Guangdong–Hong Kong–Macao Greater Bay Area as the research context, this study first examines the value and current status of digitally empowered blended English speaking instruction, and summarizes the major problems encountered in practical teaching implementation. It then systematically explores the implementation pathways of a digitally empowered blended teaching model for vocational English speaking from several perspectives, including the reconstruction of teaching resource systems, integrated design of the teaching process, establishment of high-frequency oral output mechanisms, innovation in teaching evaluation models, and transformation of teachers’ roles. This study aims to provide practical references for optimizing English-speaking instructional models in higher vocational education and enhancing overall teaching quality.
Copyright (c) 2026 Shuyun Li* https://creativecommons.org/licenses/by/4.0
Research on the Establishment and Teaching Application of Knowledge Graphs for Building Physical Models
Under the background of the deep integration of engineering education accreditation and intelligent teaching, practical teaching in civil engineering majors is confronted with practical predicaments such as fragmented knowledge, weak correlation among courses, and insufficient transformation of physical resources into teaching. To solve this difficult problem, this article attempts to rely on the Intelligent Construction Comprehensive Training Hall of Harbin Petroleum Institute, deeply integrate knowledge graph technology with the teaching of architectural entity models, adopt a top-down mode, construct a five-level correlation system of “professional training objectives - ability requirements - curriculum system - knowledge point system - model nodes”, and build a micro-lesson video resource library as a supporting measure. A complete teaching reform path of “graph construction - resource matching - teaching application - feedback optimization” has been formed, striving to strengthen the knowledge linkage among courses, enhance students’ autonomous learning ability and higher-order thinking quality, and provide a replicable and scalable teaching solution for the cultivation of high-quality applied talents in civil engineering majors.
outcome-based education teaching philosophy
Copyright (c) 2026 Mingye Jing, Jia He*, Zhiqiang Jia, Tao Jiang, Xiaoxing An https://creativecommons.org/licenses/by/4.0
Precise Modelling Method for Specific Individual Behavioural Trajectories Based on Community Detection
With the proliferation of location-aware technologies and mobile social platforms, human behavioural trajectory data has experienced explosive growth. How to accurately model the movement patterns of specific individuals has become a hot topic in current research. This paper proposes an innovative framework integrating dynamic community detection with trajectory prediction. By analysing the dynamic association patterns between individuals within social networks, it enhances the accuracy of behavioural trajectory modelling. The methodology first employs dynamic network community detection algorithms to identify groups exhibiting similar behavioural patterns. Subsequently, it combines bidirectional neural temporal processes with graph neural networks to perform spatio-temporal modelling of individual trajectories. Experimental results demonstrate the method's effectiveness across multiple public datasets, showing superior performance to existing benchmark methods in both trajectory prediction accuracy and social plausibility. Specifically, within the TrajNet++ benchmark, it achieves a 7.0% improvement in average accuracy over traditional trajectory prediction models while effectively identifying key behavioural patterns during community evolution. This research offers a novel technical approach for understanding specific individual behaviours within social networks, particularly exploring new methodologies at the intersection of dynamic network analysis and spatio-temporal data modelling.
Copyright (c) 2026 Jin Lu, Ji Li* https://creativecommons.org/licenses/by/4.0
Temporal Acceleration in Consumerist Education: A Study of Chinese Master of Education Students and Global Policy Implications
Through observations and interviews with 36 master’s students in education, this study examines how consumerist educational values shaped by academic capitalism influence their temporal experiences. Drawing on timescape theory, it identifies contradictory time dilemmas, including dislocated time flow, time deficits within power structures, disordered rhythms, and conflicts among temporal frameworks. These challenges are shaped by supervisors, curricula, internships, evaluation standards, and employment pressures. Dominated by the logic of speed and efficiency, students develop consumerist orientations toward graduate study, leading to distorted understandings of education and self-growth and resulting in various forms of time alienation. Importantly, their accelerated sense of time is not only a product of individual perfectionism or market ideologies but is closely tied to institutional governance in China’s graduate education system. This study advances understanding of students’ temporal challenges and offers insights relevant to educational systems in other countries.
Copyright (c) 2026 Wenqian Ding, Jinrong Xiao, Yan Zhou, Jingxiao Wang, Heyuan Wang* https://creativecommons.org/licenses/by/4.0
Strategies for Higher Education Teachers’ Career Development Planning under the Lifelong Learning Paradigm
With the deep integration of digital technology and education, higher education has entered a new stage of high-quality development. The accelerated pace of knowledge renewal has placed higher demands on university teachers, who must adopt lifelong learning as a central principle to respond effectively to new challenges in interdisciplinary teaching, research innovation, and talent cultivation. Traditional models of professional development are increasingly inadequate for addressing these transformations. As a core guiding concept for educational development in the contemporary era, lifelong learning establishes new requirements and directions for the professional development of higher education teachers. Grounded in the conceptual connotations and contemporary significance of lifelong learning, this study proposes targeted professional development planning strategies from the perspectives of learning system construction, competency expansion, and mechanism improvement. The study aims to promote the continuous enhancement of teachers’ professional capacities, align faculty development with the demands of high-quality higher education, and provide sustainable human resource support for talent cultivation and disciplinary development in universities.
Copyright (c) 2026 Shuming Zhang, Ming Zhao* https://creativecommons.org/licenses/by/4.0
Exploring Teaching Models for Art and Design Programmes in Higher Education within the Context of Short-Form Video Communication
In the digital era, short videos have rapidly emerged as a major mode of information dissemination. With their intuitive, convenient, and efficient characteristics, they have attracted a vast user base. For art and design programs in universities, the rise of short-video communication brings both new challenges and opportunities. On the one hand, students’ ways of acquiring information and their aesthetic needs have changed; on the other hand, short videos provide new platforms for showcasing teaching outcomes and facilitating industry exchange. Exploring teaching models that align with this new media environment has therefore become essential for improving the quality of professional education. Drawing on the communicative characteristics of short videos and the pedagogical principles of art and design education, this paper analyzes the misalignments of traditional teaching models in content presentation, practical training, and outcome transformation. It further explores innovative teaching approaches to support the cultivation of design talents equipped with artistic literacy, communication awareness, and practical capabilities.
Copyright (c) 2026 Liyan Wei* https://creativecommons.org/licenses/by/4.0
AI-Based Virtual Environments for Chinese EFL Learners: A Three-Layer Developmental Model with Pilot Evidence
The rapid advancement of artificial intelligence (AI) and immersive technologies such as virtual reality (VR), augmented reality (AR), mixed reality (MR), and large language models (LLMs) is reshaping foreign language education worldwide. In the Chinese EFL context, however, traditional classroom-based instruction still suffers from limited authentic input, constrained opportunities for interaction, delayed and non-individualized feedback, and insufficient exposure to pragmatic and intercultural experiences. Drawing on Second Language Acquisition (SLA) theories, constructivism, and situated learning, this study proposes a three-layer developmental model that explains how AI-based virtual environments (AI-VEs) can support Chinese EFL learners’ linguistic, communicative, and intercultural development. At the outer layer, diversified immersive scenarios provide ecologically valid contexts; at the middle layer, a recursive Input–Interaction–Output–Reflection (IIOR) cycle captures core learning mechanisms; at the inner layer, learners’ competencies develop from lexical and formulaic knowledge toward communicative and intercultural competence. The conceptual model is illustrated through a small-scale pilot study involving twelve Chinese undergraduates who completed two AI-VE tasks. Mixed-methods analyses of oral production, interaction logs, questionnaires, and interviews indicate gains in lexical sophistication, increased negotiation of meaning, greater use of formulaic sequences, higher willingness to communicate, and enhanced intercultural sensitivity. These findings offer initial empirical support for the proposed model and suggest that AI-VEs can function as powerful mediational tools for advancing EFL education and educational equity in China. Implications for curriculum design, teacher professional development, and future research are discussed.
Copyright (c) 2025 Jun Zou, Beini Ma https://creativecommons.org/licenses/by/4.0
Innovative Approaches to Talent Development in Optoelectronic Information Science and Engineering under the Emerging Engineering Perspective
In the context of the accelerated evolution of scientific and technological revolutions and industrial transformations, the development of emerging engineering education has become a key direction for reforms in higher engineering education. As a frontier discipline, Optoelectronic Information Science and Engineering has been widely applied in fields such as communications, healthcare, and energy. However, traditional training models can no longer meet the innovation-driven and practice-oriented talent requirements of emerging engineering. Thus, exploring innovative pathways for talent cultivation in this discipline has become imperative. Focusing on this issue, the present study examines innovative approaches to talent cultivation in the field. It analyzes the new requirements posed by emerging engineering education, and proposes pathways such as curriculum system optimization, enhanced practical teaching, and strengthened faculty development. The aim is to offer references for cultivating high-quality talents in Optoelectronic Information Science and Engineering who can meet the needs of emerging engineering, thereby promoting the sustainable development of the discipline and responding to the urgent societal demand for qualified professionals.
Optoelectronic Information Science and Engineering (OISE)
Copyright (c) 2025 Yunhu Wu https://creativecommons.org/licenses/by/4.0
Characteristics of the Integration and Coexistence of Multinational Literature in Qinghai from the Perspective of Ecocriticism and Their Implications for Classroom Teaching
From the vantage point of ecocriticism, this paper examines Qinghai’s multi-ethnic writings to disclose the plural articulations of eco-ethics embedded in them and the symbiotic interplay among diverse ethnic cultures. On this basis, it derives practical implications for undergraduate teaching within the discipline of Chinese Language and Literature. The study first maps the manifold expressions of eco-ethical thinking in Qinghai’s multi-ethnic literary corpus; it then explicates the region’s characteristic model of ecological and cultural conviviality. Finally, it proposes a classroom pedagogy centred on the triadic synergy of “ecology–culture–education”. By constructing an interdisciplinary eco-educational framework, instituting a multicultural-symbiosis classroom model, and developing curricular resources rooted in local ecocriticism, the approach cultivates students’ ecological ethical awareness, cross-cultural understanding, and critical thinking, thereby realizing the dual educational goals of “nurturing life through literature” and “shaping character through ecology”.
Copyright (c) 2025 Sha Hu, Yuanying Ma https://creativecommons.org/licenses/by/4.0
A Study on the Implementation Pathways for Pickleball in University Physical Education Programs
In recent years, as the concept of nationwide fitness has taken root in public consciousness, the diversification of university physical-education (PE) curricula has attracted increasing attention. Pickleball, an emerging sport that integrates the characteristics of tennis, badminton and table tennis, offers both high entertainment value and strong competitiveness. Introducing pickleball into universities can not only enrich PE course offerings but also satisfy students’ diverse exercise needs and improve their physical fitness; therefore, exploring ways to implement the sport is of great practical significance. Focusing on pathways for incorporating pickleball into university PE curricula, this paper analyses the necessity and feasibility of such programmes and proposes implementation strategies that include the construction of a curricular system. The aim is to provide a reference for universities seeking to diversify PE content and enhance students’ physical literacy, thereby promoting the wider popularisation and development of pickleball in university physical education.
higher education physical education programmes
Copyright (c) 2025 Youqiang Han https://creativecommons.org/licenses/by/4.0
Talent Development Strategies for Maritime Education under the Dual Challenges of Enrollment Stability and Green Transformation
By 2025, the global shipping industry is facing a dual transformation toward digital intelligence and green development. According to the 2024 China Seafarer Development Report, enrollment in maritime education programs has shown significant fluctuations, revealing a gap between traditional maritime majors and the rapid evolution of emerging maritime technologies. This mismatch has made it difficult to meet the industry’s urgent demand for interdisciplinary and high-quality professionals. Meanwhile, the rapid advancement of new-energy vessels has posed new challenges for maritime education, such as insufficient faculty reserves, outdated training facilities, and a lack of green technology content in curricula. Drawing on statistical data from China’s shipping industry and the International Maritime Organization (IMO)’s carbon net-zero framework, this study analyzes the structural contradictions of maritime education under the pressures of enrollment instability and industrial transformation. It further proposes systematic strategies from five dimensions—optimizing student source allocation, improving curriculum systems, establishing tiered training mechanisms, deepening industry–academia collaboration, and strengthening policy support—to provide references for talent cultivation and the sustainable development of the maritime sector.
Copyright (c) 2025 Anqi Wang, Zhengrong Sha, Qunpeng Wang https://creativecommons.org/licenses/by/4.0