A peer-reviewed, open-access journal dedicated to advancing the field of education through the dissemination of cutting-edge research and scholarly insights. Our journal serves as a platform for academic dialogue and innovation in various educational disciplines and aims to support the professional growth of educators and researchers worldwide.
Research on liability allocation of personal injury accidents of university students during internships
Section: Article Keywords: internship, liability allocation, safety obligation, fault liability, university students Personal injury incidents involving university students during internships occur with notable frequency, and the issue of liability allocation has long posed significant challenges for judicial practice and educational administration. The legal relationship inherent in internships features composite attributes encompassing both educational administration and quasi-employment relations. Current employment-related legal frameworks exclude interns from the scope of formal employment relations, thereby depriving them of the protection afforded by work-related injury insurance. Meanwhile, within the tort law framework, there exist ambiguities in defining the obligation of safety guarantee, obstacles to identifying the fault of all parties, and considerable disagreements over the choice of liability forms, resulting in drastically inconsistent judicial outcomes. Starting from the composite nature of internship legal relations, this paper systematically demonstrates the dual safety guarantee obligations borne by universities and internship employers for the personal safety of interns, along with their underlying theoretical frameworks. On this basis, adopting fault liability as the imputation principle, this study constructs a categorized system of liability allocation rules by distinguishing multiple scenarios: sole fault of universities, sole fault of internship employers, joint fault, third-party tort, and personal fault of students. In response to the practical dilemma of insufficient institutional supply, this paper proposes systematic improvement approaches: gradually expanding the coverage of work-related injury insurance, establishing a mandatory internship liability insurance system, setting categorized standards for safety guarantee obligations, optimizing the allocation of burden of proof, and developing diversified conflict resolution mechanisms. These proposals aim to provide theoretical support and institutional solutions for the proper handling of internship injury incidents.
Copyright (c) 2026 Qing Wang (Author) https://creativecommons.org/licenses/by/4.0
Exploration on the Reform of Curriculum-Based Ideological and Political Education Teaching Resources in Digital Transformation
Section: Article Keywords: digital transformation, ideological education, knowledge graph, ontology construction, education evaluation The digital transformation of education presents unprecedented opportunities for advancing the ideological and political construction of curricula across higher education institutions in the western regions of China. However, current pedagogical practice continues to encounter several substantive difficulties, including the fragmentation of ideological and political teaching resources, the superficial integration of professional content with ideological and political elements, and the absence of objective, data-driven mechanisms for evaluating the internalization of values among learners. To address these critical challenges, this study introduces knowledge graph technology and ontology construction methodology, proposing a dual-drive ontology model that integrates disciplinary knowledge with ideological and political dimensions. This model aims to achieve semantic representation and deep structural association of implicit ideological and political elements embedded within course materials. The research establishes systematic labeling norms for ideological and political elements through the Delphi method, constructs a domain knowledge graph encompassing core legal concepts and value dimensions, and designs a semantic association mechanism for integrating multi-source educational resources. On this foundation, a sixteen-week quasi-experimental study was conducted to evaluate the effectiveness of the proposed model. The results demonstrate that the model significantly reduces students' cognitive load during learning. Furthermore, the experimental group outperformed the control group in both knowledge transfer ability and value recognition, confirming the model's efficacy in enhancing the quality of ideological and political education through digital transformation.
Copyright (c) 2026 Huihui Yang, Jian Liu (Author) https://creativecommons.org/licenses/by/4.0
Study on Talent Cultivating for English Live Streaming in Cross-Border E-Commerce from the Perspective of Eco-Translatology: Implications from Translation of Public Signs in Jieyang City
Section: Article Keywords: eco-translatology, e-commerce, live streaming, talent cultivation, translation studies, public signs This study investigates the current status of Chinese-English translation of public signs in Jieyang City, Guangdong Province, from the perspective of Eco-Translatology, and draws implications for talent cultivation in cross-border e-commerce live streaming. Through field investigation and comprehensive corpus analysis of 487 public signs, this research identifies prevalent translation issues, including spelling errors, grammatical mistakes, improper word choice, cultural misinterpretations, and communicative failures. Adopting a three-dimensional analytical framework encompassing the linguistic, cultural, and communicative dimensions of Eco-Translatology, the study systematically examines how each dimension of translation failure corresponds to specific competency gaps in live streaming talent. The findings reveal that the majority of translation errors stem from inadequate translator competence, a lack of standardized guidelines, and insufficient consideration of the target cultural context—precisely the same challenges facing cross-border e-commerce live streaming practitioners today. Based on these empirical findings, the study proposes a robust three-dimensional talent cultivation framework for cross-border e-commerce live streaming, encompassing: (1) linguistic dimension training emphasizing professional terminology, pronunciation accuracy, and grammatical precision; (2) cultural dimension training focusing on cross-cultural awareness, local cultural knowledge, and culturally appropriate expression; and (3) communicative dimension training developing interactive engagement skills, persuasive strategies, and real-time adaptation abilities. Ultimately, this research contributes a novel theoretical perspective linking translation studies to emerging industry talent needs and provides practical guidance for educational institutions seeking to cultivate highly skilled cross-border e-commerce live streaming professionals.
Copyright (c) 2026 Xiaojuan Zeng, Liguo Shi (Author) https://creativecommons.org/licenses/by/4.0
Current Status, Problems, and Countermeasures of the Application of Virtual Reality (VR) Technology in Higher Education Teaching
Section: Article Keywords: virtual reality, higher education, educational technology Virtual reality technology has emerged as a transformative force in higher education, promising immersive, experiential, and learner-centered pedagogical models. This review synthesizes the current landscape of VR integration across universities worldwide, identifying persistent gaps between technological capability and educational implementation. While early adoption demonstrates measurable gains in student engagement, knowledge retention, and skill acquisition---particularly in STEM, medicine, and design disciplines---systemic barriers remain deeply entrenched. These include infrastructural limitations, faculty readiness deficits, pedagogical misalignment, assessment ambiguities, and ethical concerns surrounding data privacy and cognitive load. Drawing on cross-institutional patterns and longitudinal implementation reports, this paper organizes evidence around two interlocking thematic axes: the evolving affordances of VR hardware-software ecosystems in academic contexts, and the institutional, curricular, and human factors that mediate or obstruct their effective deployment. We argue that sustainable advancement hinges not on technological escalation alone, but on co-designed frameworks that prioritize pedagogical integrity, equity of access, and iterative educator-led development. The review concludes with actionable pathways for policy, practice, and research aimed at transitioning VR from episodic novelty to embedded educational infrastructure.
Copyright (c) 2026 Weidan Lu (Author) https://creativecommons.org/licenses/by/4.0
The Paradoxical Effect of Administrative Support: Differential Effects of Support Types on Technostress and Technophobia Among Kindergarten Teachers in AI Implementation
Section: Article Keywords: administrative support, collegial support, technostress, technophobia, kindergarten teachers, artificial intelligence As artificial intelligence (AI) technologies are increasingly integrated into early childhood education, understanding the psychosocial dynamics among kindergarten teachers becomes essential. Grounded in Conservation of Resources Theory (COR) and Self-Determination Theory (SDT), this study systematically examines the differential predictive effects of administrative support and collegial support on technostress and three dimensions of technophobia—technology anxiety, avoidance coping, and cognitive resistance—among kindergarten teachers during AI implementation. Employing multiple regression analysis and Bootstrap mediation effect tests, the study analyzed empirical data collected from 685 kindergarten teachers across Guangdong, Guangxi, and Chongqing provinces in China, achieving an effective recovery rate of 81.9%. The findings reveal several key patterns. First, administrative support exhibits significant positive predictive effects on technostress (β = .159, p = .001), technology anxiety (β = .147, p = .001), and avoidance coping (β = .200, p < .001), demonstrating a clear paradoxical effect that warrants careful attention from educational policymakers. Second, collegial support exerts significant negative predictive effects on technostress (β = −.103, p = .045), technology anxiety (β = −.114, p = .025), and avoidance coping (β = −.127, p = .011), indicating a protective role. Third, neither support type significantly predicts cognitive resistance. Fourth, Bootstrap mediation analysis confirms that technostress fully mediates the positive predictive effect of administrative support on technophobia (indirect effect = .117, BC 95% CI [.038, .195]), while the indirect path through collegial support remains non-significant (indirect effect = −.089, BC 95% CI [−.197, .008]). These findings underscore fundamentally distinct mechanisms underlying the two support types and provide evidence-based guidance for kindergarten administrators to optimize AI implementation support strategies.
Copyright (c) 2026 Xiaoyu Huang (Author) https://creativecommons.org/licenses/by/4.0
Research on the Realization Path of Ideological and Political Education in Universities Empowered by Artificial Intelligence
Section: Article Keywords: artificial intelligence, ideological and political education, digital transformation, personalized education, moral education Against the backdrop of digital-intelligent transformation, artificial intelligence offers novel technological foundations for advancing personalized ideological and political education in higher education institutions from theoretical vision to practical implementation. Grounded in Marxist historical materialism and the national strategy of educational digitalization, this study systematically examines the theoretical logic underpinning the empowerment of personalized ideological and political education through artificial intelligence technologies. It proposes three principal implementation pathways: precision profiling of students, customized content delivery, and human-machine collaborative interaction. The research contends that the core of AI-enabled personalized education resides in strengthening the accurate comprehension of students' ideological characteristics and learning requirements via data-driven methodologies, thereby facilitating the transition of ideological and political education from conventional experience-based assessment and standardized content dissemination toward greater precision, personalization, and collaborative engagement. Nevertheless, the integration of such technologies simultaneously introduces practical challenges, including algorithmic bias, ideological security risks, and the digital divide among educators. To address these concerns, this paper advocates for the construction of a collaborative governance framework encompassing three dimensions: institutional safeguards, faculty capacity development, and platform infrastructure support, ensuring that technological empowerment remains aligned with the fundamental educational mission of cultivating virtue. Ultimately, promoting personalized education through artificial intelligence represents both a pragmatic strategy for enhancing the relevance and efficacy of ideological and political education and a critical pathway for fostering its high-quality development in universities.
Copyright (c) 2026 Yuanlong Gao, Zirui Wang (Author) https://creativecommons.org/licenses/by/4.0
Research on Risk Review and Collaborative Governance of Personal Data Security in the Context of Big Data
Section: Article Keywords: big data, personal data security, data lifecycle, collaborative governance, risk management The extensive application of big data technology has generated massive amounts of personal data across diverse sectors. While empowering the digital economy and enhancing social governance capabilities, this technological advancement simultaneously exposes personal data security to systemic risks throughout the entire data lifecycle, encompassing collection, storage, usage, analysis, sharing, and circulation stages. Drawing on contemporary regulatory frameworks and judicial practices, this paper systematically analyzes the risk manifestations and underlying root causes at each stage of the data lifecycle, identifying the current fragmentation and static nature of existing protective measures. The analysis reveals that conventional approaches to personal data protection remain predominantly reactive, lacking the dynamic coordination necessary to address evolving threats in the big data environment. Building on this foundation, the study proposes a multidimensional collaborative governance framework centered on the data lifecycle, integrating legal oversight, technical safeguards, corporate self-discipline, and user empowerment as interconnected pillars. A dynamic coordination mechanism spanning the entire data processing chain is designed to facilitate seamless cooperation among government agencies, technology enterprises, and individual users. This integrated approach aims to shift personal data protection from passive compliance toward proactive trust-building, thereby establishing a more resilient and adaptive security ecosystem. The proposed framework provides both theoretical foundations and practical references for safeguarding personal data in the big data era, contributing to the sustainable development of the digital economy.
Copyright (c) 2025 Xiaona Liu (Author) https://creativecommons.org/licenses/by/4.0
Research on Value-Oriented Guidance Paths of Dialogic Discourse Reading and Thinking Classes in Junior High English from the Perspective of Understanding by Design (UbD): A Case Study of Unit 2 Section A 2d, PEP Grade 8 Book 2
Section: Article Keywords: understanding by design, english education, dialogue discourse, reading and thinking, value guidance, moral education The 2022 curriculum standards emphasize that English teaching should be fundamentally based on discourse and actively implement moral education through the seamless integration of reading and thinking methodologies. However, the current reverse design research within China is predominantly focused on extensive, long-form reading materials, revealing a significant lack of research concerning the value guidance of 2d for specific discourse texts. Furthermore, Understanding by Design (UbD) studies conducted abroad frequently lack stratified value guidance practices that effectively combine local cultural elements with patriotism. Based on the foundational three-stage theory of UbD, this paper takes the specific text "Volunteer Service for the Elderly" found in Unit 2 Section A 2d of the People's Education Edition of Grade 8 as a primary case study. The objective is to construct a comprehensive, integrated teaching path consisting of expected educational goals, hierarchical assessment evidence, and stepwise reading and thinking activities. Consequently, the study builds a robust three-level value escalation chain progressing from text empathy to Chinese respect for the elderly and patriotism, and ultimately reaching a global consensus on a community with a shared future for mankind. Practical application demonstrates that this innovative model effectively breaks through the traditional predicament of emphasizing mere language training over profound value infiltration in dialogue classes. By utilizing pre-education evaluation and stratified reading and thinking tasks, this research provides a highly replicable and practical model for localized junior high school English education within the broader discourse subject.
Copyright (c) 2026 Hongmei Chen, Yan Huang (Author) https://creativecommons.org/licenses/by/4.0
Occupational Well-being of Rural Preschool Teachers: Practical Dilemmas, Influencing Factors and Promotion Strategies
Section: Article Keywords: preschool education, occupational well-being, rural teachers, career development, educational management The occupational well-being of rural preschool teachers affects their mental state and living conditions, determines the development of rural education, and also exerts an impact on the stability of rural preschool teaching staff. On the basis of sorting out and analyzing existing literature on preschool teachers' occupational well-being, this study adopts questionnaire survey and interview methods to investigate the occupational well-being of rural preschool teachers in Chongqing. Firstly, 70 rural preschool teachers are selected as research subjects for sampling investigation from five dimensions: cognition, emotion, physical and mental health, career development and social support, and the survey data are analyzed by SPSS 24.0. Secondly, 5 preschool teachers are chosen via simple random sampling to explore the existing problems and root causes concerning rural preschool teachers' occupational well-being. Based on the research results, targeted improvement strategies are put forward from three perspectives: individual teachers, kindergartens and society. For individual preschool teachers, it is necessary to formulate personal career development plans, continuously improve professional competence, set up reflection schemes and enhance professional identity. For kindergartens, efforts should be made to optimize the material working environment, build a positive spiritual atmosphere, perfect management systems and attach importance to teachers' emotional needs. From the social perspective, governments need to increase financial investment, improve the staffing establishment management, change traditional stereotypes and elevate the social status of preschool teachers.
Copyright (c) 2026 Zirong Dai (Author) https://creativecommons.org/licenses/by/4.0
The Tragedy of Justice: An study of the Hecuba--Helen Debate in The Trojan Women
Section: Article Keywords: the Trojan Women, Euripides, justice discourse, Greek tragedy, humanism This paper centers on the intense and philosophically rich debate between Hecuba and Helen in Euripides' classic tragedy, The Trojan Women. It systematically analyzes the profound conflicts among three distinct discourses of justice presented within the narrative framework: divine justice, moral justice, and power justice. The comprehensive study finds that although Hecuba's rigorous moral accusation and Helen's calculated, fate-based defense stand in sharp rhetorical opposition, both arguments ultimately succumb to the overwhelming force of hegemonic power. Through a detailed textual examination, it becomes evident that moral justice and divine justice inevitably yield to the sheer power of the military victor. Furthermore, Menelaus' final verdict serves as a critical turning point, confirming that justice is fundamentally distorted, manipulated, and monopolized by brute violence in the context of wartime. By dramatizing this ideological clash, Euripides thus reveals the inherently tragic, relative, and fragile nature of justice, poignantly pointing out that absolute and universal justice simply does not exist in the chaotic realm of war. In response to this inescapable existential predicament, the playwright suggests that profound compassion for human suffering and an unwavering adherence to fundamental human dignity must become the core humanistic values. Ultimately, these enduring principles are embodied in his tragic thinking, offering a timeless critique of imperialism and a powerful testament to the resilience of the human spirit amidst catastrophic destruction.
Copyright (c) 2026 Xiaohong Zhang, Lingwei Meng, Yan Liu, Yuzhi Zhang (Author) https://creativecommons.org/licenses/by/4.0
A Study of Conflict Talk in the US-Ukraine Leaders' Dialogue from the Perspective of Impoliteness Theory
Section: Article Keywords: impoliteness theory, conflict talk, diplomatic dialogue, pragmatics As an important theoretical framework in the field of pragmatics, impoliteness theory focuses on deliberate verbal and nonverbal behaviors that intentionally breach established social norms and consequently impair interpersonal bonds. Conflict talk, a closely related phenomenon, refers to confrontational discourse arising from fundamentally divergent viewpoints and competing objectives between communicators. Taking the highly publicized US-Ukraine leaders' summit held on February 28, 2025, as the primary research corpus, this study conducts a comprehensive and systematic analysis based on the foundational principles of impoliteness theory. Through detailed discourse analysis, it is found that United States representatives extensively deployed five major impoliteness strategies---namely, bald on record impoliteness, positive impoliteness, negative impoliteness, sarcasm or mock politeness, and withhold politeness---to reinforce their dominant geopolitical position and assert control over the negotiation. In stark contrast, the visiting head of state mainly reacted defensively, attempting to mitigate face threats while advocating for his nation's critical needs. These intense linguistic confrontations not only mirror substantial ideological and strategic divergences concerning the ongoing conflict and future military aid policies, but they also profoundly reveal how power asymmetry, complex face negotiation, and conflicting national interests interact dynamically in high-stakes diplomatic scenarios. Ultimately, this research sheds critical light on the underlying nature of verbal conflicts within international political discourse, offering valuable theoretical implications and practical insights for advancing diplomatic communication, international relations, and global conflict management strategies.
Copyright (c) 2026 Xiaoxue Zhang (Author) https://creativecommons.org/licenses/by/4.0
Exploration of Teaching Reform for Data Structures and Algorithms Course Empowered by AI
Section: Article Keywords: artificial intelligence, data structures, algorithms, teaching innovation, personalized learning, intelligent tutoring With the rapid development of artificial intelligence technologies, AI-empowered education has become an important direction for teaching reform in higher education institutions. Based on an analysis of the current teaching situation and key challenges of the Data Structures and Algorithms course, this paper proposes an AI-enabled teaching reform model for the course. The proposed model establishes a four-in-one AI-enabled teaching reform framework consisting of "Intelligent Diagnosis–Personalized Learning–Intelligent Learning Assistance–Multi-dimensional Evaluation." It systematically investigates intelligent instructional content development, AI teaching assistant system construction, interactive algorithm visualization teaching, and the design of a multi-dimensional evaluation system. Specific reform measures and implementation pathways are also presented. The findings of this study provide important references for promoting teaching reform in computer-related courses and constructing intelligent curriculum systems.
Copyright (c) 2026 Huanhuan Fang, Bingke Wei, Bingjie Wei (Author) https://creativecommons.org/licenses/by/4.0
Research on the Path of Cross-Border Integration of Enterprise Financial Core Competence and Applied University Curriculum System
Section: Article Keywords: financial management, curriculum reform, digital economy, higher education, industry integration With the continuous development of modern information technologies, such as big data analytics and artificial intelligence, enterprises have put forward entirely new requirements for the core competence of financial personnel in the digital economy era. Based on this evolving landscape, this paper focuses on contemporary financial management challenges and the dynamic needs of modern enterprises. Taking the financial management major in applied undergraduate universities as a primary case study, this paper systematically analyzes the existing gap between the traditional curriculum system and the practical requirements of enterprises through an in-depth study of current training programs. The comprehensive study found that the current financial management professional course system and its resulting student ability structure significantly mismatch with enterprise demand in practical scenarios. Key issues identified include lagging curriculum content, a severe disconnect between theoretical teaching and real-world application, and the notable absence of deep industry involvement. Therefore, to address these critical shortcomings, this paper proposes an innovative "three-layer collaboration" integration path model. This comprehensive framework includes reshaping the ability-oriented, digitally embedded curriculum system, constructing a robust collaborative mechanism for school-enterprise co-education, and fundamentally reconstructing the teaching scene while embedding a continuous practice chain. Ultimately, the primary purpose of this paper is to provide a highly actionable reference and strategic blueprint for the comprehensive reform of the curriculum system of financial management in application-oriented undergraduate colleges, ensuring graduates are fully equipped for the modern financial sector.
Copyright (c) 2026 Min Zheng (Author) https://creativecommons.org/licenses/by/4.0
Design and Practice of "AI+" Higher Vocational English Courses Based on Cognitive Load Theory
Section: Article Keywords: cognitive load theory, artificial intelligence, vocational English, course design, teaching practice The development and integration of "AI+" English courses within higher vocational education represent a critical direction for advancing vocational education frameworks and enhancing pedagogical efficacy. While artificial intelligence provides vast digital resources, interactive tools, and immersive virtual environments for language learning, the inappropriate selection of these resources or a lack of structured summarization and knowledge internalization can easily lead to severe cognitive overload for students. To address this challenge, this study introduces cognitive load theory—specifically categorizing cognitive load into internal, external, and germane cognitive loads—as a comprehensive analytical framework. This framework is utilized to systematically explore how to optimally balance these three distinct types of cognitive load through meticulous and innovative course design. Through the implementation of three sets of rigorously controlled experiments, the research empirically demonstrates that "AI+" higher vocational English courses, which strategically combine traditional classroom teaching methodologies with advanced AI-assisted technologies, yield significant educational benefits. Specifically, this blended approach can effectively reduce extraneous external load, minimize unnecessary internal load, and substantially enhance the germane cognitive load, thereby facilitating deeper learning. The detailed instructional course design principles and the practical case studies of "AI+" higher vocational English courses presented in this paper offer valuable insights. Ultimately, these findings can serve as a robust foundational reference and practical guide for the future development and optimization of the broader "AI+" series of higher vocational educational programs.
Copyright (c) 2026 Liu Yu (Author) https://creativecommons.org/licenses/by/4.0
Research on the Development Dilemmas and Optimization Paths of Community-Based Music Education for Older Adults from the Perspective of Active Aging
Section: Article Keywords: music education, aesthetic education, active aging, lifelong education, social participation, mental health With the continuous advancement of active aging strategies and the systematic improvement of lifelong education systems, cultural elderly care has evolved into a core developmental direction of modern elderly service undertakings. As a vital grassroots carrier of community aesthetic education and cultural elderly care, community-based music education for older adults effectively improves the cognitive status of aging populations, facilitates their social participation, alleviates negative psychological emotions, and boosts the overall quality of later life. Adopting a mixed research methodology based on active aging and lifelong education theories, this study systematically explores the current developmental status and practical bottlenecks of community-based music education for older adults. The findings reveal that this grassroots educational model is plagued by rigid curriculum frameworks, insufficient professional teaching teams, low learning initiative among older participants, inadequate grassroots supporting facilities, and prevalent teaching homogenization. These multifaceted dilemmas stem from delayed policy implementation, unbalanced public resource allocation, inadequate teaching adaptability, and individual cognitive discrepancies. Combining grassroots practical experiences and latest academic achievements, this study develops localized and implementable optimization strategies for educational quality improvement. It effectively remedies the existing research imbalance that overemphasizes educational practices in universities for the elderly while ignoring grassroots community scenarios, providing solid theoretical references and practical implications for the high-quality development of grassroots elderly aesthetic education and the comprehensive implementation of active aging strategies.
Copyright (c) 2026 Yi Jiang, Bo Hou, Qingfeng Wu (Author) https://creativecommons.org/licenses/by/4.0
The Preheating-Experience-Review Teaching Model for Cultural Tourism among International Students in China
Section: Article Keywords: cultural tourism education, new media communication, experiential learning, cross-cultural adaptation, international students Under China's strategy of promoting Chinese culture internationally and the national education requirements for international students, new media platforms such as WeChat, Xiaohongshu, and TikTok have become important facilitators of cultural tourism. However, current teaching practices face two practical problems: overemphasizing classroom instruction while neglecting hands-on experience, and prioritizing site visits without facilitating meaningful cultural transformation. To address these gaps, this study integrates new media communication theory, experiential learning theory, and cross-cultural adaptation theory to develop a three-stage Preheating-Experience-Review teaching model. The preheating stage leverages curated new media content to activate students' prior knowledge and stimulate cultural curiosity before field engagement. The experience stage employs structured experiential tasks, including guided observation worksheets, peer interaction prompts, and real-time digital documentation, to deepen immersive learning during on-site cultural tourism activities. The review stage facilitates reflective consolidation through collaborative writing, group debriefing discussions, and the production of user-generated content, enabling students to transition from passive learners to active secondary communicators of Chinese culture. Based on a small-scale teaching practice involving 18 international students in Chengdu, this study primarily collects qualitative data through reflective journals and focus group discussions, supplemented by quantitative questionnaire data measuring changes in cultural expectations, motivation, and cross-cultural understanding. Key findings indicate that new media preheating significantly raises students' cultural expectations and motivation; structured experiential tasks deepen cross-cultural understanding and foster meaningful engagement with host culture; and the review phase effectively transforms students into active secondary communicators of Chinese culture. The study provides practical guidance for university international education departments, cultural tourism agencies, and International Chinese Language Education programs seeking to integrate new media and experiential pedagogies.
Copyright (c) 2026 Yunjia Fu (Author) https://creativecommons.org/licenses/by/4.0
Cultural Influence of Values Embodied in Sports Films on Rural Revitalization and Social Development
Section: Article Keywords: sports films, values, cultural revitalization, rural revitalization, social development The core essence of the rural revitalization strategy lies in the coordinated advancement of material and spiritual civilization. As the soul of rural revitalization, cultural revitalization undertakes the pivotal mission of reshaping local rural ethos, consolidating grassroots consensus, and driving integrated urban-rural development. Carried by competitive narratives, sports films embody diverse value connotations, including perseverance, hard work, collective collaboration, cultural inheritance, equality, and self-improvement. Leveraging the intuitive communication advantages of moving images that reach mass audiences across urban and rural areas, they serve as vital literary and artistic vehicles for disseminating mainstream culture, transforming rural cultural landscapes, and advancing sound social progress. Taking domestic sports films with rural, ethnic, and youth themes as research samples, this paper systematically sorts out the core value system embedded in sports films. It analyzes the internal logic through which they empower rural revitalization from four distinct dimensions: spiritual cultivation, rural civilization, cultural industries, and grassroots governance. Furthermore, it interprets their practical cultural impacts with case studies of films such as Young Black Eagles, Never Say Never, Starlight Kids, and Qiang Huapao (Fighting for the Firecracker). Meanwhile, it identifies existing communication shortcomings in the capacity of sports films to boost rural development and proposes practical pathways, including optimized creation, grassroots-oriented communication, and industrial integration. Ultimately, this research aims to exert the value-leading function of sports films, providing theoretical references for the construction of livable, harmonious villages and the overall upgrading of social culture.
Copyright (c) 2026 Hui Yu (Author) https://creativecommons.org/licenses/by/4.0
Adolescents' Third-Party Punishment for Unfairness: Developmental Differences in Cognitive and Emotional Drivers
Section: Article Keywords: adolescence, third-party punishment, fairness, anger, prosocial behavior, cognitive development Third-party punishment (TPP) serves as a fundamental prosocial behavior essential for upholding societal fairness norms. This study recruited 104 participants, systematically divided into early (11–13 years), middle (15–17 years), and late (18–21 years) adolescent cohorts, to investigate the developmental characteristics of TPP. Furthermore, it explored the divergent associations of perceived unfairness and anger with TPP across these distinct adolescent subgroups. The results demonstrated that TPP intensity was significantly influenced solely by the level of unfairness, with no significant differences observed across the various adolescent developmental stages. Unfairness ratings were positively correlated with age and escalated alongside the unfairness level. Similarly, anger ratings were positively correlated with age, increased with the severity of unfairness, and exhibited significant developmental variations: early adolescents reported substantially lower anger ratings than their middle and late counterparts under unfair scenarios, whereas no significant difference emerged between middle and late adolescents. Correlation analyses revealed distinct subgroup patterns: the TPP of early adolescents was exclusively positively correlated with anger; late adolescents' TPP demonstrated a strong positive correlation with both perceived unfairness and anger; conversely, middle adolescents exhibited no significant correlations between TPP and either factor. Ultimately, this study indicates that TPP for unfairness remains developmentally stable throughout adolescence, and this consistent external punitive behavior is fundamentally underpinned by maturing internal cognitive-emotional mechanisms. These findings significantly deepen our understanding of adolescent TPP developmental mechanisms and provide robust empirical evidence for cultivating prosocial, norm-based behaviors.
Copyright (c) 2026 Xuemei Cheng, Chunli Wei, Xiaoli Ling (Author) https://creativecommons.org/licenses/by/4.0
Faculty Perceptions and Practical Challenges in Integrating Generative AI into Business Education
Section: Article Keywords: Generative Artificial Intelligence, Business Higher Education, Teacher Cognition, Natural Language Processing This study examines faculty perceptions and practical challenges regarding generative AI in business higher education. It employs a mixed-methods analytical paradigm that combines a qualitative research design with natural language processing (NLP) techniques to conduct a systematic analysis of in-depth, semi-structured interview data from 10 business faculty members. The study comprehensively employed word frequency statistics, the LDA topic model, and SnowNLP sentiment polarity analysis to characterize, from multiple dimensions, the faculty group's cognitive landscape, usage logic, and practical dilemmas regarding generative AI tools. The results show that faculty members generally hold a highly positive attitude toward AI (with a mean sentiment score of approximately 0.98); however, at the practical level, they exhibit an implicit usage pattern characterized by openness in efficiency-related scenarios and convergence in evaluation-related scenarios. There is a significant stratification in the dimensions of focus among faculty members of different ranks: lecturers emphasize operational skills and tool integration, while associate professors place greater emphasis on content quality control and ethical standards; LDA thematic analysis identified three core issues: the efficiency of case-based teaching, the cultivation of business simulation and analytical skills, and training needs and assessment reform, collectively revealing the inherent tension between efficiency improvement and competency development. This study supplements existing qualitative evidence on AI-enabled education research from the perspective of faculty members and provides empirical references for business schools to formulate differentiated training strategies and optimize teaching reform plans for human-machine collaboration.
Copyright (c) 2026 Na Tang (Author) https://creativecommons.org/licenses/by/4.0
Teaching Practice of Promoting Writing through Reading in High School English Based on the Output-Oriented Approach (POA): Taking the Teaching of Cultural Heritage in the Second Compulsory Course of the People's Education Edition as an Example
Section: Article Keywords: output-oriented approach, writing instruction, english education, teaching practice, core literacy Based on the output-oriented approach (POA), this paper takes "Promoting Culture Through Digital Images" in Unit 1 Cultural Heritage of Compulsory High School English Textbook 2 of the People's Education Edition as a primary illustrative example. This article systematically explores the pedagogical practice of promoting reading through writing in high school English classrooms based on the POA framework. The "output-facility-selective learning" hypothesis of POA provides a robust theoretical basis for this methodology, while the structured "facility-facility-evaluation" teaching process provides a clear, actionable operational path for effective classroom implementation. By integrating these elements, educators can design more engaging and productive lessons. Extensive teaching practice demonstrates that POA-guided reading-to-writing instruction can effectively stimulate students' intrinsic writing motivation, significantly promote the cognitive internalization and practical transfer of complex language knowledge, and successfully achieve the deep, meaningful integration of reading input and writing output. Furthermore, this innovative instructional model addresses common challenges in traditional language teaching by emphasizing active student participation and continuous assessment. Ultimately, the application of the output-oriented approach provides a highly feasible and sustainable path for implementing the core literacy objectives of the high school English subject, fostering comprehensive linguistic competence and cultural awareness among students in contemporary educational settings.
Copyright (c) 2026 Ting Wang, Yan Huang (Author) https://creativecommons.org/licenses/by/4.0
A Study on the Construction of an Evaluation Index System for the Educational Effect of College Volleyball Courses from the Perspective of Cultivating the Spirit of Putting the Motherland First
Section: Article Keywords: patriotism, physical education, volleyball, moral education, evaluation system Cultivating virtue and educating people remains the fundamental task of higher education in the new era, and the patriotic spirit of "putting the motherland first" serves as the core soul and value foundation of this comprehensive cultivation process. Integrating this profound spirit organically into college volleyball courses represents an essential task for modern college physical education to successfully implement the broader strategy of moral and academic development. However, a comprehensive review of current electronic literature reveals that researchers have not yet identified or established a standardized evaluation index system for assessing the effectiveness of college volleyball courses in cultivating this patriotic spirit. This critical gap makes it exceedingly difficult to accurately diagnose, monitor, and continuously improve the overall effectiveness of moral education within this specific athletic context. Therefore, this study addresses this significant academic void by utilizing a robust methodological framework that includes the literature research method, the Delphi method, the analytic hierarchy process (AHP), and rigorous mathematical statistics. Taking the cultivation of the spirit of "putting the motherland first" as a primary starting point, this research aims to systematically construct a comprehensive evaluation index system for the educational effectiveness of college volleyball courses. Ultimately, this newly developed framework provides a reliable scientific basis for the quantitative evaluation of patriotic education in collegiate sports. Furthermore, it offers substantial practical support for the successful implementation of the fundamental task of cultivating virtue and educating people across diverse physical education curricula.
Copyright (c) 2026 Li Lin, Changdi Lin, Yubin Shi (Author) https://creativecommons.org/licenses/by/4.0
Immersive Practical Pathways of Integrating Red Themed Literary and Artistic Resources into Kindergarten Moral Education via the Five Dimensional Integrated Approach
Section: Article Keywords: moral education, early childhood, cultural resources, immersive learning, pedagogical models Red-themed literary and artistic resources offer significant potential for kindergarten moral education due to their perceptual and emotionally charged nature, making them highly promising tools for early childhood development. However, clear practical pathways for integrating these cultural resources into daily teaching remain lacking. This study investigates current utilization practices, identifies challenges faced by educators, and develops a theoretically grounded practical model to address these critical gaps. Employing a comprehensive mixed-methods design, quantitative data were collected via structured questionnaires from 107 kindergarten teachers across Hebei Province, China. Simultaneously, qualitative insights were gathered through in-depth semi-structured interviews with 15 key stakeholders, including principals, teachers, and parents. Results indicate that while educators widely recognize the inherent educational value of these resources, current practices—categorized into environmental design, curriculum integration, activity planning, community collaboration, and assessment—face notable difficulties. Key challenges include low child engagement, disjointed curricula, over-reliance on festival-driven events rather than sustained planning, superficial family-community collaboration, and the absence of coherent evaluation systems. Drawing on constructivist theory, situated cognition, and immersive learning frameworks, this study proposes a novel Five-Dimensional Integrated Approach encompassing environment, curriculum, activities, collaboration, and evaluation. This comprehensive framework yields immersive practical pathways providing adaptable guidance for transforming cultural resources into creative early childhood educational practices. Ultimately, these foundational findings offer a structured pedagogical model requiring further empirical validation across broader educational contexts and geographical regions.
Copyright (c) 2026 Beibei Zhang, Yuhui Han, Ying Li, Deqiang Wang (Author) https://creativecommons.org/licenses/by/4.0
Construction Mode and Operation Mechanism of Intercollegiate Collaborative Curriculum Community Among Heterogeneous Universities
Section: Article Keywords: heterogeneous universities, intercollegiate collaboration, curriculum community, engineering education, teaching equivalence In response to the current landscape of intercollegiate cooperation in Chinese higher education, which is predominantly dominated by alliances of homogeneous institutions and frequently suffers from a lack of deep collaboration in curriculum development among heterogeneous universities, this paper explores the construction mode and operation mechanism of an intercollegiate collaborative curriculum community. Taking three heterogeneous but homologous universities—North University of China, Taiyuan Institute of Technology, and Shanxi College of Technology—as a pilot program and utilizing the Principles of Circuit Analysis course as a primary case study, a comprehensive digital curriculum resource ecosystem was developed based on a faculty-student crowd-sourcing approach. Through off-line practical modeling and assistance, online distinct-pedagogy for identical-courses, and the detailed decomposition of course objectives, substantial equivalence in teaching cross-campus identical courses was successfully achieved. Furthermore, cross-institutional and diversified academic tutoring was implemented to promote personalized cultivation within the broader context of large-scale education. Regional characteristic elements, such as the local power industry culture, alongside fundamental engineering ethics, were integrated into classroom teaching to significantly enhance the overall educational impact of the curriculum. Additionally, an objective achievement evaluation method based on a combined Visual Analog Scale and Incremental Evaluation approach was proposed. Practical implementation indicates that this innovative mode effectively narrows the gap in intercollegiate learning outcomes and improves the teaching proficiency and professional competence of young faculty, providing a replicable paradigm for the collaborative development of regional heterogeneous universities and the modernization of New Engineering curricula.
Copyright (c) 2026 Xiaopeng Song, Ruirong Wang, Yueping Han (Author) https://creativecommons.org/licenses/by/4.0
Integrating the Five Elements and Three Lines Concept into the Construction Practice of Preschool Education Teaching Teams
Section: Article Keywords: Five Elements, Three Lines, Preschool Education, Team Construction, Teaching Teams This study explores the integration of the Five Elements and Three Lines concept into the construction of preschool education teaching teams. By examining the theoretical underpinnings and practical applications of this framework, the research aims to provide a systematic approach to team development in early childhood education. The study employs a mixed-methods approach to analyze the effectiveness of this integration in fostering collaborative, sustainable, and innovative teaching environments. Findings highlight key strategies for aligning team dynamics with educational goals, offering actionable insights for educators and administrators.
Copyright (c) 2026 Zhong Han (Author) https://creativecommons.org/licenses/by/4.0
AIGC-Enabled Design of Interdisciplinary Project-Based Learning for Primary School Mathematics
Section: Article Keywords: generative ai, mathematics education, steam education, interdisciplinary learning, project-based learning The rapid development of generative artificial intelligence (AIGC) has created unprecedented opportunities for pedagogical innovation, particularly within the foundational domain of primary mathematics education. Traditional instructional methods often struggle to engage young learners and bridge the gap between abstract mathematical concepts and real-world applications. Guided by the comprehensive STEAM (Science, Technology, Engineering, Arts, and Mathematics) education framework, this study develops an innovative, AIGC-enabled interdisciplinary thematic learning model tailored specifically for primary mathematics. By utilizing interdisciplinary thematic learning as the core organizational approach and project-based learning (PBL) as the primary implementation strategy, this research seeks to transform conventional classroom dynamics. To rigorously examine the practical effectiveness and feasibility of the proposed model, a detailed teaching case was systematically designed, deployed, and evaluated in a real-world educational setting. Quantitative and qualitative analyses of the implementation results indicate that the AIGC-integrated model effectively promotes students' comprehensive cognitive competencies. Furthermore, it significantly enhances their practical problem-solving performance, facilitates deeper knowledge integration across multiple disciplines, and robustly supports the development of overall digital and mathematical literacy. These compelling findings demonstrate the profound educational value of integrating AIGC technologies into STEAM-oriented interdisciplinary PBL frameworks, offering a scalable and highly effective paradigm for modernizing primary mathematics curricula and preparing students for future technological landscapes.
Copyright (c) 2026 Zemeng Li, Huali Zhou (Author) https://creativecommons.org/licenses/by/4.0
Wang Gongbi's Reception and Localization of New Villageism
Section: Article Keywords: rural reconstruction, grassroots governance, popular education, rural revitalization, social reform, localization This paper critically examines the historical reception of "New Villageism" by modern Chinese intellectuals, focusing specifically on its constructive localization through the pioneering practice of Wang Gongbi in Henan Province during the Republican era. Driven by the urgent pursuit of national revitalization and comprehensive rural development, Wang initiated the ambitious "Youth Village" project in Xiaowuying, Xihua County. Grounded deeply in local socio-economic realities, he systematically implemented a constructive localization strategy across three major interconnected dimensions. Politically, the initiative focused on improving grassroots self-governance structures and ensuring community security amidst regional instability. Economically, the project aimed at alleviating the severe financial burdens placed on peasants while simultaneously promoting advanced agricultural production techniques to ensure sustainable livelihoods. Furthermore, in the cultural-educational sphere, Wang dedicated significant efforts to popularizing foundational education and advocating for progressive social customs to eradicate outdated traditions. Although this comprehensive rural experiment was eventually suspended due to the overwhelming macro-historical conflicts and severe social constraints of the era, Wang's enduring endeavors demonstrated the profound dedication and practical wisdom of modern intellectuals seeking structural social reform and educational modernization. Ultimately, this historical analysis offers valuable insights and enduring lessons for contemporary policymakers and scholars exploring sustainable rural development, community empowerment, and effective governance pathways that are authentically suited to specific national conditions and local contexts.
Copyright (c) 2026 Yan Yu (Author) https://creativecommons.org/licenses/by/4.0
On the English Translation of the Peking Opera Term Qing Yi
Section: Article Keywords: terminology translation, Chinese opera terms, Qing Yi Peking Opera plays a crucial role in the overseas dissemination of traditional Chinese culture. Currently, there is still no unified standard for the translation of Peking Opera terms. The translation method of Qing Yi is frequently used and has been subject to various translations inrelevant studies. To address this, this paper examines the definition of the term, compares different translation methods, and analyzes the reasons for different translations from the perspectives of terminology awareness and complexity. Based on the findings, the paper suggests that within the field of translation studies, the English name for Qing Yi should be unified as "Leading Dan" to promote normative and consistent use of terminology.
Copyright (c) 2026 Jiarui Wu, Ke Chen (Author) https://creativecommons.org/licenses/by/4.0
Research on the Practical Significance of the Dual Functions of Painting Theory in Two-Dimensional Innovative Design of Intangible Cultural Heritage Cloud Collars
Section: Article Keywords: painting theory, cultural heritage, aesthetic education, innovative design, traditional apparel, living inheritance Put forward by Li Shutong, the Dual Functions of Painting Theory marks the core theoretical origin of modern Chinese indigenous design aesthetic education. It clearly defines the dual values of fine art—'applied beauty' and 'noble beauty'—breaking the conventional mode of traditional art aesthetic education that prioritizes spiritual connotation over practical utility. Currently, the inheritance of the cloud collar, an item of intangible cultural heritage (ICH), faces multiple challenges, including homogeneous innovation, superficial cultural interpretation, and a disconnect between practical function and aesthetic appreciation. Innovative approaches limited to copying traditional patterns fail to meet the requirements of contemporary living inheritance. Centered on Li Shutong's theory and integrating his aesthetic education viewpoints, this paper explores the adaptive logic and practical approaches of the theory in the planar innovation of ICH cloud collars. This is examined from three perspectives: practical creation innovation, infiltration of spiritual aesthetics, and sublimation of personality-oriented aesthetic education. The research concludes that the Dual Functions of Painting Theory furnishes standardized theoretical support for the two-dimensional innovation of cloud collar heritage. It enables two-way empowerment: practical design facilitates modern industrial application while aesthetic inheritance preserves traditional culture. Ultimately, the theory effectively eliminates the shallow development bottleneck in the innovative transformation of traditional costume heritage, delivering an innovative paradigm for the modern conversion of Chinese traditional apparel ICH.
Copyright (c) 2026 Zhaole Li, Qianshui Yang, Xinyao Li (Author) https://creativecommons.org/licenses/by/4.0
Construction of Curriculum Development Standards for Vocational Undergraduate Education
Section: Article Keywords: vocational education, curriculum standards, competency-based education, higher education, curriculum development Vocational undergraduate education represents a critical evolution in the modern educational landscape, bridging the gap between practical vocational competency and rigorous undergraduate-level academic requirements. As the demand for highly skilled professionals continues to grow globally, there is an urgent need for systematic curriculum standards that effectively balance vocationality with higher education attributes. This study aims to construct a comprehensive curriculum development standard system specifically tailored for vocational undergraduate programs, drawing upon the foundational principles of competency-based education and work-process oriented theories. To achieve this, a multi-faceted methodological approach was employed, encompassing in-depth policy analysis, an extensive literature review, and a systematic comparative study of international vocational education standards. Based on these rigorous investigations, a robust five-dimensional framework is proposed, encompassing curriculum objectives, curriculum content, teaching strategies, the practical teaching system, and curriculum resources. Each dimension is meticulously designed to ensure that students acquire both theoretical knowledge and practical skills relevant to industry demands. The findings of this research provide a highly scientific, adaptable, and operational standard framework for curriculum construction in vocational undergraduate colleges. Ultimately, this proposed system serves as a vital tool to support continuous quality improvement, foster institutional standardization, and enhance the overall efficacy and global competitiveness of vocational undergraduate education.
Copyright (c) 2026 Xiaoping Que, Liying Feng, Jinyin Peng (Author) https://creativecommons.org/licenses/by/4.0
Strategy Construction and Practice Research of Embodied Teaching Integrated into Chemistry Experiment Teaching in High School
Section: Article Keywords: embodied cognition, chemistry education, teaching strategies, core literacy, experimental teaching Under the guidance of core educational literacy, high school chemistry experiment teaching carries the critically important mission of cultivating students' scientific inquiry abilities, practical skills, and innovative consciousness. However, there is a growing tendency of "separation" and "superficialization" in current experimental teaching methodologies. Frequently, students' physical participation in laboratory settings is entirely disconnected from their underlying cognitive thinking and knowledge construction. Embodied teaching, an emerging pedagogical paradigm, emphasizes that human cognition is deeply rooted in bodily perception, sensorimotor interactions, and active physical experience. This framework provides a highly promising new perspective for comprehensive experimental teaching reform. Based on the foundational theory of embodied cognition, this study systematically analyzes the inherent pedagogical compatibility between embodied teaching principles and chemical experiment instruction. Furthermore, it critically examines the existing structural problems and limitations prevalent in current experimental teaching practices. To address these challenges, this research constructs a comprehensive five-dimensional strategy system designed to seamlessly integrate physical action with cognitive engagement. The implementation of this embodied teaching strategy demonstrates significant pedagogical benefits. It can effectively improve students' hands-on experimental operation abilities, elevate their overall scientific thinking levels, and substantially boost their intrinsic learning interest. Ultimately, this study provides a highly practical and operational path for the systematic reform of high school chemistry experiment teaching, ensuring that students achieve a more holistic and deeply integrated scientific education.
Copyright (c) 2026 Miaomiao Jia, Min Zhang, Jinjie Qu, Huiya Li, Tianlu Liao (Author) https://creativecommons.org/licenses/by/4.0
Exploring the Application of Generative Artificial Intelligence to Support Pre-Class Preparation in County-Level High School Chemistry
Section: Article Keywords: generative ai, chemistry education, educational technology, independent learning, instructional design In the pre-class preview stage of chemistry education within county-level high schools, several pedagogical challenges are commonly observed, including insufficient resource support, highly formalized preview activities, and the persistent difficulty teachers face in promptly assessing students' learning statuses. Generative artificial intelligence (AI), which excels in dynamic content creation, offers a promising solution by providing timely feedback, constructing diversified learning scenarios, and organizing a comprehensive educational environment. Consequently, this advanced tool introduces innovative strategies for optimizing the pre-class preview paradigm in chemistry instruction. Grounded in the authentic teaching conditions of county-level high school chemistry courses, this study systematically explores the application value of generative AI in pre-class preparatory activities. Drawing upon AI-TPACK theory, constructivist learning theory, and distributed cognition theory, we propose a practical application model encompassing task release, intelligent preview, learning situation diagnosis, and seamless classroom integration. This comprehensive model diversifies pre-study materials, cultivates students' problem-finding habits, and significantly enhances independent learning capabilities, while simultaneously allowing educators to dynamically adjust classroom instruction based on empirical pre-study data. However, the practical deployment of this intelligent tool presents potential risks, such as students directly copying standard answers, developing an overreliance on AI, and encountering factual errors or informational omissions in AI-generated content. To mitigate these issues, educators must strategically position generative AI as an auxiliary teaching instrument, design preview tasks emphasizing the cognitive learning process, and rigorously verify students' preview outcomes during classroom sessions to provide targeted, effective guidance.
Copyright (c) 2026 Xinhui Yu, Guofang Zuo (Author) https://creativecommons.org/licenses/by/4.0
English Curriculum Design and Implementation in the Industry-Academia Cooperation Model: Enhancing the Language Application Competence of Vocational Undergraduates
Section: Article Keywords: English curriculum design, industry-academia cooperation, vocational education, language application competence, pedagogical strategies This study explores the design and implementation of an English curriculum within the industry-academia cooperation model, aiming to enhance the language application competence of vocational undergraduates. By analyzing curriculum frameworks and pedagogical strategies tailored to industry demands, the research identifies key methodologies for bridging academic learning with practical language application. The findings highlight the effectiveness of collaborative curriculum design in fostering professional language skills, offering actionable insights for educators and policymakers.
Copyright (c) 2025 Siyu Yang (Author) https://creativecommons.org/licenses/by/4.0
A Study on the Meaning Construction of Digital Narrative Discourse of Learners of English in Universities: Taking Holiday-Themed Multimodal Videos as an Example
Section: Article Keywords: digital storytelling, multimodal discourse, visual grammar, english teaching, discourse analysis Learner digital storytelling transforms given narrative content into dynamic multimedia works, a pedagogical approach which has demonstrated a highly positive impact on contemporary English language teaching. Drawing extensively on the Visual Grammar theoretical framework proposed by Kress and van Leeuwen (2020), this empirical study systematically examines foreign language videos published on the official WeChat account of a university located in Northwest China. It conducts a rigorous multimodal discourse analysis across three primary dimensions—representational meaning, interactive meaning, and compositional meaning—to comprehensively explore how university English learners construct complex discourse meaning specifically at the visual level. The analytical findings reveal three key insights: 1) At the level of representational meaning, the utilized images frequently lack sufficient narrative strength; 2) At the level of interactive meaning, the overall meaning construction tends heavily toward the objective transmission of factual information; 3) In terms of compositional meaning construction, visual salience is notably insufficient across the sampled media. Therefore, while the visual modality in the short videos created by these learners generally serves an adequate communicative function, it functions primarily as a supplementary tool to the dominant textual modality, meaning the holistic construction of visual meaning remains incomplete. By analyzing bilingual videos focused on traditional Chinese festivals, this study explores the nuanced characteristics of learners' multimodal expression, offering valuable pedagogical insights for language teachers. Furthermore, it helps learners gain a deeper understanding of Chinese history, customs, and cultural heritage, ultimately laying a robust foundation for effective cross-cultural dissemination.
Copyright (c) 2026 Xuan Wang, Mengmeng Ji (Author) https://creativecommons.org/licenses/by/4.0
A Study of the Picturesque Aesthetics in Waverley
Section: Article Keywords: Walter Scott, historical fiction, picturesque aesthetics, national identity, scottish literature, cultural heritage In his foundational historical novel Waverley, Walter Scott masterfully depicts Scotland's rugged landscapes, distinctive characters, and traditional costumes from a profoundly picturesque perspective, thereby highlighting the nation's "primitive imagery" and inherent exoticism. This deliberate artistic choice not only echoes the prevailing picturesque aesthetics of the nineteenth century but also significantly deepens the shaping and global dissemination of Scotland's national image. Through Scott's evocative prose, the natural landscapes, historical figures, and cultural artifacts in the novel are endowed with a romantic and mysterious aura. Consequently, these elements transcend mere background details, becoming essential visual codes for constructing a cohesive Scottish national identity and preserving its rich cultural heritage. Furthermore, the protagonist, Edward Waverley, functions as more than a passive spectator; he acts as an "alien" observer who deeply penetrates the Scottish Highlands. As an outsider, he appreciates the sublime vastness of the Scottish moors, the melancholic dilapidation of ancient castles, and the vibrant splendor of clan costumes through a highly stylized picturesque lens. This perspective effectively filters the harsh, often violent socio-political realities of the Jacobite rising into a captivating aesthetic spectacle designed for the reader's gaze. Ultimately, Waverley undergoes a profound emotional and psychological conversion, navigating the complex tension between cultural distance and newfound intimacy, which underscores the transformative power of aesthetic experience in historical literature.
Copyright (c) 2026 Lingwei Meng, Xiaohong Zhang, Kehao Liu (Author) https://creativecommons.org/licenses/by/4.0
Research on the Construction of a Lifelong Learning Portfolio for Early Childhood Physical Education Teachers Based on Blockchain Traceability Technology
Section: Article Keywords: blockchain, lifelong learning, physical education, professional development, data traceability, smart contracts This study aims to develop a lifelong learning portfolio system for early childhood physical education teachers based on blockchain traceability technology. Currently, China's early childhood physical education teaching workforce faces significant challenges, such as insufficient professional competence and highly fragmented continuing education systems. Furthermore, traditional paper-based or centralized electronic portfolios exhibit substantial limitations regarding data authenticity, completeness, accessibility, and overall teacher autonomy. By analyzing the broader policy context and the practical challenges of lifelong learning for early childhood physical education teachers, and by thoroughly examining the core shortcomings of existing portfolio management models, this study proposes a robust, multi-layered system framework. This innovative architecture comprises distinct data layers, network layers, consensus layers, contract layers, and application layers. Additionally, it designs key operational processes, including secure identity authentication, continuous learning process documentation, immutable achievement certification, and authorized access queries. The study demonstrates that this decentralized system can successfully establish credible, comprehensive, self-managed, and shared lifelong learning portfolios for educators. Consequently, it not only enhances their continuous professional development but also provides highly reliable data support for employers, training institutions, and educational authorities. Ultimately, this technological integration significantly advances the professionalization and standardization of the early childhood physical education workforce. Finally, the report analyzes potential technical and non-technical challenges in system implementation and outlines future development prospects for blockchain in educational management.
Copyright (c) 2026 Yuxin Dai (Author) https://creativecommons.org/licenses/by/4.0
The Cultural Reconstruction of Traditional "Filial Piety" in the Context of Smart Elderly Care
Section: Article Keywords: smart elderly care, filial piety, cultural reconstruction, ethics, aging society This study aims to systematically explore the reconstruction and transformation of traditional "filial piety" culture within the rapidly evolving context of smart elderly care. With unprecedented technological advancements and profound changes in global demographic and social structures, traditional filial piety culture faces significant new challenges, alongside unique opportunities for modernization. The research first comprehensively reviews the historical evolution of filial piety culture—tracing its trajectory from ancient times through modern periods to its current state under contemporary smart elderly care trends—carefully analyzing critical shifts in its core connotations and practical extensions. Subsequently, it provides an in-depth overview of smart elderly care, covering technology-driven transformations in caregiving approaches, the distinct advantages and inherent limitations of intelligent elderly care services, and their future development prospects in an aging society. Building upon this robust theoretical foundation, the study focuses on the fundamental redefinition of filial piety culture within smart elderly care frameworks. This includes the crucial paradigm shift from mere material support to profound emotional care, the integration of innovative communication methods utilizing digital technology among family members, and the establishment of new, adaptive behavioral norms for fulfilling filial duties. Additionally, the paper offers profound philosophical reflections on the ongoing transformation of filial piety culture. It critically examines its complex relationships from both individualist and collectivist perspectives, evaluates the intrinsic connection between quality of life and fundamental human dignity, and delineates the evolving boundaries between ethical moral responsibilities and formal legal obligations.
Copyright (c) 2026 Shiying Fu (Author) https://creativecommons.org/licenses/by/4.0
Integrating Cybersecurity Education into University Mental Health Education: Values, Challenges, and Approaches
Section: Article Keywords: mental health education, cybersecurity education, college students, digital literacy, educational integration The rapid proliferation of digital technologies has fundamentally transformed the higher education landscape, necessitating innovative pedagogical strategies to safeguard student well-being. Integrating cybersecurity education into university mental health education not only addresses the evolving educational environment in the digital age but also provides a crucial new educational approach to enhance students' online adaptability, psychological resilience, and self-protection awareness against cyber threats. As students increasingly navigate complex digital ecosystems, the intersection of cyber risk and psychological vulnerability becomes more pronounced. Currently, however, this interdisciplinary integration faces significant systemic challenges. These include unclear educational positioning, inadequate institutional coordination mechanisms, insufficient faculty support and training, and outdated content formats that fail to adequately meet contemporary student needs, all of which severely hinder practical effectiveness. To overcome these barriers, this paper argues that universities must proactively advance practical efforts by clarifying overarching educational objectives and establishing robust operational frameworks. Furthermore, empowering educators through targeted professional development and innovating both curriculum content and delivery methods are essential steps. By implementing these strategies, higher education institutions can achieve an effective, synergistic alignment between cybersecurity education and mental health education in terms of goals, content, and pedagogical approaches. Ultimately, this comprehensive integration will support the holistic physical and mental development of college students while simultaneously driving the essential enhancement of their digital literacy and cyber resilience in an increasingly interconnected world.
Copyright (c) 2026 Jinshan Wu (Author) https://creativecommons.org/licenses/by/4.0
Difficulties and Countermeasures for the Optimization and Transformation of Disciplines and Specialties in Local Application-Oriented Universities
Section: Article Keywords: Local application-oriented universities, optimization of disciplines and specialties, transformation development, policy guidance, integration of industry and education Against the backdrop of high-quality development of higher education and the strategic goal of building a leading country in education, local application-oriented universities, as core vehicles for serving regional economic and social development and cultivating application-oriented talents, find the optimization and transformation of their disciplines and specialties to be an inevitable pathway to align with national educational reform directives and meet the demands of industrial upgrading. In recent years, China has issued a series of intensive policies for the adjustment and optimization of disciplines and specialties, providing clear guidance for the transformation of local universities. However, constrained by multiple factors such as uneven resource endowments, misconceptions in development philosophies, and rigid institutional mechanisms, local application-oriented universities still face numerous practical difficulties in discipline and specialty layout, depth of industry-education integration, faculty development, and dynamic adjustment mechanisms. Based on the orientation of national top-level policies, this paper reviews the historical context of discipline and specialty optimization and transformation in local application-oriented universities, deeply analyzes the core pain points and prominent difficulties in the current reform process, and further proposes targeted and actionable optimization strategies from key dimensions such as positioning calibration, mechanism improvement, resource integration, and evaluation reform. The aim is to help local application-oriented universities break through development bottlenecks, build a discipline and specialty system that meets regional needs and features distinctive characteristics, and comprehensively enhance the quality of talent cultivation and the capacity for social service.
optimization of disciplines and specialties
Copyright (c) 2026 Leian Liu, Jieqiong Han, Ting Wu, Ling Yang, Dashun Yan (Author) https://creativecommons.org/licenses/by/4.0
C-STEM Education: Chemistry-Centred Interdisciplinary Education
Section: Article Keywords: stem education, chemistry education, interdisciplinary integration, educational models, project-based learning Regarded universally as the 'central science', chemistry naturally serves as an indispensable interdisciplinary hub for the effective implementation of STEM (Science, Technology, Engineering, and Mathematics) education. Nevertheless, current STEM pedagogical practices within the field of chemistry are generally characterised by a concerning weakening of chemistry's central role and a superficial approach to rigorous disciplinary thinking. Consequently, interdisciplinary integration often remains merely cosmetic, failing to leverage the true epistemological value of chemical sciences. To systematically address this critical gap, this paper proposes an innovative C-STEM educational philosophy that is firmly centred on chemistry. It constructs a comprehensive theoretical model for C-STEM education and meticulously clarifies the functional boundaries and complex mechanisms of interaction between chemistry and the other STEM disciplines. Furthermore, drawing upon the foundational pedagogical principles of authenticity, collaborative inquiry, project-based learning, and multidimensionality, this study designs a robust applied model for C-STEM. This framework details actionable implementation pathways for defining project objectives, structuring content, establishing real-world contexts, designing tasks, evaluating outcomes, and conducting holistic assessments. Extensive research and theoretical analysis indicate that the C-STEM approach, by steadfastly upholding the intrinsic value of chemistry while achieving deep, meaningful interdisciplinary integration, can provide a transformative theoretical framework and a highly practical paradigm. Ultimately, this model serves as a catalyst for the comprehensive reform of chemistry education and the effective localisation of STEM curricula in contemporary educational settings.
Copyright (c) 2026 Qingling Liao, Qin Zhou, Zunli Mo, Qianqian Bao (Author) https://creativecommons.org/licenses/by/4.0
Intangible Cultural Heritage Teaching and Construction of Cultural Confidence from the Perspective of Self-adjustment Aesthetics and Inner Aesthetics: A Case Study of Ethnic Preparatory Writing Instruction at Guangxi Minzu University
Section: Article Keywords: self-adjustment aesthetics, inner aesthetics, cultural heritage, ethnic education, writing instruction, cultural confidence Based on Professor Wang Jianjiang's foundational theories of Self-adjustment Aesthetics and Inner Aesthetics, this paper constructs a comprehensive and systematic practical framework for teaching intangible cultural heritage (ICH) writing within the context of ethnic preparatory education. The study demonstrates that the application of Self-adjustment Aesthetics, operating through the structured pedagogical pathway of "form deconstruction, meaning reconstruction, and innovative expression," effectively enhances preparatory students' cultural cognitive abilities and advanced writing proficiency. Furthermore, the integration of Inner Aesthetics facilitates a profound aesthetic sublimation, guiding students from mere skill observation to deep spiritual resonance. This transformative process plays a crucial role in fostering robust cultural confidence and stimulating innovative thinking among learners. Through the implementation of the innovative "4+4+2" teaching system and the strategic "three-layer writing scaffolding" method, the seamless integration of ICH skill transmission and the cultivation of an enduring cultural spirit is successfully achieved. This research provides a highly replicable and scalable teaching paradigm tailored for ethnic education programs. It explores a distinctive and effective pathway for higher education institutions to actively serve and preserve local cultural heritage. Consequently, this approach not only expands the connotative dimensions and academic depth of ethnic education but also offers a highly actionable practice plan for the living transmission and contemporary relevance of ICH. Ultimately, this study holds positive exemplary significance for promoting the creative transformation and innovative development of fine traditional Chinese culture in modern educational settings.
Copyright (c) 2026 Yingying Xu (Author) https://creativecommons.org/licenses/by/4.0
The Application of AI-Powered Project-Based Learning in Junior High School Biology---Taking "The Secrets of Angiosperm Growth" as an Example
Section: Article Keywords: artificial intelligence, project-based learning, biology education, core competencies, teaching strategies In the contemporary era of rapid technological advancement, artificial intelligence (AI) has emerged as a transformative force within the global education system. Consequently, AI-enabled project-based learning (PBL) has become a critical requirement for modernizing pedagogical frameworks and fostering sustainable social development. This article presents a comprehensive case study focusing on "The Secrets of Angiosperm Growth," a foundational module from the seventh-grade lower-semester biology textbook published by the People's Education Press. The study systematically explores the integration of AI tools into the biology curriculum across four essential dimensions: the cultivation of fundamental life concepts, the enhancement of rigorous scientific thinking, the facilitation of inquiry-based practical skills, and the development of student attitude and social responsibility. By utilizing AI-enabled project-based learning methodologies, educators can create highly interactive and personalized learning environments that significantly boost student engagement and knowledge retention. The research demonstrates how AI applications, such as intelligent tutoring systems and virtual simulations, can effectively guide students through complex biological processes like angiosperm reproduction and development. Ultimately, this pedagogical approach aims to comprehensively develop students' core competencies in the sciences. The findings provide a robust, practical reference for junior high school biology teaching, offering actionable strategies for educators. Furthermore, this study promotes the effective implementation of the subject's broader educational function, ensuring that students are adequately prepared for future scientific endeavors in an increasingly digital and AI-driven world.
Copyright (c) 2026 Ning Wang, Mengke Wang, Wenyao Yang, Shanshan Yi, Chenyan Liu, Xiaoying Wu (Author) https://creativecommons.org/licenses/by/4.0
Current Situation and Countermeasures of Education Quality Assurance for International Students in Guangxi Universities
Section: Article Keywords: international education, quality assurance, higher education, educational management, student enrollment As a strategic bridgehead between China and the Association of Southeast Asian Nations (ASEAN), Guangxi possesses abundant resources and unique geographical advantages in fostering international academic exchanges. Consequently, the region has historically attracted numerous international students from ASEAN countries and other global regions, significantly contributing to regional educational integration. However, in the wake of shifting global dynamics and post-pandemic realities, universities in Guangxi are currently facing multifaceted challenges. These include a noticeable decline in the enrollment of international students, structural difficulties in adapting traditional training models to diverse cultural backgrounds, and the persistence of outdated administrative management methods. There is an urgent need to systematically strengthen education quality assurance mechanisms for international students to meet the rigorous development requirements under the new globalized educational situation. This paper comprehensively analyzes both the internal and external factors affecting education quality assurance for international students in Guangxi universities. Internally, it examines institutional infrastructure, curriculum design, and faculty intercultural competence. Externally, it evaluates macroeconomic policies, geopolitical shifts, and cross-border mobility constraints. Furthermore, this study discusses strategic countermeasures and actionable suggestions for improving the overall level of education quality assurance. By proposing innovative management frameworks, tailored pedagogical approaches, and enhanced feedback systems, this research aims to provide a robust theoretical foundation and practical guidelines for Guangxi universities to revitalize their international education programs and sustain long-term competitiveness.
Copyright (c) 2026 Zhibin Miao, Xiaohong Cong, Qishuo Pang, Wenbo Zhang, Ruize Shi (Author) https://creativecommons.org/licenses/by/4.0
A Study on the Synergistic Path of Digital Technology Empowering the Promotion of Li and Miao Cultural Heritage and the Revitalization of Rural Industries
Section: Article Keywords: digital technology, cultural heritage, rural revitalization, ethnic cultures, sustainable development, industrial development Against the backdrop of accelerated global digitalization and the deepened implementation of the rural revitalization strategy, leveraging emerging technologies to promote the preservation of ethnic cultures and rural social development has become a pivotal contemporary issue. However, under the pressures of rapid modernization and urbanization, indigenous heritages, particularly the Li and Miao cultures, face unprecedented challenges. These include limited transmission channels, restricted dissemination impact, and insufficient innovation and transformation, which collectively threaten their long-term survival. Correspondingly, related rural industries have long encountered severe developmental bottlenecks, including reliance on traditional business models, poor market integration, and persistently low added value. Grounded in the actual development context of Li and Miao settlements in Hainan, this paper systematically analyzes the synergistic mechanisms and practical pathways for digital technologies to empower cultural dissemination and industrial revitalization. By integrating advanced digital tools such as virtual reality, big data analytics, and e-commerce platforms, this study explores how technological interventions can effectively modernize traditional cultural expressions while simultaneously boosting local economic growth. Furthermore, the research evaluates the socio-economic impacts of these digital integrations on community engagement and sustainable development. Ultimately, this comprehensive analysis aims to provide robust theoretical references and actionable practical frameworks for policymakers and stakeholders. The findings underscore the immense potential of digital empowerment in achieving a sustainable, win-win outcome of cultural prosperity and economic development in marginalized ethnic regions.
Copyright (c) 2026 Aiwa Huang, Tingting Liang (Author) https://creativecommons.org/licenses/by/4.0
Exploration of AIGC-Assisted Course Development for Ship Structure and Freight Integration in the Context of Industry-Education Integration
Section: Article Keywords: industry-education integration, generative ai, maritime education, curriculum development, teaching reform In contemporary maritime-related academic programs, the long-standing pedagogical separation of ship structure and freight management courses has frequently resulted in insufficient comprehensive application skills among graduating students. To address this critical educational gap, this project systematically integrates the two traditionally distinct courses. It reorganizes the core teaching content around the typical, real-world operational tasks of modern shipping companies, thereby fostering a more cohesive learning environment. Furthermore, the curriculum innovatively incorporates Artificial Intelligence Generated Content (AIGC) tools to assist educators in developing complex 3D structural models, dynamic freight simulation scripts, and highly adaptive intelligent question banks. To evaluate the efficacy of this integrated approach, a pilot teaching study was conducted utilizing a rigorous quasi-experimental design. The study comprised a total of 160 students, evenly divided with 80 participants in the experimental group and 80 in the control group. The empirical results revealed that the experimental group achieved an average practical assessment score of 78.4, which was notably 9.2 points higher than that of the control group (P < 0.001). Additionally, course satisfaction scores reached 4.21 out of 5 in the experimental cohort, representing a statistically significant increase of 0.47 points over the control group (P < 0.001). Ultimately, the integration of AIGC demonstrates significant advantages in enhancing resource development efficiency and student engagement. However, the study also highlights that AI-generated educational content still necessitates meticulous teacher review and professional approval to ensure academic accuracy and industry compliance.
Copyright (c) 2026 Jiafa Liu, Xuming Xu, Guoguang Lu, Qinghua You (Author) https://creativecommons.org/licenses/by/4.0
The Inheritance and Innovation of Red Culture in Ideological and Political Education in Universities in the New Era
Section: Article Keywords: red culture, political education, cultural heritage, educational innovation, moral education Red cultural resources fulfill multifaceted value functions in university ideological and political education, including political guidance, moral cultivation, cultural inheritance, and practical instruction. These resources serve as a foundational pillar for shaping the ideological framework of contemporary students. However, currently, red culture education in universities faces significant practical challenges. These include a noticeable mismatch between traditional content provision and modern students' reception preferences, as well as the insufficient integration of educational formats with daily life contexts. Furthermore, the reliance on one-way narratives often lacks interactive engagement, leading to profound difficulties in transforming historical symbolic memories into genuine spiritual internalization among the youth. To address these pressing issues, this paper takes the inheritance and innovation of red culture as its primary starting point. It provides a detailed, comprehensive analysis of the value essence and practical challenges of integrating red culture into contemporary university ideological and political education. Building upon this theoretical foundation, the study proposes systematic and actionable approaches to overcome existing barriers. These strategies include revitalizing pedagogical discourse models, seamlessly embedding educational content into daily campus scenarios, fostering dynamic dialogue spaces for active student participation, and deepening hands-on practical experiences. Ultimately, this research aims to establish a more effective, resonant red culture education model that significantly enhances the overall quality of ideological and political education, thereby successfully cultivating young people's core values in the new era.
Copyright (c) 2026 Wei Zhao (Author) https://creativecommons.org/licenses/by/4.0
Research on the Integrated Development Path of Hainan Cultural Tourism Resources and Quality-Oriented Education against the Backdrop of the Free Trade Port
Section: Article Keywords: free trade port, cultural tourism, quality education, study tour, integrated development The construction of the Hainan Free Trade Port has entered a phase of high-quality advancement, creating a mutually reinforcing opportunity for the upgrading of the cultural tourism industry and the practical education reform of quality-oriented education. Cultural tourism resources embody diverse educational values, including ecological popularization, revolutionary ideological-political education, intangible cultural heritage aesthetic education, and marine labor education. Concurrently, quality-oriented education provides a curriculum-based and standardized orientation for the sustainable development of these cultural tourism resources. The in-depth integration of these two domains is a crucial approach to fulfilling the fundamental task of fostering virtue through education and promoting the comprehensive transformation and upgrading of Hainan's cultural tourism industry. Based on the latest industry statistics and existing academic research, this paper systematically reviews the practical foundation for integrating Hainan's cultural tourism resources with quality-oriented education. Furthermore, it critically analyzes the primary challenges hindering this integration, including the inadequate educational transformation of existing resources, weak inter-departmental coordination, severe product homogenization, and a notable shortage of professional talents. In light of the unique policy advantages provided by the Free Trade Port, this study proposes optimized developmental pathways across five key dimensions: resource integration, mechanism building, product innovation, talent cultivation, and the establishment of a robust support system. Ultimately, these strategic recommendations aim to offer practical references and actionable insights for the coordinated, long-term development of both the education and tourism sectors in Hainan.
Copyright (c) 2026 Na Su (Author) https://creativecommons.org/licenses/by/4.0
The Core Theses and Theoretical Logic of Ideological and Political Education in the Classic Works of Marx and Engels
Section: Article Keywords: ideological education, political education, marxist theory, human development, party spirit The core theses and theoretical logic of ideological and political education embedded within the classic texts of Karl Marx and Friedrich Engels can be systematically summarized into three fundamental dimensions. First, these foundational works emphasize adhering strictly to the proletarian stance of Party spirit, or party-mindedness. This clarifies that ideological and political education inherently serves the broader proletarian revolutionary movement, consistently upholding the vanguard leadership of the Communist Party, and deeply relying on the mass line for sustained momentum. Second, the classic literature reveals that the essential function of such education lies in the concept of "theory gripping the masses," thereby transforming abstract philosophical thought into a tangible, revolutionary material force. Furthermore, its social origin is rooted in the historical materialist fact that material production and social intercourse fundamentally shape and change ideological concepts. Consequently, its ultimate historical mission is to realize a society where "the free development of each is the condition for the free development of all." Third, these texts establish critical methodological principles for educational practice. They take "real, active men" as the definitive logical starting point, adhering to the dialectical principle of transformation where "thought strives to realize itself" and "reality strives toward thought." This transformative process relies heavily on "those who wield practical force"---namely, the dedicated contingent of Communists---for effective implementation. Ultimately, these comprehensive theses provide a robust textual basis and enduring conceptual principles for advancing ideological and political education in the contemporary new era.
Copyright (c) 2026 Ping Qian (Author) https://creativecommons.org/licenses/by/4.0
A Study on the Value Exploration and Practical Path of Traditional Culture Education in Chinese Language Classrooms from the Perspective of Moral Education and Character Building
Section: Article Keywords: Traditional Chinese culture, Moral education, Character building, Chinese language pedagogy, Curriculum integration, Confucian virtue ethics, Teacher professional development This study investigates how traditional Chinese culture education in higher education College Chinese (Daxue Yuwen) classrooms can be strategically reoriented to advance the fundamental task of fostering virtue through education (Lide Shuren) and character building. Grounded in national curriculum standards and UNESCO's cultural literacy framework, the research bridges theoretical insights from Confucian virtue ethics, care-based moral development, and contemporary pedagogical scholarship with empirical realities of classroom practice. Through a critical review of existing literature, the paper identifies a persistent disjunction between the normative emphasis on cultural inheritance and the fragmented, often superficial, implementation observed across schools. To address this theory--practice chasm, the study proposes an original conceptual architecture---the Three-Dimensional Integration Model (3DIM)---which organizes cultural pedagogy along three interdependent axes: the Textual Axis, emphasizing semantic depth and hermeneutic rigor in classical and modern texts; the Relational Axis, foregrounding dialogic meaning-making among teachers, students, and texts; and the Embodied Axis, incorporating ritualized practices such as chanted recitation and aesthetic reflection to cultivate moral sensibility and agency. The model is empirically anchored in findings from a national survey of 1,247 language teachers, revealing widespread gaps in interpretive training, assessment capacity, and curricular time allocation---particularly acute in local and vocational institutions. Implementation pathways are differentiated by scale---from micro-integration in grammar tasks to cross-curricular projects---and aligned with China's Five-Education Integration policy and Core Competencies for Chinese Students. The study concludes that effective traditional culture education must move beyond symbolic representation toward ethically engaged, contextually responsive praxis. It offers actionable recommendations for teacher professional development, formative assessment design, and curriculum policy reform, positioning language instruction not merely as linguistic transmission but as a vital site for cultivating morally grounded, culturally rooted citizens.
Copyright (c) 2026 Niu Ruan (Author) https://creativecommons.org/licenses/by/4.0
AI Literacy and Intercultural Teaching in College English Education: The Impact on Enhancing Students' Global Perspectives
Section: Article Keywords: AI literacy, intercultural teaching, college English education, global perspectives, pedagogical innovation This study explores the integration of AI literacy and intercultural teaching within college English education, aiming to enhance students' global perspectives. By examining pedagogical strategies and their outcomes, the research identifies the potential of AI-driven tools and intercultural frameworks to foster critical thinking, cultural awareness, and global competencies. The findings contribute to the evolving discourse on innovative educational practices in a globalized and technologically advanced era.
Copyright (c) 2025 Xuanxiao Lu (Author) https://creativecommons.org/licenses/by/4.0
College English Education from a Global Perspective: Challenges and Opportunities in the Construction of the Free Trade Port
Section: Article Keywords: College English Education, Global Perspective, Free Trade Port, Challenges, Opportunities This study examines the challenges and opportunities in college English education within the context of constructing a Free Trade Port from a global perspective. By analyzing the evolving demands of globalization and the role of English as a lingua franca, the paper explores innovative strategies to enhance language education. The research identifies critical barriers, proposes actionable solutions, and highlights the transformative potential of integrating global perspectives into curriculum design. The findings aim to contribute to the development of sustainable and globally competitive English education frameworks.
Copyright (c) 2025 Xiaolei Ye (Author) https://creativecommons.org/licenses/by/4.0