Global Education Development Study

Research on the Talent Training Orientation of Environmental Design Major in Response to the Demand of New-Quality Productive Forces

Jingfang Xiao — 2026-04-06

With the development of society, China has entered the “digital era.” However, there are still many problems in the traditional teaching models and processes of the environmental design major. The development of this major needs to keep pace with the times. We attempt to use the demands of new-quality productive forces as the training objective for talents in the environmental design major and the ability of composite talents as the focus of talent training in this major. This is intended to improve the quality of teaching in this major and motivate students’ enthusiasm for learning. Meanwhile, we hope that this talent training model can be more widely promoted and applied.

Research on the Transformation of University Teaching Paradigm from the Perspective of Educational Digitalization and Educational Technology Integration

Xujie An — 2026-04-08

Driven by the dual strategies of digital economy and education powerhouse, educational digitalization has evolved from a tool-based supplement to a structural force reshaping the university teaching ecosystem. Taking the concept of “empowerment by data and intelligence” as the entry point, this paper focuses on the coupling relationship between educational technology and teaching paradigm. Only by embedding technology into the discourse system, knowledge production, and institutional arrangements of the teaching community can the paradigm shift from “digital teaching” to “teaching digitalization” be truly realized. The transformation framework constructed in this paper can provide an operable theoretical fulcrum and practical path for universities to formulate educational digitalization strategies, optimize educational technology governance, and improve teaching innovation effectiveness.

A Cross-Strait Perspective: A Study on the Development of New-Generation Vocational Education Teacher Training and Faculty Team Building — A Comparative Analysis between Mainland China and Taiwan, China

Tingyun Luo — 2026-04-07

This study examines the development of vocational education teachers and the construction of teaching staff across the Taiwan Strait. Utilizing expert interviews and a structural equation model (SEM) for mixed-method analysis, it seeks to uncover the causal relationships among policy support, teacher training, teacher professionalism, and school-enterprise collaboration. The research reveals that while both sides of the Taiwan Strait emphasize “dual abilities” and the “integration of industry and education”, they differ in institutional logics regarding teacher qualification recognition, training models, and resource allocation. The SEM model results indicate that policy support significantly enhances the effectiveness of teacher training and development. Teacher training serves as a mediator between teacher professionalism and overall effectiveness. However, the direct link between teacher professionalism and school-enterprise collaboration is not significant, suggesting that organizational structure and environmental factors are crucial moderating variables. Theoretically, this study addresses Schultz’s “human capital theory” and Rauner’s “dual-ability model”, further developing a comparative analysis framework of “policy-ability-effectiveness”. Practically, it is recommended that both sides of the Taiwan Strait establish cross-border teacher certification and digital teaching and research platforms to foster regional knowledge exchange and teacher mobility. This approach aims to achieve the digital transformation and sustainable empowerment of vocational education teachers, ultimately realizing the educational vision of common prosperity in industry and education and the co-creation of value.

AI Empowers Lifelong Learning: Technological Pathways, Future Skill Reconstruction, and Practical Cases

Luyang Zhang — 2026-04-07

As digital transformation deepens, artificial intelligence (AI) has emerged as a core driver of lifelong learning transformation. This paper focuses on exploring AI-empowered lifelong learning through three dimensions: technological pathways, future skill reconstruction, and practical cases. Regarding technological pathways, it constructs a four-dimensional interconnected system of “data-algorithm-application-governance”, analyzes the triple barriers of “technology-humanities-institutions” and proposes countermeasures, clarifying AI’s role in foundational data collection, full-process support at the application layer, and cross-scenario ecosystem construction. For future skill reconstruction, addressing the shift in talent demands from “static matching” to “dynamic adaptation” in the AI era, it proposes a three-dimensional skill system of “core competencies-professional skills-meta-abilities” and establishes a “trinity” collaborative implementation mechanism involving educational institutions, enterprises, and individuals. In terms of practical cases, it compares the inclusive practices of China’s National Open University’s AI+ lifelong learning platform with the precision-oriented exploration of Udacity’s nanodegrees abroad, extracting key insights on technology-demand alignment, skill-scenario integration, and multi-stakeholder ecosystem collaboration. Leveraging a “national-local-international” policy framework, it proposes four safeguard mechanisms: institutional, technological, supervisory, and equity-focused.

“Digital Intelligence Empowerment, Cultural Enabling” — Exploring and Practicing the Training Model of Art and Design Graduate Students

Li Ren — 2026-04-07

As educators, we all hold our own vision of “educational ideals” and “ideal education”. The new eras ideal education is rooted in the dual pillars of “digital empowerment and cultural cultivation”. Only through the integration of these elements can students develop proper life aspirations, solid knowledge foundations, excellent critical thinking skills, effective working methods, harmonious interpersonal relationships, and healthy mental states, ultimately nurturing well-rounded talents. This educational reform, grounded in the dual context of digital empowerment and cultural development, establishes a “digital empowerment and cultural cultivation” model by integrating AI, big data, and digital technologies. It guides students to apply their knowledge holistically, enhancing practical thinking, innovation capabilities, and artistic literacy. This approach fosters positive teacher-student interactions and elevates overall educational outcomes.

School-Enterprise Collaborative Teaching Reform and Practice of Civil Engineering Materials Course Serving the “Dual Carbon” Strategy

Tao Huang — 2026-04-07

Against the backdrop of the comprehensive advancement of the “dual carbon” strategy, the demand for professionals with low-carbon concepts and practical abilities in the civil engineering industry is becoming increasingly urgent. This paper addresses issues in traditional course teaching, such as insufficient integration of the “dual carbon” concept, disconnection between theory and industrial practice, and the lack of a school-enterprise collaborative mechanism. It proposes a four-in-one school-enterprise collaborative teaching reform plan, namely “conceptual guidance–content reconstruction–mode innovation–platform support”. By clarifying the objectives of curriculum reform, reconstructing the curriculum content system that incorporates low-carbon elements, innovating the collaborative teaching model of “classroom + enterprise + project”, and building a practical teaching platform jointly constructed by schools and enterprises, it effectively enhances students’ low-carbon literacy and engineering practical abilities, providing talent cultivation support for the civil engineering major to serve the national “dual carbon” strategy.

Diversified Assessment, Illuminating the English Classroom—The Practice of Process Assessment in Primary School English Teaching

Xinli Zhao — 2026-04-07

This paper explores the importance, existing problems, and improvement strategies of implementing diversified process assessment in primary school English teaching. Process assessment promotes students’ holistic development, enhances learning motivation, and helps teachers improve their professional level through continuous feedback and diverse assessment methods. However, current teaching practices face issues such as singular assessment methods, lack of effective tools, and unclear assessment criteria. To address these, it is recommended to apply diversified assessment methods, design effective assessment tools, clarify assessment standards, and provide timely feedback. These measures aim to reduce teachers’ workload, enhance assessment effectiveness, and ultimately achieve the goal of “Diversified Assessment, Illuminating the English Classroom”.

The Transformative Power of 15 Year Consistent Education on Children’s English Proficiency: A Journey of Linguistic Nurturing

Yang Liu — 2026-04-07

English serves as a bridge to global opportunities, yet traditional fragmented education disrupts English learning continuity. The 15-year consistent education system eliminates such barriers, offering a seamless linguistic journey. Its core strength lies in curriculum continuity, aligning with children’s cognitive and psychological development. It fosters personalized linguistic nurturing through long-term teacher–student relationships, creating tailored learning paths. For instance, students with visual or auditory learning styles receive customized instruction. The system also builds on previous knowledge, ensuring smooth progress in areas like pronunciation and writing. Additionally, long term relationships create a safe learning environment, encouraging students to take risks. Although facing challenges in investment and student diversity, its benefits outweigh them. Respecting language learning and child development, it offers a transformative blueprint for nurturing English proficiency in a globalized world.

Identifying Structural Barriers in the Digital-Intelligent Integration of Construction-Engineering Education

Qizhi Zou — 2026-04-07

This study examined how data-driven and intelligent technologies are embedded across the core instructional processes of the Intelligent Construction program, including curriculum design, classroom delivery, learning assessment, and quality enhancement. Although tools such as BIM platforms, IoT systems, digital twins, and AI-based learning analytics have been introduced, their pedagogical value remains limited. The findings indicate three structural constraints: insufficient alignment between curriculum objectives and digital-intelligent competencies, fragmented technology deployment with low inter-platform interoperability and limited data feedback loops, and inconsistent use of process-based evidence in learning evaluation. Additionally, institutional support and data governance frameworks remain underdeveloped, restricting the depth of integration. In response, this study proposes a coordinated improvement pathway emphasizing conceptual renewal, institutional support, capacity building, and technological synergy. The work provides an empirical foundation for constructing an integrated, industry-linked talent cultivation model in intelligent construction.

Exploring the Collaborative Education Model of the School-Enterprise Dual-Mentor System–Mechanism Construction and Practice under the Integration of Industry and Education in Secondary Vocational Schools

Baolin Li — 2026-04-07

Secondary vocational education serves as a core base for cultivating skilled talents, and its quality directly impacts the talent supply for industrial transformation and upgrading. The school-enterprise dual-mentor system, functioning as a key carrier for deepening the integration of industry and education, achieves the deep integration of theoretical teaching and practical training through dual guidance from both “on-campus mentors” and “enterprise mentors”. Based on the orientation of secondary vocational education as “skill-oriented and employment-directed”, and considering the current implementation status of the dual-mentor system, this paper analyzes prominent issues in aspects such as the collaborative mechanism, mentor team development, support systems, and evaluation systems. From the three dimensions of collaborative mechanism construction, implementation path optimization, and support system improvement, it proposes a dual-mentor system education plan tailored for secondary vocational education, providing practical references for enhancing talent cultivation quality and promoting the deep integration of industry and education.