Journal of Contemporary Educational Research

New Quality Productivity Empowering Rural Revitalization: Theoretical Logic and Empirical Verification

Houyi An — 2026-03-09

New quality productive forces, as a new type of productive forces centered on technological innovation, exert a significant influence on rural revitalization. Based on panel data from 31 provinces in China during 2012–2022, this study thoroughly investigates the impact of new quality productive forces on rural revitalization and its underlying mechanism. The findings reveal that the development of new quality productive forces significantly promotes rural revitalization. Mediation effect analysis demonstrates that new quality productive forces can further advance rural revitalization by fostering education equity. Drawing on these conclusions, it is recommended to strengthen the driving role of new quality productive forces to consolidate the technological foundation for rural revitalization, deepen the “technology education revitalization” mediation pathway, and amplify empowerment effectiveness through education equity.

Building a “Theoretical and Practical Dual-Qualified” Teacher Team of Sino-Foreign Cooperative Education in Mechanical Engineering: Practical Challenges and Collaborative Development Mechanisms

Dejian Zhang — 2026-03-12

Against the backdrop of intensifying global industrial upgrading and technological competition, the development of a “theoretical and practical dual-qualified” teaching faculty in mechanical engineering Sino-foreign cooperative education programs undertakes the critical mission of cultivating high-level international engineering talent. This holds significant practical importance for both industrial advancement and talent development. Currently, the development of such faculty faces three core bottlenecks: insufficient supply of teacher competencies, outdated practical teaching content, and inadequate industry-education collaboration mechanisms. A systematic reconstruction is proposed across three dimensions: individual teachers, institutional organizations, and industry-institution collaboration, which establishes an individual career pathway based on “technical portfolios,” organizational transformation centered on “teaching innovation teams,” and a practical community characterized by “role integration.” Ultimately, this paper aims to construct a collaborative governance ecosystem involving “government, industry, institutions, and enterprises” in a quadrilateral linkage. This ecosystem, guided by government policies and industry standards, with deep participation from both educational institutions and enterprises, will systematically promote the sustainable cultivation of “Theoretical and practical dual-qualified” teachers and support the high-quality development of mechanical engineering Sino-foreign cooperative education programs.

Exploration of Teaching Reform in Electronic Technology Course Based on Outcome-Based Education

Yuan Fang — 2026-03-12

Motivated by the new demands for engineering talent posed by the latest technological revolution and industrial transformation, along with the guiding principles of engineering education accreditation, this study explores teaching reform based on outcome-based education using the Electronic Technology course as a case study. To address existing challenges in teaching content, instructional models, and assessment systems, this study defined course objectives aligned with graduation requirements. A multidimensional curriculum encompassing foundational theory, cutting-edge extensions, and regionally relevant case studies was restructured. A blended learning model featuring three deeply integrated phases—“pre-class inquiry, in-class progression, and post-class extension”—was implemented alongside a diversified assessment system. Practice demonstrates that this reform effectively promotes the coordinated development of students’ knowledge, abilities, and competencies, enhances the alignment of course content with industry frontiers and regional demands, and provides a referenceable pathway for the construction of engineering foundation courses in applied undergraduate institutions in western China.

A CLIL-Based Approach to Integrating “News Aggregation” with Values Education in an International Trade Practice Course

Ying Cui — 2026-03-12

This paper proposes a CLIL-based pedagogical design integrating values education into a Chinese university International Trade Practice course. Addressing the “two-skin phenomenon”—the disconnect between professional knowledge and values cultivation—we introduce an innovative “News Aggregation” approach as a contextualized CLIL strategy. Grounded in CLIL’s 4Cs framework, our design uses authentic news materials to create dynamic, experiential learning environments that simultaneously develop disciplinary knowledge, Business English proficiency, and ethical awareness, fostering cultural confidence and global responsibility. Through a detailed module-based redesign, we demonstrate how CLIL can support dual-focused instruction, enhancing engagement and critical thinking while incorporating civic values into professional education, preparing globally qualified graduates with a strong national identity. Our study contributes to international CLIL discourse by offering a transferable blueprint for integrating language, content, and values in specialized higher education contexts.

Research on the Composition and Cultivation of College Teachers’ Literacy in the Digital-Intelligent Era

Lejia Kong — 2026-03-09

This paper aims to explore the new connotation, constituent elements, and systematic cultivation paths of college teachers’ literacy in the digital-intelligent era. Firstly, it analyzes the macro background of education reform driven by technologies such as artificial intelligence and big data, and then sorts out the focus and gaps of current research through literature review. Based on theories such as the Iceberg Model, this paper constructs a teacher’s digital-intelligent competence model covering implicit literacy and explicit abilities. Corresponding to this model, the paper proposes collaborative cultivation strategies from multiple dimensions including internal drive stimulation, external drive support, role transformation, and systematic construction. Finally, the future research directions and practical deepening are prospected, aiming to provide a reference for the construction of college teachers’ teams and the high-quality development of education.

A Study on the Pathway for Developing Pre-Service Primary School Teachers’ Interdisciplinary Teaching Competence Based on Knowledge Anchors

Xiaobo Wang — 2026-03-09

With the deepening of curriculum reforms in basic education, interdisciplinary teaching has gradually become an important means to enhance students’ core competencies, and teachers’ interdisciplinary teaching competence (ITC) has become a core element of the curriculum reform. Pre-service primary school teachers, as the future backbone of education, play a crucial role in the development of ITC. Knowledge anchors, as a framework that integrates subject knowledge and local cultural resources, provide a new perspective and approach to teacher competence development by linking real-world problems with disciplinary knowledge. Based on theories of ITC and knowledge integration, this paper proposes a pathway for developing pre-service primary school teachers’ ITC from the perspectives of cognitive restructuring, curriculum design, instructional practice, and assessment mechanisms. The pathway is explored with the integration of Shaanxi’s local cultural resources, with research findings indicating that this approach not only effectively promotes the enhancement of pre-service teachers’ ITC but also provides feasible theoretical and practical support for educational reform.

Current Status and Influencing Factors of Medical Science Popularization Ability among Medical Students

Juan Wang — 2026-03-09

Objective: This study aims to understand the medical science popularization abilities of medical students and their influencing factors, providing a reference for improving medical students’ medical science popularization capabilities. Methods: From November 2024 to January 2025, 310 medical students from Tianjin, Baotou, Fuzhou, and Yinchuan were selected as the study subjects. Surveys were conducted using a general information questionnaire and an evaluation scale for medical students’ medical science popularization abilities. Results: The median score for medical science popularization abilities among the 310 medical students was 172 (interquartile range: 159, 198). Multiple linear regression analysis revealed that the students’ place of origin, grade level, and whether they had experience in medical science popularization were the primary influencing factors, accounting for 10% of the total variance. Conclusion: Medical students’ medical science popularization abilities are at a moderate level. School administrators need to develop targeted intervention measures based on these influencing factors to enhance medical students’ medical science popularization capabilities.

Exploration on the Path of Engineering Construction Majors Serving Local Construction from the Perspective of “New Engineering”

Junhua Wu — 2026-03-09

Guided by serving national strategies and local development, the construction of “New Engineering” presents both opportunities and challenges for local universities, and the transformation and upgrading of engineering majors is an inevitable choice to adapt to the new era. Based on the connotation and goals of “New Engineering” construction, this paper reforms and innovates the talent training model and professional curriculum system of engineering construction majors, explores the path for disciplines and majors to serve local construction, and provides a reference for the development of disciplines and majors while advancing “New Engineering” construction.

An AI Emotion Generation Model Based on Functional Body Hypothesis and Sensory Sharing

Xiaoyun Zhu — 2026-03-12

With the rapid development of artificial intelligence technology, achieving natural and efficient human-computer interaction has become a key challenge. Giving AI real emotional ability is regarded as the core bottleneck towards higher-order intelligence. The existing AI emotional interaction mostly focuses on the imitation of human external performance, lacking the support of internal experience, and its essence is “pseudo-empathy.” Inspired by the “body marker hypothesis,” this paper proposes the “functional body hypothesis,” aiming to construct a new model of emotion generation based on the intrinsic homeostatic requirements of the system without relying on anthroposical simulation, and explore its application in the human-computer sensory sharing scenario. By establishing the cornerstone of value judgment, designing the virtual physiological system, and introducing the natural expression mechanism to construct the emotion generation model, the “sensory translator” architecture is proposed to solve the “mixed perception paradox” in human-computer sensory sharing. This unified framework provides a theoretical path beyond personification for AI emotion generation and lays an engineering foundation for bidirectional and credible human-computer empathy and integration.

Research on the Cultivation and Enhancement of Core Competencies of College Student Leadership Teams in the New Era: A Case Study of Nanchong Vocational College of Culture and Tourism

Si Zuo — 2026-03-09

Under the background of the new era, vocational education has ushered in a strategic opportunity period for high-quality development. As the core position for cultivating technical and skilled talents, the quality of talent cultivation in higher vocational colleges is directly related to industrial upgrading and social development. Student cadres, as the backbone of college student groups, are not only the bridge between teachers and students but also important participants in campus governance and cultural construction. In view of this, this paper analyzes the core competencies of college student leadership teams in the new era, conducts research combined with Nanchong Vocational College of Culture and Tourism, and puts forward strategies for cultivating and enhancing the core competencies of college student leadership teams in the new era, starting from the current problems.

Research on Teaching Reform of “Introduction to Civil Engineering” through Bidirectional Integration of Generative AI and Problem-Based Learning

Yuexin Chen — 2026-03-12

Under the “Smart+” education initiative, the traditional Introduction to Civil Engineering course faces challenges such as abstract knowledge delivery and disconnection from practical applications. Guided by the core concept of “bidirectional integration,” this research systematically develops a novel teaching model that deeply incorporates generative artificial intelligence (AI) with project-based learning (PBL). This model not only employs generative AI as an intelligent tool to empower the entire PBL process but also uses authentic PBL project tasks to drive students’ high-order and critical use of AI, aiming to simultaneously enhance students’ engineering cognition and AI literacy. Teaching practice demonstrates that this model effectively stimulates students’ learning interest and improves their comprehensive ability to solve complex engineering problems, providing an actionable pathway and reference for the intelligent teaching reform of similar courses.

Practical Exploration of the Stratified Teaching Model in Multidisciplinary Team (MDT) Teaching for Gastric Cancer

Zhijun Mao — 2026-03-12

Objective: To explore the application effect of the stratified teaching model in multidisciplinary team (MDT) teaching for gastric cancer, providing practical evidence for improving the quality of medical talent training in gastric cancer MDT diagnosis and treatment capabilities. Methods: Sixty learners who participated in gastric cancer MDT teaching at our hospital from July 2024 to July 2025 were selected as the research subjects and randomly divided into an observation group (n = 30) and a control group (n = 30) using a random number table method. The control group adopted the traditional “one-size-fits-all” teaching model, while the observation group employed a stratified teaching model. Students in the observation group were divided into basic, intermediate, and advanced levels based on their foundational knowledge and learning abilities, with differentiated teaching objectives, content, and evaluation systems implemented accordingly. The theoretical assessment scores, clinical skill operation scores, MDT case discussion ability ratings, and teaching satisfaction of students in both groups were compared after instruction. Results: After the teaching period, students in the observation group scored significantly higher than those in the control group in theoretical assessments, clinical skill operations, and MDT case discussion ability (P < 0.001). Teaching satisfaction was also significantly higher in the observation group compared to the control group (P < 0.05). Within the observation group, advanced-level students scored significantly higher than intermediate- and basic-level students in theoretical assessments, clinical skill operations, and MDT case discussion ability, while intermediate-level students outperformed basic-level students in all areas (all P < 0.001). Conclusion: The stratified teaching model effectively enhances the quality of MDT teaching for gastric cancer, improving students’ theoretical knowledge, clinical skills, and MDT case discussion abilities, as well as increasing teaching satisfaction. It is worthy of promotion and application in medical education.

Living Inheritance: The Path of Lingnan Painting School Resources Empowering the Development of Cultural Tourism Economy

Ligang Xing — 2026-03-12

To advance the deep integration of culture and tourism, empower socio-economic development through cultural empowerment, and effectively protect and dynamically inherit Lingnan culture, we will implement the Chinese Traditional Culture Inheritance and Development Project to establish a Chinese Civilization Identification System. Using the artistic works and commemorative scenes of the Lingnan School as carriers, we will create cultural tourism brands, build digital resource libraries, develop cultural and creative products, organize exhibitions, conduct public education, and open digital media platforms and online sales channels. This initiative will form a multi-dimensional cultural tourism industry cluster, transforming cultural resources into cultural consumption, achieving intergenerational inheritance of the Lingnan School spirit, enhancing the influence of Lingnan cultural brands, enriching research on the transformation of traditional cultural resources into cultural tourism, and providing a replicable model for regional cultural inheritance and high-quality development. Ultimately, it will empower the revitalization of traditional culture and boost local economic growth.

Exploring the Mechanisms Influencing Young Children’s Learning Initiative in Early Childhood Education

Pinwen He — 2026-03-09

Learning initiative is a critical foundation for young children’s long-term learning engagement. Existing research has predominantly viewed it as an individual trait, with limited focus on interactional mechanisms in daily educational contexts. This qualitative study explores how adult support shapes children’s learning initiative in early childhood education settings. Drawing on classroom observations, semi-structured interviews, and parent questionnaires, the findings identify three core mechanisms: adult verbal encouragement as an immediate trigger, emotional safety as a mediating condition for sustained engagement, and home–school alignment as a reinforcing factor. By reconceptualizing learning initiative as an interactionally constructed process, this study advances sociocultural and autonomy-supportive perspectives, offering practical insights for educators and parents.

AI-Era Curriculum for Intelligent Interaction Design: A Core Competence Framework

Tianlun Yang — 2026-03-09

The convergence of artificial intelligence (AI) and the metaverse has precipitated a paradigm shift from tool-centric interaction to “intelligent agents and real-time synthesis.” Traditional tool-oriented curricula prove inadequate for cultivating cross-contextual integrative competence. Building on the authors’ prior conference paper, this research presents a four-tier “philosophy-method-technology-practice” curriculum that operationalizes technological, cognitive, creative, and critical thinking into the measurable “4-Mind” framework, enacted within a blended-learning environment. Questionnaire-based assessment reveals significant gains in learners’ 4-Mind literacy, furnishing the first validated and replicable template for far-transfer cultivation in AI-era interaction education.

A Study on the Mechanism of Learning Experience and Sense of Accomplishment in Influencing Satisfaction with Road and Bridge Engineering Courses

Baoyun Sun — 2026-03-09

To explore the role of learning experiences, sense of accomplishment, and satisfaction in road and bridge engineering courses for optimizing teaching quality evaluation, this study collected data through questionnaires, extracted key influencing factors using principal component analysis, and constructed a comprehensive evaluation model via ridge regression. Findings reveal that student learning engagement is the primary determinant of learning experience; instructor teaching commitment indirectly influences student engagement through empowerment; sense of accomplishment primarily stems from process-oriented experiences such as skill development and problem-solving; while satisfaction is directly driven by teacher-student relationships and instructional content quality. The model further indicates that learning experience and sense of accomplishment mutually reinforce each other to jointly influence satisfaction, with learning experience exerting a more significant direct impact.

Innovation and Practice of a Multidisciplinary Team Teaching Model for Subarachnoid Hemorrhage Led by the Department of Neurology

Qiang Zhang — 2026-03-12

Objective: To establish a neurology-led multidisciplinary team (MDT) teaching model for subarachnoid hemorrhage (SAH), addressing prominent specialty barriers and fragmented clinical thinking in traditional teaching, and to enhance the diagnostic and therapeutic capabilities of resident and visiting physicians in managing SAH. Methods: A total of 56 physicians who participated in SAH diagnostic and therapeutic training in the neurology department of our hospital from January 2024 to June 2025 were selected and divided into an observation group (28 physicians, using the MDT innovative teaching model) and a control group (28 physicians, using the traditional specialty teaching model). The observation group, centered on neurology, integrated resources from emergency surgery, neuroradiology, neurointensive care unit, rehabilitation medicine, and other disciplines to construct a four-dimensional teaching system of “theoretical foundation–simulated practice–clinical practice–review and optimization,” incorporating AI-assisted diagnostic tools and standardized diagnostic and therapeutic approaches. The control group adopted the traditional model of classroom lectures combined with bedside teaching. The application effects of the two teaching models were compared through theoretical assessments, clinical skill operation scores, case analysis ability evaluations, and teaching satisfaction surveys. Results: The observation group achieved significantly higher average scores than the control group in theoretical assessment (89.63 ± 4.25 vs. 82.15 ± 5.38), clinical skill operation (91.37 ± 3.81 vs. 83.46 ± 5.12), and case analysis ability (90.24 ± 4.16 vs. 81.79 ± 5.43), with statistically significant differences (P < 0.05). The overall satisfaction with the teaching model was also higher in the observation group compared to the control group, with statistically significant differences (P < 0.05). Conclusion: The neurology-led MDT innovative teaching model for SAH can effectively break down specialty barriers, enhance physicians’ interdisciplinary collaboration abilities and SAH diagnostic and therapeutic levels, demonstrating significant teaching effects and warranting promotion and application in clinical teaching.

Construction Strategies of “Double-Qualified” Teachers in Local Normal Universities under the Background of Industry-Education Integration

Liwei Yin — 2026-03-12

The integration of industry and education provides impetus for the quality improvement and efficiency enhancement of teacher education programs, as well as the alignment of basic education with industry demands. As the primary base for cultivating grassroots educational talents, local normal universities play a pivotal role in the development of “double-qualified” teacher teams. This initiative is directly linked to the practical skill development of teacher candidates, the achievement of educational reform outcomes, and the advancement of high-quality regional education. At present, the “double-qualified” teachers in such institutions face prominent issues such as a single-source structure, insufficient practical skills, an imperfect collaborative training mechanism, and inadequate evaluation and incentive models, making it difficult to meet the requirements of industry-education integration in talent cultivation. This paper takes the positioning of local normal universities as the starting point, combines the core elements of industry-education integration, and explores and practices a targeted, efficient, and operational construction strategy system for the above-mentioned prominent issues, providing theoretical references and practical support for the implementation of high-quality “double-qualified” teacher team building projects and the deepening of industry-education integration in educational practice.

A Study on the Impact of Perceived Teacher Support on English Academic Achievement among Senior Elementary School Students

Yingxin Li — 2026-03-09

This study investigates the impact of perceived teacher support on the English academic achievement of senior elementary school students. A total of 239 fifth-grade students from a primary school in Hebei Province participated in the study. Using a mixed-methods approach that combined quantitative questionnaires and qualitative semi-structured interviews, the research examined the level of students’ perceived teacher support and its relationship with English academic achievement. The findings reveal a significant positive correlation between perceived teacher support and English academic achievement, indicating that higher levels of perceived support are associated with better English performance. Regression analysis further confirmed the positive predictive effect of perceived teacher support on academic achievement. The study underscores the importance of fostering positive teacher-student relationships and offers practical insights for English teaching in primary schools.

Mechanism Synergy and Spatial Restructuring: An Empirical Study on the Configurational Generation Mechanism of Educational Confidence in Private Colleges and Universities in the Guangdong-Hong Kong-Macao Greater Bay Area

Feiqing Huang — 2026-03-09

Based on fsQCA and multi-case tracking data from 15 private colleges and universities in the Guangdong-Hong Kong-Macao Greater Bay Area (GBA), this study explores the generation mechanism of educational confidence in private colleges and universities under the dual tension of market logic and public welfare logic. The empirical results show that: (1) The formation of educational confidence presents three differentiated paths: mechanism synergy (synergy between resource coordination support and industry relevance), market-responsive (dynamic matching between spatial embedding and industrial resources), and ecologically symbiotic (coupling of three elements: institution-resource-space). Among them, the critical value of industry relevance (0.7) has a significant impact on the improvement of educational confidence (β = 0.42, P < 0.01); (2) Private colleges and universities realize the transformation of development paradigm by constructing a three-dimensional mechanism of “resource reciprocity-spatial coordination-institutional innovation,” and typical cases show that the employment rate of their graduates in the GBA has increased by 28%; (3) Cross-border industry-university-research cooperation enhances the institutional legitimacy of educational confidence through the knowledge transfer effect (path coefficient 0.67). The study proposes suggestions such as constructing a GBA-characteristic industry-education integration evaluation system, providing a theoretical reference for the governance of private higher education.

Cultivating Innovative Competency in Higher Education: Challenges and Pathways in the Era of Artificial Intelligence

Huan Peng — 2026-03-09

Innovative competence, as a key component of 21st-century core literacies, should be fully integrated into the entire process of disciplinary curriculum instruction in higher education. Current teaching practices in specialized courses are often constrained by several cognitive and practical misconceptions. These include viewing innovation as an “elite privilege,” over-reliance on knowledge transmission and competitive mechanisms, and neglecting the foundational role of core courses in holistic development. To address these challenges, this paper proposes a three-dimensional cultivation model encompassing “motivation–knowledge–innovation.” This model underpins a progressive instructional pathway centered on “problem-driven intrinsic motivation activation, technology-enhanced knowledge network expansion, and integrated output for practical transformation.” The framework is designed to facilitate a fundamental shift in student learning: from passive reception to active inquiry, from linear knowledge accumulation to dynamic network construction, and from memorization and replication to generative thinking. Consequently, it aims to effectively enhance students’ innovative awareness, cognitive quality, and practical capabilities. This study provides an actionable and replicable implementation framework for the systematic cultivation of innovative competence within disciplinary curricula in the era of artificial intelligence.

The Construction and Application of “Three Innovation Integration” Curriculum System of Tourism Management Major in Local Applied Undergraduate Colleges under the Background of Cultural and Tourism Integration

Jiong He — 2026-03-09

The deepening implementation of the cultural-tourism integration strategy has driven the tourism industry’s transformation from a single sightseeing model to a culture-experience and innovation-driven model. This shift imposes higher demands on the “Three Innovation” (innovation, creativity, entrepreneurship) capabilities and local cultural adaptability of applied undergraduate tourism management professionals. As the core vehicle for talent cultivation, the quality of the curriculum system construction directly affects the alignment between talent development and the regional cultural-tourism industry needs. Based on the dual context of cultural-tourism integration and applied undergraduate education, this paper systematically analyzes the practical challenges in constructing a “Three Innovation Integration” curriculum system for local applied undergraduate tourism management programs. Guided by the principles of “local adaptation, cultural-tourism empowerment, Three Innovation synergy, and knowledge-practice integration,” it proposes a four-in-one curriculum framework comprising “basic modules + core integration modules + local characteristic modules + practical application modules.” Specific implementation pathways and safeguard mechanisms are also proposed, providing theoretical support and practical references for local applied undergraduate institutions to optimize tourism management talent cultivation programs and serve the high-quality development of regional cultural-tourism industries.

An Exploration of Pathways for Learner-Centered English Teaching Design to Enhance Classroom Efficiency

Jieying Li — 2026-03-12

One of the issues facing English teaching in junior high schools in the present is low classroom teaching efficiency. The study indicates that according to the traditional teaching model which is teacher centered, only 32.40% of students in the classroom get to participate, less than 20% of the total classroom time is spent in deep thinking, and less than 41.80% of the total classroom time is spent effectively by students in the classroom according to the survey data analysis of 1,248 junior high school and English teachers, 560 students, and 38 teaching researchers in a given city. The design of learner-centered instruction, with the specific and accurate analysis of the learner situation, the use of real-world and real-life tasks as the generators of autonomous learning process, and various assessment and feedback methods, is observed to improve the classroom participation of the learner to 76.50, the related percentage of deep thinking Portuguese to 58.30, and the efficiency of learning process to 82.60 of the total classroom time, which fully proves the considerable impact of learner-centered teaching design on the enhancement of classroom efficiency.

Exploration of Blended Teaching Practice in the Course of Fundamentals of Programming

Yongrui Cui — 2026-03-12

The “Fundamentals of Programming” course employs a blended learning model that integrates online resources with offline instruction to enhance students’ self-directed learning and practical skills. Powered by knowledge graphs, the curriculum enables personalized learning paths where students autonomously design their study plans, while instructors dynamically adjust teaching strategies based on learning data to achieve precision education. The gamified practice platform transforms grammar training into immersive gaming experiences, significantly boosting learning engagement and practical retention. The teaching strategy adopts tiered cultivation, combining macro-level projects with micro-level knowledge points to strengthen computational thinking and practical abilities. Implementation results demonstrate improved mastery of knowledge points, continuous enhancement of coding and debugging skills, and markedly strengthened learning motivation. This model creates a closed-loop system for knowledge transfer and competency development, laying a solid foundation for subsequent specialized courses. It embodies innovative concepts of knowledge graph-driven learning, gamified practice, and tiered cultivation, effectively fostering students’ self-directed learning drive and critical thinking.

Research on the Quality Assurance and Evaluation Feedback Mechanism of the Segmented Talent Cultivation through the Integration of Higher Vocational Education and Undergraduate Education

Tingzhou Ning — 2026-03-09

The segmented cultivation program that integrates higher vocational education with undergraduate education is an important institutional arrangement for improving the modern vocational education system and cultivating high-level technical and skilled talents. Its sustainable development relies on a scientific, systematic, and closed-loop quality assurance and evaluation feedback mechanism. This paper examines the entire integrated education process, first identifying the primary quality challenges in five dimensions: cultivating objectives, curriculum system, faculty development, evaluation standard, and school-enterprise collaboration. Subsequently, drawing upon stakeholder coordination theory and total quality management, it constructs a dual-drive model comprising a collaborative quality assurance system and an assessment feedback improvement system. Finally, it elaborates on operational mechanisms across five dimensions: standard setting, process management, multidimensional evaluation, data governance, and continuous improvement, and policy recommendations are proposed. The findings offer valuable reference for educational administrative authorities, institutions, and industry enterprises in refining the integrated education system.

Research on the Administrative Knowledge Management System of University Colleges under the Strategy of Building a Powerful Education Nation

Chang Shan — 2026-03-16

Based on the core requirements of the strategy of building a powerful education nation for higher education, namely “self-improvement and excellence, digital and intelligent empowerment, and open integration,” this paper starts from the functional positioning of college administrative organs, analyzes the mission and tasks under the new situation, and explores the adaptability of knowledge management theory to the practice of college administration. It constructs a knowledge management model from the dual dimensions of intangible assets and digital assets, designs the system framework, and refines the functional scheme of the digital and intelligent knowledge management platform, and puts forward construction suggestions, providing a practical path for supporting the construction of a powerful education nation.