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.

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.

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.

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.

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.

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.