Journal of Contemporary Educational Research

Construction Logic and Improvement Path for “Dual-Qualified” Teacher Competency in Applied Universities under the Background of Industry-Education Integration

Fen Wei — 2026-06-04

Amid the deepening implementation of the industry-education integration strategy, the development of “dual-qualified” teachers in applied universities has become a critical link between the educational chain and the industrial chain, as well as a key bridge connecting talent cultivation with industry needs. This process faces new opportunities and challenges in terms of connotation enrichment and quality enhancement. Through historical analysis and literature review, this study traces the evolution of “dual-qualified” teachers across three stages: the qualification-oriented phase in vocational education, the competency-oriented phase during transitional development, and the integration-innovation phase under deepened industry-education integration. Grounded in competency theory and the requirements of industry-education integration, a four-level, twelve-dimensional construction logic for “dual-qualified” teacher competency is proposed, encompassing value guidance, subject role, capability structure, and elemental composition. Furthermore, an action strategy of “four emphases, four models” and practical pathways are explored. Through diversified disciplinary ecosystems, multi-dimensional training systems, cross-boundary collaboration, and classified developmental evaluation models, the competency of “dual-qualified” teachers can be comprehensively enhanced. This will provide solid faculty support for applied universities in cultivating innovative engineering talents, thereby facilitating the effective alignment of deeper integration of industry and education with regional economic and social development needs.

Application of the “Microclass + Case Bank” Integration Model in Clinical Teaching of Neurology

Jianmeng Lv — 2026-06-04

Based on the current situation and dilemma of traditional clinical teaching in neurology, content design and case screening are carried out for the “microteaching + case database” integration model by establishing the development principles of microteaching resources and the construction standards of the case database. Then, we analyze from four stages: pre-class (microclass guidance + case pre-analysis), classroom teaching (microclass intensive lecture + case discussion), after-class practice (case simulation + microclass consolidation), and teaching evaluation (diversified assessment + feedback improvement). The application path of the “microclass + case bank” integration model in clinical teaching of neurology is helpful to cultivate the clinical competence of medical students in neurology and has important promotional value.

From Silence to Voice: Enhancing English Majors' International Communication Competence through a ‘Three-Phase, Four-Loop' Instructional Model - A Case Study of English Speaking and Debate Course

Conghong Shi — 2026-06-04

This study addresses a critical gap in English language education at local application-oriented universities: how to enhance English majors’ international communication competence (ICC) through a systematically designed public speaking and debate course. A pre-course survey revealed three major problems: low conceptual awareness of ICC, a severe skills imbalance between daily conversation and public persuasion, and a “China narrative void” where students could introduce traditional culture but not contemporary China. To address these gaps, a “Three-Phase, Four-Loop” instructional model grounded in the Production-Oriented Approach and Zone of Proximal Development theory was implemented in a 16-week course for second-year English majors. The model integrates an eight-module “China Topics” vocabulary bank, scaffolded skill training, and low-risk, high-fidelity simulation activities. A post-course survey showed significant improvements: ICC conceptual understanding rose from near zero to 87.21% high familiarity; confidence in formal debate reached 72.1%; constructive communication behaviors increased from under 20% to over 58%; and students became able to confidently introduce contemporary topics such as high-speed rail and rural revitalization. Overall course satisfaction was 89.54%, with core reform measures rated as helpful by over 90% of students. The study provides a replicable, evidence-based pathway for cultivating international communication competence in similar applied undergraduate institutions.

From “Infiltration” to “Internalization”: Exploring Practical Pathways for Integrating Chinese Excellent Traditional Culture into Aesthetic Education Courses in Preschool Education

Huan Zhang — 2026-06-04

To enhance the quality of aesthetic education courses in preschool education and foster innovation in this field, this paper delves into the integration of Chinese excellent traditional culture into aesthetic education courses in preschool education. Initially, it analyzes the significance and connotations of integrating Chinese excellent traditional culture into aesthetic education courses in preschool education. Subsequently, it interprets the current practical dilemmas faced in this integration. Finally, it proposes practical strategies such as constructing a three-dimensional integration framework, optimizing progressive teaching pathways, improving quality monitoring systems, and strengthening industry-education integration support. Research indicates that adopting a three-dimensional integration logic and a triple progressive mechanism can overcome the current practical dilemmas of integrating Chinese excellent traditional culture into aesthetic education courses in preschool education, facilitating a gradual transition from formal infiltration to value internalization. This, in turn, promotes the enhancement of aesthetic education quality in preschool education and lays a solid foundation for the comprehensive development of young children.

Practical Path of “Three-Dimensional, Four-Drive” Integrated Teaching Reform under Digital-Intelligence Integration

Xixi Fu — 2026-06-04

The deep integration of digitalization and intelligence presents unprecedented challenges to traditional teaching models. To address common issues such as fragmented knowledge systems, weak practical links, insufficient personalized cultivation, and single evaluation mode, this study constructs a systematic reform framework of “concept–technology empowerment–mechanism innovation” based on the concept of digital-intelligence integration and vocational-undergraduate collaborative education. It proposes a four-dimensional implementation path: “driven by dynamic knowledge graphs, by project-flow simulation, supported by AI–human collaborative teaching, and guaranteed by an integrated practical teaching system.” The research specifically focuses on the construction of a higher vocational-undergraduate integrated practical teaching system, forming a progressive practical teaching closed loop of “basic skill training–comprehensive ability cultivation–innovative ability stimulation” through the construction of a cross-stage, cross-disciplinary, virtual-real combined practical platform. The results show that this system can effectively promote the transformation of theoretical knowledge into practical ability and enhance students’ comprehensive literacy and innovative spirit, providing a replicable systematic solution for higher education teaching reform under higher vocational-undergraduate cooperation.

A Study on the Construction Path of an OBE-Oriented Smart Course for Graphic Design and Processing (Adobe Illustrator)

Zihan Li — 2026-06-04

To address ambiguous objectives, limited process traceability, and weakly interpretable assessment in Graphic Design and Processing (Adobe Illustrator), this study adopts outcome-based education (OBE) to propose an integrated smart-course development pathway spanning objectives, content, resources, instruction, and evaluation. Using a qualitative case study design, the analysis draws on course documents, task designs, student artifacts, open-ended feedback, and teaching reflections to synthesize key practices, including operationalizing learning outcomes (LOs), aligning tasks and activities, implementing evidence-chain assessment, and supporting continuous improvement. The results suggest that outcome-oriented objectives and tiered tasks clarify learning expectations; phased reviews with documented feedback enhance assessment transparency and support iterative refinement; and LO-indexed resources with an error repository reduce learning bottlenecks and strengthen self-correction. The study provides actionable recommendations for smart-course construction in similar design software contexts.

Research on the Talent Cultivation Model of Private Universities from the Perspective of New-Quality Productivity

Yayong Hong — 2026-06-04

The emergence of new-quality productivity has assigned new tasks to talent cultivation in private universities. It requires private universities to seize the development opportunities of the new era, accelerate their own transformation, and meet the development needs of new-quality productivity. Against the backdrop of new-quality productivity, the talent cultivation model of private universities should be based on the trinity mechanism of education, technology, and talent. This mechanism requires measures such as implementing the educational concept of fostering morality and cultivating people, strengthening innovation-driven development, and promoting the in-depth integration of industry and education, so as to improve the quality and efficiency of talent cultivation in private universities and provide strong talent support for the development of new-quality productivity.

Research and Application of Blended Teaching for Principles of Operating Systems Enabled by Artificial Intelligence

Bingjie Wei — 2026-06-04

Aiming at the problems of strong abstractness, high practical difficulty, and insufficient personalization in traditional blended teaching of the Principles of Operating Systems course, this paper deeply integrates artificial intelligence technology with blended teaching and constructs an AI-enabled blended teaching model for the operating systems course. Taking the AI support layer, teaching implementation layer, and evaluation feedback layer as the framework, this model designs an intelligent teaching process centered on pre-class, in-class, after-class, and practical teaching links, and establishes a diversified and integrated teaching evaluation system. A controlled teaching experiment was conducted in parallel classes of computer majors in a university, and the teaching effect was analyzed via score comparison, questionnaire surveys, and interviews. The results show that the model can effectively improve students’ learning interest and course performance, enhance their practical operation ability, and reduce teachers’ teaching burden, which can provide a reference for the teaching reform of core computer courses.

Research on the Innovation of University Smart Teaching Management Mode under the Background of Digital Transformation

Mimi Deng — 2026-06-05

With the comprehensive advancement of educational digitalization, university teaching management is undergoing a transformation from traditional manual, offline, decentralized, and experience-based management to a smart teaching management mode featuring digitalization, intelligence, refinement, integration, and service orientation. Supported by big data, cloud computing, artificial intelligence, Internet of Things, and other technologies, smart teaching management enables efficient teaching operation, targeted teaching services, data-based teaching decision-making, and real-time teaching quality monitoring. Against the backdrop of digital transformation, this paper interprets the connotation and characteristics of smart teaching management, analyzes prominent problems existing in current university teaching management, and proposes innovative paths for smart teaching management mode from the perspectives of concept, technology, process, system, and service. It provides practical references for universities to construct a modern, intelligent, and highly efficient teaching management system.

Reform and Practice of Teaching Models and Methods in Environmental Health Experiment Courses

Xi Wang — 2026-06-05

To address issues such as the disconnect between traditional environmental health experiment courses and public health practice needs, insufficient interdisciplinary integration, and a lack of international perspective cultivation, this study focuses on four core objectives and carries out systematic reform practices in teaching models and methods. By constructing a four-in-one practical teaching system integrating “curriculum experiments, scientific research training, social practice, and international collaboration,” developing an interdisciplinary practical case library that incorporates real public health issues, and creating a collaborative innovation and entrepreneurship training model for “undergraduates, postgraduates, and international students,” we aim to achieve a transformation in experimental teaching from knowledge transmission to ability cultivation and from a single mode to a diversified and collaborative approach. Innovations in teaching models and methods are designed to enhance students’ practical skills in public health, scientific research innovation abilities, and cross-cultural collaboration skills, providing replicable and scalable teaching solutions for cultivating top-tier talents in the field of public health.

An Innovative Model for Foreign Language Teaching: A Case Study of Activity Design in the CECL Coursebook

Lingjuan Zheng — 2026-06-05

The enduring vitality of Communicative English for Chinese Learners (CECL) ^[1], edited by Professor Li Xiaoju, stems from the “generative pre‑training transformation system” embedded within its activity design. This system elevates CECL beyond the single label of a “CLT coursebook,” turning it into an “innovation engine” that guides learners step by step from language beginners to autonomous communicators. This paper first explains the theoretical core of the “sustained innovation” model, then analyses in depth the three major features of the organizational structure of CECL activities design. Throughout the analysis, relevant theories from Wittgenstein’s philosophy of language are drawn upon to provide a solid theoretical foundation for understanding the philosophical underpinnings of CECL’s design. Finally, the paper argues that CECL offers not merely a set of teaching materials, but a meta‑model for achieving sustained innovation in foreign language education—a model that carries important implications for contemporary foreign language teaching theory and practice.

The Alignment Logic of Generative Artificial Intelligence in Empowering Ideological and Political Leadership Capacity in Higher Education

Qiuzi Lu — 2026-06-05

In order to achieve the core mission of moral education in higher education, it is extremely necessary to promote ideological and political leadership ability, which itself constitutes an important foundation in the course of building China into a world education power. Under the big language model frame, because of the technological advantage of generative artificial intelligence (GenAI), it naturally resonates with ideological and political leadership ability in higher education on value, goal, and historical background aspects. With the help of carrier matching, emotional sinking-in, and effect conversion, GenAI provides an effective plan to conquer the disadvantages of traditional thought and political education in higher education in terms of accuracy, interaction, and efficiency, hence giving a positive contribution to intelligent content allocation, situation-pushed communication methods, and personalized education processes. This kind of technology-driven giving ability provides a strong method to promote the ability of ideological and political leadership work in higher education, and on the inside, it satisfies the demands that the digital transformation of education puts forward in the current era. This brings new vital force to the cultivation of a generation that can undertake the responsibility of national rejuvenation, and thus promote the high-quality ideological and political leading capability in institutions of higher education.

Research on the Path of Integrating the OBE Concept into Ideological and Political Education in College English

Qi Wang — 2026-06-05

Under the fundamental task of fostering virtue through education and the strategic requirements of ideological-political course construction, College English, as a compulsory public basic course with wide coverage and long teaching duration, serves as an important field for ideological and political education in colleges and universities. The outcome-based education (OBE) concept is highly consistent with the guiding ideology of ideological-political courses—student-centered, outcome-based, and continuously improving—and provides strong support for the reform of ideological and political education in College English. This paper first expounds on the compatibility between ideological-political courses and the OBE concept, as well as the significance of ideological and political education in College English. Then it systematically analyzes the practical dilemmas of College English ideological-political courses in four dimensions: objectives, content, teaching mode, and evaluation. Finally, it proposes practical paths for the teaching reform of College English ideological-political courses based on the OBE concept from four aspects: constructing a dual-dimensional objective system, reconstructing teaching content, innovating teaching modes, and reforming the evaluation system. The study aims to solve the problem of “separation between language teaching and ideological guidance” and realize the coordinated cultivation of linguistic competence and ideological-political literacy to fulfill the fundamental task of fostering virtue through education.

Empowering Innovative Talents in the Digital Era: Exploring the Psychological Mechanism of Accounting Students in China

Jingjun Lei — 2026-06-05

Higher education plays a key role in fostering national strength through talent and promoting innovation. In particular, accounting education is required to help students improve their digital and innovative skills. Based on social cognitive theory and componential theory of creativity, we have developed a moderated mediation model to study the relation between using digital accounting tools and students’ innovation behavior, and its mechanisms. We used partial least squares structural equation modelling (PLS-SEM) to verify 304 accounting students from a private university in Xi’an, China. We obtained a direct and positive influence of digital accounting tool usage on the innovation behavior of students (β = 0.218, P < 0.001). Creative self-efficacy significantly mediates this connection (indirect effect = 0.263) and explains psychological pathways through which technology stimulates innovation. Digital literacy moderates the relationship between tool usage and innovation behavior (β = 0.089, P < 0.05), suggesting that enhanced basic digital skills enhance innovation benefits. These results offer theoretical insights and practical guidance for universities that aim to improve accounting curriculum and move from “operational empowerment” to “psychological empowerment.”