Journal of Contemporary Educational Research

AI Empowerment in Regional Universities: Constructing the “AI+1234” Talent Development Framework

Yufeng Jia — 2026-02-04

Against the backdrop of a new wave of technological revolution and industrial transformation, artificial intelligence (AI) is profoundly reshaping the higher education ecosystem. As the main institutions for regional talent development, regional applied universities urgently need to explore intelligent teaching reform pathways tailored to their unique characteristics. This study constructs the “AI+1234” integrated education framework under AI empowerment, systematically exploring the deep integration mechanism between AI technology and the “1234 talent development model.” It develops a five-dimensional collaborative implementation method: “Team–Curriculum–Resources–Community–Think Tank”—providing regional applied universities with a replicable and scalable intelligent transformation pathway. This framework offers a new paradigm for cultivating applied talents that meet the demands of the intelligent era.

Construction and Practical Application of an Artificial Intelligence-Based Standardized Patient Teaching Model in Surgical Clinical Clerkship

Yang Liu — 2026-02-04

Objective: To address the insufficient integration of theory and practice in surgical clinical clerkship teaching, the limited availability of authentic clinical cases, and the limitations of traditional standardized patients (SPs) in terms of consistency and organizational cost, this study aimed to develop an artificial intelligence-based standardized patient (AI-SP) teaching framework grounded in structured clinical case data. Lumbar disc herniation was used as a representative condition for application and exploratory implementation. Methods: An exploratory teaching application design was adopted. Based on the learning objectives of the lumbar disc herniation chapter in standard surgery textbooks, a layered AI-SP system was developed, comprising a case data layer, a clinical rules and teaching logic layer, and an AI interaction layer. Clinical case data were derived from a single-center spine surgery practice and were de-identified and structured into teaching-oriented data units. Diagnostic and therapeutic principles from textbooks, together with expert consensus and clinical guidelines, were abstracted into rule constraints and scenario evolution logic. The interaction layer employed a large language model to support multi-turn dialogue, with standardization ensured through role restriction, rule-based control, and consistency validation. The system was embedded into three stages of clerkship teaching—pre-clerkship preparation, in-clerkship guidance, and post-clerkship consolidation—and representative interaction workflows were developed. Results: A layered AI-SP architecture and information flow model tailored for surgical clinical clerkship teaching was established. Under predefined rule constraints, the system was able to generate stable patient narratives consistent with textbook content and clinical reasoning, enabling reproducible and controllable standardized teaching scenarios. An exploratory application suggested that the AI-SP facilitated the formation of a more structured disease understanding before students entered real clinical settings, improved the consistency and focus of clerkship discussions, and supported repeated practice under conditions of limited clinical resources. Quantitative evaluation of learning outcomes was not conducted in this study. Conclusion: The AI-SP framework, developed using artificial intelligence and structured clinical case data, may serve as an auxiliary tool for surgical clinical clerkship teaching by providing a controlled and standardized interactive training environment without replacing students’ clinical judgment. Future studies should incorporate multicenter case data and employ controlled designs with quantitative outcome measures to systematically evaluate the educational effectiveness.

Analysis of the Current Situation of the Impact of Happy Education Integrated into Classroom Teaching in Higher Vocational Colleges on Students’ Mental Health Level

Xinlu Zhao — 2026-02-05

Happy education, as an educational philosophy focusing on students’ emotional experiences and individual development, its integration into classroom teaching in higher vocational colleges represents a crucial approach to alleviating students’ psychological stress and enhancing their mental health. This paper systematically reviews relevant research literature both domestically and internationally, covering aspects such as the core connotations of happy education, the current state of mental health among students in higher vocational colleges, the mechanisms through which happy education integrated into classroom teaching affects students’ mental health, the current status of practical applications, and existing issues. The study finds that mental health issues among students in higher vocational colleges are becoming increasingly prominent. Happy education positively influences students’ mental health through mechanisms such as creating a positive classroom atmosphere, strengthening interpersonal interactions, and enhancing self-identity. However, in practice, there are still issues such as deviations in the implementation of the concept, homogenization of instructional design, and inadequate evaluation systems. Based on this, future efforts should focus on further deepening theoretical research, optimizing practical approaches, and constructing a collaborative support system to provide references for the effective implementation of happy education in higher vocational colleges and the improvement of students’ mental health levels.

Outcome-Based Education-Oriented Teaching Reform and Practice of the Educational Psychology Course: A Capability-Building Curriculum Reconstruction and Action Research

You Chen — 2026-02-04

This study adopts outcome-based education (OBE) as its guiding philosophy and reports an action research-based curriculum reconstruction of the Educational Psychology course at Guangdong University of Science and Technology. Grounded in Spady’s OBE principles and Biggs’s constructive alignment theory, the reform redesigns learning outcomes, reorganizes course modules around authentic teaching problems, embeds task-based learning as the core instructional mechanism, and establishes a multi-source evidence system to trace capability development. Data were collected from performance tasks, classroom observations, learning artifacts, and reflective memos across five instructional modules. The findings indicate three major outcomes: (1) Educational Psychology can be repositioned from a theory-oriented course to a psychological sense-making engine for interpreting instructional realities; (2) task design serves as the critical mechanism for activating and forming professional capabilities; and (3) multi-source evidence enables the visibility and traceability of teacher cognition development. The study demonstrates that OBE-based course reconstruction can reshape pre-service teachers’ cognitive structures and professional identity at an epistemic level, offering a replicable model for capability-oriented curriculum reform in teacher education.

Exploration and Application of the “Dual-Line Integration Mode” in Systematic Anatomy Experimental Teaching

Xing Liu — 2026-02-04

Objective: To explore the application effect of the “dual-line integration teaching mode” in the experimental teaching of systematic anatomy. Methods: A total of 120 students majoring in clinical medicine (Grade 2022) from Hunan University of Medicine were selected and randomly divided into a control group (traditional offline teaching mode) and an experimental group (dual-line integration teaching mode), with 60 students in each group. The control group adopted the traditional teaching mode, where teachers gave explanations and students observed specimens; the experimental group implemented online-offline blended teaching based on the 3D human anatomy specimen teaching system, specimen demonstration videos, and a case-based learning case bank. The teaching effect was evaluated through questionnaire surveys and final comprehensive scores (including theoretical scores, experimental skill assessment scores, and daily performance scores). Results: Compared with the control group, the students in the experimental group showed significant improvements in knowledge mastery ability, hands-on operation ability, teamwork ability, and communication and expression ability (P < 0.05); the final theoretical scores (44.4 ± 3.4 points vs. 40.8 ± 5.3 points) and experimental skill assessment scores (17.4 ± 2.3 points vs. 14.2 ± 3.9 points) of the experimental group were significantly higher than those of the control group, with statistically significant differences (P < 0.05). Conclusion: The “dual-line integration teaching mode” can effectively improve the quality of experimental teaching in systematic anatomy, promote the comprehensive development of students’ learning abilities, and provide new ideas for medical experimental teaching.

The “Foshan University Model” of Empowering Rural Revitalization with United Front Resources in Universities and Colleges under the “Hundred, Thousand, Ten Thousand Project”

Jiedan Liao — 2026-02-05

Taking Foshan University’s collaboration with Jieyang City’s Provincial Rural Science and Technology Commissioners as a case study, this paper explores the “Foshan University Model” of empowering rural revitalization through university-united front resources under the “Hundred-Thousand-Ten Thousand Project.” The model focuses on five key aspects: Party-building leadership, targeted collaboration, technological empowerment, talent cultivation, and institutional innovation. By establishing a comprehensive united front framework, it leverages universities’ strengths in talent development, technological expertise, and cultural resources to provide robust scientific support and talent pipelines for Jieyang’s rural revitalization. The research demonstrates that the “Foshan University Model” serves as an effective practice of university-united front resources in rural development, carrying significant theoretical value and practical implications.

The Impact of Digital Transformation of Education on the Quality of Talent Training in Colleges and Universities: A Case Study of the Statistical Test of Mediating Effect and Moderating Effect

Linjia Li — 2026-02-04

To demonstrate the intrinsic mechanism linking educational digital transformation with higher education quality, this study investigates 1,200 teachers and students from four universities in City A. We construct a mediation effect model examining “digital transformation → pedagogical innovation → learning experience optimization → talent development quality,” along with a moderating effect model where “digital literacy” acts as a mediator. Statistical validation is conducted using structural equation modeling and hierarchical regression analysis. The findings demonstrate that educational digital transformation significantly enhances the quality of talent cultivation in higher education institutions. Both pedagogical innovation and optimized learning experiences partially mediate this relationship. The digital literacy of both teachers and students positively moderates the impact of digital transformation on talent development quality, with particularly pronounced effects observed among those with higher digital literacy. These insights provide practical pathways and quantitative evidence for universities to leverage digital transformation in improving talent cultivation outcomes.

Exploration of the Practice Path of the Integration of the College Student Financial Aid System and Ideological and Political Education

Hui Yang — 2026-02-04

The integration of the college student financial aid system and ideological and political education is an important measure to implement the fundamental task of moral education, and also the core path to enhance the educational value of the financial aid work. At present, there are some practical difficulties in the process of integration between the two, such as a lack of coordination of objectives, poor connection of content, a single and fixed state of carrier presentation, and a lack of a mechanism for guarantee. Building upon these foundations, this paper explores practical pathways through four dimensions: precise alignment of integration objectives, deepening content system coherence, innovative implementation of integration practices, and enhanced collaborative support mechanisms. These efforts aim to synchronize funding-based education with ideological-political education, ultimately empowering the cultivation of new-era talents capable of shouldering the monumental responsibility of national rejuvenation.

Moral Education in Physical Education and Health Courses in Middle Schools under the New Curriculum Standards

Junqiang Zhang — 2026-02-04

The newly revised curriculum standards are guided by core competencies and explicitly state that moral education should be the fundamental task of teaching in all subjects, promoting the integration of moral education from specialized courses to the entire curriculum and the entire teaching process. This paper focuses on the functional positioning of physical education and health courses in the moral education system and systematically analyzes the practical basis and value of integrating moral education into physical education classes. Based on the review of the shift in the curriculum’s educational orientation, it mainly explores the implementation paths and optimization strategies of moral education in physical education and health courses from the aspects of teaching goal construction, teaching process design, classroom organization methods, and evaluation mechanism optimization, aiming to provide feasible practical references for the transformation of middle school physical education from a “skill-oriented” to an “education-oriented” approach.

Research on the Application of Integrating Engineering Thermodynamics and Heat Transfer Knowledge with Diesel Engine Knowledge in Military Academy Teaching Based on Data Analysis

Fan Zeng — 2026-02-04

Aiming at the characteristics of naval power engineering students in military academies who have a relatively weak theoretical foundation but focus on skill development, this study integrates the essential fundamental theoretical knowledge of engineering thermodynamics and heat transfer with the corresponding professional knowledge of diesel engines. It quantifies their correlation through SPSS data analysis and proposes a teaching model “guided by fault phenomena and maintenance cases, supported by visualization and simulation.” The article elaborates on the knowledge point connection method based on data analysis, including descriptive statistics, correlation analysis, and regression modeling, and applies it in combination with the trinity teaching process of “case guidance, project assessment, and practical operation reinforcement.” The results show that this integrated method can effectively reduce the difficulty of theoretical learning, stimulate students’ interest, enhance fault diagnosis and practical abilities, and provide data support and an effective path for cultivating high-quality technical and skilled marine power engineering talents.

The Dual-Subject–Three-Loop Linkage: A Theoretical Framework for University Innovation and Entrepreneurship Education Derived from Pedagogical Practice

Zhe Zheng — 2026-02-04

This study proposes a “Dual-Subject–Three-Loop Linkage” theoretical framework for university innovation and entrepreneurship education, distilled from systematic pedagogical practice. The model comprises three interlinked loops—Teaching-Research, Technology-Entrepreneurship, and Industry-Education Synergy—governed by dual subjects (faculty professors and innovation-entrepreneurship educators). By constructing a “Technological Intensity–Industrialization Degree” (τ-ι) coordinate system, the framework externalizes the innovation process into quantifiable expressions, revealing the interactive mechanisms among undergraduates, graduate students, and faculty. It provides theoretical guidance for optimizing research translation efficiency and serves as a metric tool for institutional policy-making.

Collaborative Construction of a College English Digital Resource Library Based on a Smart Learning Community

Ying Wu — 2026-02-04

The proliferation of digital English learning resources has raised growing concerns about their ineffective aid, a problem rooted in the poor alignment between library resources and learners’ demand. This study proposes the approach of collaborative construction based on a smart learning community to solve this problem. Usage feedback shows that, by using the co-built digital learning resource library, students exhibit positive changes in motivation, access frequency, learning experience, and learning outcomes, demonstrating that the self-built library has significantly enhanced resource suitability. The collaborative construction of a resource library based on a smart learning community serves as an empirical reference for resource development and optimization in the digital era.

Exploration of the Ideological and Political Teaching Model of “Ten-Minute Pre-Class · Red Geography Mini-Seminar”: A Case Study of the Geography Science Major

Chenguang Zhang — 2026-02-04

Promoting the in-depth integration of ideological and political education in courses (referred to as Curriculum-Based Ideological and Political Education) with professional education is the key to solving the problem of the disconnection between ideological and political education and professional teaching in colleges and universities. Taking the Geography Science major of Xinyang Normal University as a practical case, this paper, based on Xinyang’s unique regional advantage as a part of the E-Yu-Wan old revolutionary base area, constructs a regular Curriculum-Based Ideological and Political Education teaching model named “Ten-Minute Pre-Class · Red Geography Mini-Seminar.” This model systematically integrates local red cultural resources with professional geographical knowledge, and designs three core teaching modules, namely “Red Landmarks · Geographical Decoding,” “Heroic Landscapes · Spiritual Inheritance,” and “Geoscientific Perspective · New Looks of the Old Revolutionary Base Area.” In the ten minutes before regular professional courses, students are guided to use professional theories and methods such as Geographic Information System (GIS), remote sensing, and geomorphology to scientifically interpret the spatial logic and contemporary value of red history, thus realizing the organic integration of ideological and political elements with professional knowledge, just like “salt dissolving in water.” Practice shows that this model not only effectively stimulates students’ awareness of independent learning and strengthens their professional identity and family-country feelings, but also explores a new path for the reform of Curriculum-Based Ideological and Political Education in local colleges and universities, relying on regional characteristics and highlighting disciplinary advantages. It provides a replicable and promotable practical paradigm for the innovation of ideological and political education in similar institutions and applied normal majors.

Innovative Countermeasures for Secondary Vocational English Education and Teaching under the Background of Vocational Education Reform

Liguang Zhang — 2026-02-04

With the in-depth advancement of China’s vocational education reform, the talent training model of industry-education integration and school-enterprise cooperation has become an important development direction. As a key carrier for cultivating technical and skilled talents’ cross-cultural communication capabilities and core vocational literacy, secondary vocational English education faces the problems of emphasizing knowledge over application and focusing on examinations over practice. To solve this problem, it is necessary to innovate and reform English teaching, thereby improving the pertinence of secondary vocational English teaching, helping students consolidate application capabilities, enhance vocational competitiveness, and transport compound talents for the high-quality development of vocational education. Based on this, this paper analyzes and studies the innovation of secondary vocational English education and teaching under the background of vocational education reform for reference.

A Study on the Development of an Aviation-Themed Course Series for Smart Building and Construction in the Context of New Engineering Education

Yunyang Zheng — 2026-02-04

Aligning with national strategies for technological innovation and industrial upgrading. Focusing on innovating the aviation-oriented curriculum for this field, this initiative addresses the digital transformation needs of the aviation industry, exploring new pathways for integrating architectural education with aviation. By analyzing smart trends and talent demands in airport construction, “Architecture + Aviation Focus + AI” is proposed. Key courses like Airport Clearance Technology and Smart O&M Simulation are developed, alongside innovative teaching practices. This research offers theoretical and practical support for cultivating interdisciplinary talent, supporting high-quality development in the aviation industry chain.

Integrating Integration with Contextualization: A Study on Rural Teacher Education Curriculum Model Based on Henan Practice

Na Duan — 2026-02-04

Against the backdrop of the strategy to build a strong education system, constructing a teacher education curriculum that meets the genuine needs of rural education has become a critical issue. In response to the existing dilemmas in current curricula—such as an “urban-centric” orientation, the disconnection between theory and practice, and the fragmentation between pre-service training and in-service professional development—this study proposes a reform concept centered on the integration of “Integration” and “Contextualization.” Using Henan Province as a practical field, the research constructs a systematic curriculum model. In the dimension of “Integration,” the model traverses the entire process of teacher professional development through mechanisms like the University-Government-School (U-G-S) collaboration, spiral curriculum modules, and a diversified evaluation system. In the dimension of “Contextualization,” it reshapes teachers’ local sentiment and place-based practical abilities by integrating Central Plains culture and local knowledge into the curriculum content and innovating immersive practical teaching. This paper elaborates on the theoretical framework and the four key reconstruction dimensions of the model, and demonstrates its operability and effectiveness by focusing on typical cases such as the “Xinyang Maojian Tea Curriculum Development” and the “Xinxian County Small-Class Multi-Grade Teaching Training.” The model aims to provide a replicable and scalable practical solution to resolve the structural contradictions in rural teacher cultivation, holding demonstrative significance for promoting the high-quality development of regional rural teachers.

Exploration of the Construction Path for a “Dual-Qualification” Teaching Team in Financial Accounting Education from the Perspective of Industry-Education Integration

Guanfang Yu — 2026-02-04

The digital economy is driving the transformation of the financial accounting industry, giving rise to new trends such as the integration of business and finance as well as intelligent finance. These developments pose higher demands on the teaching faculty in financial accounting education. However, the traditional “dual-qualification” teacher training model exhibits several limitations, including an imbalanced faculty structure, superficial industry-university collaboration, outdated competency development, and flaws in the evaluation system. Adopting a combined theoretical and empirical approach, this study proposes a new construction pathway guided by the integration of industry and education. This pathway involves establishing a multidimensional faculty structure, innovating industry-university collaborative mechanisms, upgrading competency systems, and reconstructing the evaluation system. The effectiveness of this approach is validated through a case study of the “digital-twin dual-qualification” model implemented at a higher education institution. Research indicates that this new model enhances the alignment between education and industry. The study provides a replicable practical framework for constructing “dual-qualification” teaching teams in financial accounting education.

Exploring a Practical Teaching System Model for Preschool Education Guided by Teacher Certification Concept and Standards: The Case Study of Shanghai Sanda University

Xing Li — 2026-02-04

The concepts and standards of teacher certification provide a scientifically sound approach to addressing issues such as unclear practical teaching objectives, single content, irregular management, and inadequate safeguards in preschool education programs. This approach centers on a comprehensive practical teaching system structured around “four modules and three tiers”: a content framework encompassing skill training, course-based practice, educational practice, and innovative practice; and a management system grounded in dual-mentor guidance and institutional protocols. This model offers a reference framework for practical teaching in preschool education programs at private applied universities.

Research on Strategies for Integrating Traditional Chinese Culture into College English Teaching

Qihui Song — 2026-02-04

In the era of globalization, college English education not only aims to cultivate talents with English communication skills but also shoulders the responsibility of promoting and protecting traditional Chinese culture. Traditional Chinese culture, precipitated over time and accumulated by predecessors, reflects the development of the Chinese nation and embodies the great spirit of self-improvement of the Chinese people. College English is an important medium for students to contact foreign cultures at school and a main position to promote traditional Chinese culture. Taking college English teaching as an example, this paper analyzes the integration of traditional culture into such teaching for reference.

Research on Core Courses in Robotics Engineering Focusing on “Sensors and Detection Technology”

Wenqing Song — 2026-02-04

This study focuses on the core curriculum of the Robotics Engineering major, specifically the course “Sensors and Detection Technology.” It focuses on the foundational knowledge, instruction, and technical skill training in robotics and proposes a research-oriented learning model for the Robotics Engineering program, with an emphasis on application and innovation. It aims to establish a cross-curricular, competition-based experimental platform for the Robotics Engineering program. The goal is to develop a multi-tiered training system and advance teaching reforms that would boost students’ engineering practice capabilities. By integrating curriculum development, interdisciplinary course design, and student participation in academic competitions, the model aligns learning objectives with student development needs that will foster students’ innovation and entrepreneurial skills. The study also explores a hierarchical practical teaching model via “basic experiments, cross-curricular design, and academic competitions.” The model would help develop integrated innovation projects across multiple themes, and establish a project- and need-driven engineering practice training system across the entire curriculum. This approach would eventually transform traditional passive learning into active learning, thereby enhancing student development in the emerging field of Robotics Engineering.

A Cohort Study on the Impact of Narrative Medicine Writing on the Empathy Ability and Job Burnout of Oncology Standardized Training Trainees

Gaili An — 2026-02-06

Objective: To explore the impact of narrative medicine writing intervention on the empathy ability and job burnout of residents undergoing standardized training in oncology (referred to as “standardized training”), and to provide empirical evidence for optimizing the standardized training system in oncology. Methods: A total of 70 trainees who received standardized training in the oncology department of our hospital from January 2024 to June 2025 were selected as the study subjects. They were divided into an observation group and a control group with 35 cases each according to the random number table method. The control group received routine standardized training in oncology, while the observation group received additional narrative medicine writing training on the basis of routine standardized training. Baseline data of the two groups were statistically analyzed, and the empathy ability and job burnout levels of the trainees in both groups were evaluated before the intervention (January 2024) and after the intervention (June 2025), respectively. Results: Before the intervention, there were no statistically significant differences in demographic characteristics such as gender, age, educational background, and rotation duration between the two groups of trainees (all P > 0.05). After the intervention, the total score and scores in each dimension of the JSE-HP in the observation group were significantly higher than those in the control group, and the scores in the observation group after the intervention were significantly higher than those before the intervention (all P < 0.001). After the intervention, the scores in the dimensions of emotional exhaustion and cynicism in the observation group were significantly lower than those in the control group, while the score in the dimension of reduced professional efficacy was significantly higher than that in the control group. Moreover, in the observation group, the scores in emotional exhaustion and cynicism decreased significantly after the intervention, and the score in reduced professional efficacy increased significantly (all P < 0.001). After the intervention, the total score of the JSE-HP in the observation group showed a significant negative correlation with the emotional exhaustion dimension of the MBI-GS (r = -0.664, P < 0.001), a significant negative correlation with the cynicism dimension (r = -0.571, P < 0.001), and a significant positive correlation with the reduced professional efficacy dimension (r = 0.425, P < 0.001). Conclusion: Narrative medicine writing can effectively enhance the empathy ability of trainees in standardized training programs for oncology and reduce their level of job burnout, making it worthy of promotion and application in the standardized training system for oncology.

The Influence of Sense of Place on the Professional Identity of Newly-Recruited Teachers: The Chained Mediation Effect of Career Adaptability and Self-Efficacy

Jingjing Li — 2026-02-04

The professional identity of newly-recruited teachers with a specific orientation is a core issue in the construction of grassroots education teacher teams, and it holds crucial significance for both the professional development of new teachers and the improvement of grassroots education quality. A survey conducted among 311 newly-recruited teachers with a specific orientation reveals that there is a positive correlation between their sense of place, teacher professional identity, professional adaptability, and professional self-efficacy. Professional adaptability and professional self-efficacy play a partial mediating role in the process of sense of place influencing the professional identity of newly-recruited teachers with a specific orientation. Furthermore, within the influence of sense of place on the professional identity of newly-recruited teachers with a specific orientation, there exists a complete chain mediation effect between professional adaptability and professional self-efficacy. To enhance the professional identity of newly-recruited teachers with a specific orientation, concerted efforts from multiple parties are required: education management departments and schools should focus on strengthening the sense of place of newly-recruited teachers with a specific orientation, helping them integrate better into their teaching environment; meanwhile, systematic training and other methods should be employed to enhance the professional adaptability of new teachers and provide more professional support to enhance their professional self-efficacy, thereby promoting the formation and consolidation of their professional identity. This study not only clarifies the internal mechanism by which sense of place affects the professional identity of newly-recruited teachers with a specific orientation, but also provides theoretical support and practical guidance for enhancing their professional identity and stability, thereby facilitating their professional development.

Geography Teaching for the Transition from Junior to Senior High School Based on the Cultivation of Regional Cognitive Literacy

Liunian Deng — 2026-02-04

This study designed a geography teaching for the transition from junior high school to senior high school based on regional cognitive literacy, focusing on aspects such as concept construction, regional comparison, and multi-source information integration. Through progressive concept construction, students have significantly improved their understanding of regional element identification and the interrelationships among elements. In the regional comparison exercises, students gradually mastered the unified standards, better analyzed information such as natural conditions and economic structures among different regions, and were able to conduct more logically rigorous, comprehensive comparisons. In the multi-source information integration training, students utilized various types of information such as remote sensing images, topographic maps, and statistical data, enhancing their comprehensive interpretation and analysis capabilities of regional issues. Overall, bridging teaching has effectively enhanced students’ abilities in regional cognition, comparative analysis, and information integration, laying a solid foundation for geography learning in high school.

Innovation in AI-Empowered Support Models for Preschool Children’s Emotional Development

Yu Li — 2026-02-03

Emotional development in preschool children is a core aspect of psychological development; however, their emotional expressions are characterized by intuitiveness, instantaneity, and instability, posing challenges for traditional support models that struggle with balancing comprehensive and non-intrusive data collection and suffer from homogenized intervention strategies. This paper focuses on the innovation of AI-empowered support models for preschool children’s emotional development, analyzing their technological logic and feasibility. By leveraging technologies such as the Internet of Things, computer vision, and speech recognition, it achieves precise and unobtrusive collection and systematic processing of multidimensional emotional data. Relying on machine learning and affective computing, personalized emotional recognition models tailored to different age groups and scenarios are constructed, leading to the generation of differentiated intervention strategies suitable for both kindergarten and home settings. On this basis, an overall framework of technology-supported, dual-field collaborative, and closed-loop operation is established, innovatively proposing three sub-models: precise intervention in kindergartens, intelligent co-education in families, and seamless data integration between home and kindergarten. To ensure the implementation of these models, an AI-assisted, human-led human-machine collaboration mechanism, a dynamic assessment and feedback mechanism, as well as an ethical framework and privacy security system encompassing principles of informed consent, minimal necessity, and non-maleficence are established.

Research on Large Model-Driven Precision Learning Intervention Models for College Students

Yufei Pang — 2026-02-04

The current large-scale teaching model in Chinese universities struggles to accommodate individual student differences, resulting in delayed and imprecise traditional learning interventions that fail to meet the urgent demand for personalized talent development in the era of intelligent education. This study proposes a large model-driven precision learning intervention framework. By integrating multimodal data, student profiling tags, and course knowledge graphs, the model enables granular cognitive diagnostics of students’ knowledge gaps. Leveraging large models for natural language generation, it generates personalized intervention strategies, effectively transforming teaching paradigms from “mass-scale” to “personalized.” This approach provides crucial theoretical guidance for universities to establish precision teaching intervention systems and enhance talent cultivation quality.

Exploration of the Teaching Reform and Practice of Single-Chip Microcomputer Course for Aviation Majors under the Empowerment of Low-Altitude Economy

Chengbo Yang — 2026-02-04

With the emergence of the concept of low-altitude economy and the continuous upgrading of avionics technology, cultivating aerospace professionals with single-chip microcomputer (SCM) knowledge and practical abilities has become an important reform direction for undergraduate education. From the perspective of course application, this paper explores the necessity of introducing SCM courses and reforming teaching methods for aerospace majors at the undergraduate level, and puts forward reform suggestions in teaching content, teaching methods, practical links, and evaluation systems. It aims to build a curriculum system that not only conforms to the characteristics of aerospace majors but also strengthens students’ SCM engineering application literacy and cultivates applied compound talents for the aviation industry related to the low-altitude economy.

Party Building Promotes the High-Quality Development of Modern Vocational Education

Xueliu He — 2026-02-04

Education is a fundamental national strategy and a top priority for the Party. Upholding and strengthening the Party’s comprehensive leadership over education is the fundamental guarantee for running a good education system and the key to further developing an education system that satisfies everyone. To fully implement the Party’s organizational line and educational policies, fulfill the task of fostering virtue and nurturing talent, and seize the opportunity to establish model Party-building schools, we must aim to provide an education that satisfies the people. By following the overall work approach of promoting high-quality school development through high-quality Party building, and through efforts in various aspects such as guiding direction, rallying strength, strengthening the teaching staff, promoting employment, and international cooperation through Party building, we can drive higher-quality development of vocational education in China.

A Study on the Construction Path of the Accounting Curriculum System Based on Knowledge Graphs

Weifang Li — 2026-02-04

Under the dual backdrop of the New Liberal Arts initiative and digital transformation, this paper employs a knowledge graph as the foundational logic to construct a four-in-one curriculum system integrating “objectives–content–resources–instruction.” Through an “entity-relationship-attribute” model, five major course clusters—accounting, auditing, taxation, financial management, and enterprise management—are integrated and cross-fused with digital-intelligent modules. An interdisciplinary, cross-technological, and cross-cultural talent cultivation path of “Accounting + Management + Information Technology” is established. This paper aims to provide systematic solutions and recommendations for addressing the pain points of traditional accounting education and cultivating composite accounting professionals in the era of intelligent finance.

Research on the Optimization Path of Secondary Vocational Civil Aviation Service Etiquette Course from the Perspective of Scenario Simulation Teaching

Jieyao Song — 2026-02-04

The civil aviation service etiquette course is a core curriculum for cultivating frontline service personnel in the civil aviation industry at the secondary vocational level. However, it currently faces practical challenges, including a disconnect between course content and the development of smart civil aviation, rigid teaching methods, and an evaluation mechanism that is detached from job practice. Guided by the high-quality development of vocational education and leveraging school-based practical achievements such as the “Civil Aviation Service Etiquette Scenario Script Textbook” developed by our institution, the unique “Five Virtues Dimensions” evaluation system, and student etiquette growth portfolios, this study proposes a three-dimensional optimization path integrating “teaching innovation, industry-education integration, and evaluation feedback.” By incorporating core modules on intelligent services and cross-cultural communication, innovating a scenario simulation teaching model centered on scripts, and constructing a school-enterprise collaborative “Five Virtues Dimensions” multivariate evaluation and feedback mechanism, this approach significantly enhances students’ professional etiquette literacy and job adaptability.

Overcoming Dual Barriers: Learning Challenges and Instructional Strategies for Central Asian Students in English-Medium Intercultural Courses

Tong Zhao — 2026-02-04

The pace of globalization has been accelerated under economic development, intercultural education has transitioned from a peripheral offering to an indispensable core component of modern higher education. This paper addresses a highly specific yet increasingly common pedagogical scenario: the delivery of an intercultural communication course, taught entirely in English, to a cohort of 14 Central Asian students who are non-native English speakers. The primary objective is to explain the “dual barriers” confronting this distinct learner group—a compounding and synergistic effect where linguistic challenges and cultural obstacles intertwine and mutually reinforce each other. The study commences with a detailed profiling of the students’ unique socio-cultural and educational backgrounds, alongside a critical assessment of their English proficiency, which often veers towards instrumental rather than academic mastery. Subsequently, the paper provides a multi-faceted analysis of the specific learning impediments encountered across four interconnected dimensions: linguistic, cognitive, affective, and cultural. These impediments range from fundamental misunderstandings of specialized terminology and the socio-linguistic dynamics leading to classroom silence, to profound anxieties surrounding cultural identity and the constraining influence of deeply ingrained worldviews. Grounded in the principles of constructivism, which posits that learners actively construct knowledge, and humanism, which emphasizes the affective and personal growth aspects of learning, this paper proposes a comprehensive suite of targeted pedagogical interventions. These strategies encompass the deliberate use of multi-modal input to cater to diverse learning styles, the systematic implementation of scaffolded language support structures, the careful cultivation of a psychologically safe “third space” for dialogue, and the adoption of a multi-faceted assessment system. The ultimate aim of these proposals is to empower learners to effectively navigate and overcome the dual barriers, thereby facilitating not merely the superficial acquisition of theoretical knowledge, but the profound development of genuine intercultural understanding and practical, applicable competence.

Research on Practical Approaches to Enhance the Effectiveness of Etiquette Classroom Instruction in Secondary Vocational Schools from the Perspective of “Alignment Among Teaching, Learning, and Assessment”

Lihua Yang — 2026-02-04

In response to prevalent issues in current etiquette classroom instruction in secondary vocational schools, such as vague teaching objectives, a singular evaluation approach, and low student engagement, this study employs the concept of “alignment among teaching, learning, and assessment” as its theoretical foundation. It thoroughly integrates the cognitive characteristics of secondary vocational students with the inherent practical demands of etiquette courses to systematically explore practical pathways for enhancing teaching effectiveness. The study constructed a trinity strategy framework of “precise goal positioning, matching activity design, and diversified dynamic evaluation.” Through key measures such as the meticulous breakdown of vocational scenario-based goals, the innovative creation of real-world situational activities, and the establishment of a multi-subject process evaluation system, it effectively promotes the deep integration and organic unity of the teaching, learning, and evaluation processes. Teaching practice has fully demonstrated that this approach can significantly stimulate students’ intrinsic motivation for learning, effectively enhance their etiquette literacy and situational practical abilities, and provide solid teaching support for cultivating high-quality skilled talents that meet the demands of modern industries.

Research on the Construction of Visual Design Curriculum in Vocational Colleges Based on Deep Learning

Yiwen Tang — 2026-02-04

Under the conditions of informatization and dynamism, visual design courses in higher vocational colleges exhibit issues such as lagging progress, static nature, singularity, and cultural inadaptability, which hinder the development of design education. Under the framework of deep learning, to cultivate visual design talents with profound professional expertise, strong practical skills, and innovative thinking, reforms are necessary in areas such as course objective setting, teaching content design, teaching method innovation, learning evaluation reconstruction, teaching resource integration, and local cultural reconstruction.

Research on the Teaching Integration of the Structure-Property Relationship of Absorbing Materials in the Basic Course of Materials Science

Rui Guo — 2026-02-04

To address the pedagogical challenges of theoretical abstraction and practical disconnection in fundamental materials science courses, and to align with the demand for applied talent cultivation in new engineering disciplines, this study explores an integrated teaching approach for investigating the structure-property relationships of microwave-absorbing materials. By establishing a three-dimensional “theory-practice-advancement” instructional framework, complemented by diversified teaching methodologies and scientific evaluation mechanisms, and leveraging modern simulation tools alongside collaborative teaching concepts, this model achieves deep integration between abstract theories and engineering practices. Teaching practice demonstrates that this approach effectively stimulates students’ learning interest, enhances interdisciplinary application and innovation capabilities, and provides a feasible reference and practical paradigm for the reform of materials science courses.

Teaching Reform Practice of Integrating Western Jiangxi Intangible Cultural Heritage into Aesthetic Education in Local Universities: A Case Study of Yichun University

Jing Guo — 2026-02-04

In the new era, the reform of aesthetic education in local colleges and universities is confronted with practical dilemmas such as insufficient integration of regional culture, rigid practice paths, and a single evaluation system. Relying on the abundant intangible cultural heritage (ICH) resources in Western Jiangxi, Yichun University has carried out a two-year curriculum practice through a “four-in-one” teaching reform initiative, which includes integrating resources to optimize courses, innovating practical carriers, building digital platforms, and improving diversified evaluations. Empirical data show that after the reform, students’ course satisfaction rate increased from 63.8% to 92.6%, and the accuracy rate of ICH cognition rose from 11.3% to 76.8%. This practice provides an operable practical model and theoretical support for local colleges and universities to address aesthetic education challenges by leveraging regional ICH resources.

Research on the Teaching Reform of Biomedical Major from the Perspective of Industry-Education Integration

Xiaohua Jin — 2026-02-04

As a strategic emerging industry, the high-quality development of the biomedical industry is in urgent need of support from high-quality applied talents. Industry-education integration, as the core path to break the barrier between talent training and industrial demand, provides an important direction for the teaching reform of the biomedical major. Based on the core connotation of industry-education integration, this paper analyzes the current problems existing in the teaching of the biomedical major in terms of talent training positioning, curriculum system, practical teaching, and teaching staff. Combined with the industrial development needs, specific teaching reform strategies are proposed from five dimensions: accurately positioning training objectives, constructing an industry-education collaborative curriculum system, building a diversified practical platform, establishing a “double-qualified” teaching team, and improving the quality evaluation mechanism. The aim is to realize the in-depth integration of the education chain into the talent chain, industrial chain, and innovation chain, and cultivate biomedical professionals who meet the needs of industrial development.

A Multimodal Discourse Analysis of Environmental Narratives in Alibaba’s ESG Communications on Its Official Website

Donglan Wen — 2026-02-04

Based on the theory of multimodal discourse analysis, this study analyzes the synergistic effects of textual, visual, and other semiotic resources in Alibaba’s official ESG reports, revealing how these resources construct environmental narratives and empower corporate image through semiotic practices. The research, conducted from the dimensions of representational meaning, interactive meaning, compositional meaning, and modal synergy, deciphers how the semiotic system deeply integrates ecological concepts. The findings indicate a high degree of text-image synergy during the 2022–2024 period, effectively presenting themes such as “Repairing the Green Planet,” “Digital Empowerment for Carbon Reduction,” and “Clean Energy and Circular Economy.” However, the visual presentation in the 2025 report is relatively concentrated on flowcharts and data graphs, showing insufficient multidimensional representation of environmental modules and public engagement, with an overall weakening of text-image synergy. This study enriches the application of multimodal analysis in the field of environmental narrative research. Its theoretical and practical value lies in revealing the strategic role of semiotic synergy in building a sustainable brand and providing a communication pathway reference for promoting public environmental awareness and sustainable consumption behaviors.

Application of the “Promoting Learning through Competition” Model in Basketball Teaching for Junior College Students in Vocational Colleges

Zechuan Huang — 2026-02-04

To enhance the quality of basketball teaching for junior college students in vocational colleges, this paper delves into the practical application of the “Promoting Learning through Competition” model. Initially, it analyzes the significance of implementing this model in basketball teaching for junior college students. Subsequently, it explores the operational logic of the model within this context. Finally, it proposes practical strategies such as tiered event design, detailed guidance during competitions, the establishment of feedback mechanisms, and the integration of faculty resources. These measures aim to facilitate the deep integration of the “Promoting Learning through Competition” model into basketball teaching for junior college students in vocational colleges, thereby improving teaching quality while fostering comprehensive basketball skills among students.

Challenges and Countermeasures of Applied University Teachers’ Teaching Ability in the Intelligent Era

Jingran Ji — 2026-02-04

Intelligent technology and digital education strategy are profoundly reshaping the teaching paradigm of application-oriented colleges and universities, and putting forward new requirements for teachers’ teaching ability. This paper systematically analyzes the three transformation trends of teaching objectives turning to ability generation, teaching scene extending to open ecology, and technology role upgrading as core empowerment, and then analyzes the multi-dimensional ability challenges faced by teachers from the four dimensions of goal design, process control, technology integration, and role transformation. The research points out that to meet these challenges, it is necessary to build integrated practice-oriented teacher development content, create a school-based support environment for collaborative innovation, and improve the teaching evaluation and incentive mechanism with clear guidance. This paper aims to provide a reference for the theoretical construction and practical improvement of teachers’ ability development in application-oriented universities.

Research on the Reconstruction of the Curriculum-Based Ideological and Political Education Target System for Financial Accounting Major in Private Universities under the Guiding Principle of Cultivating Virtue and Developing Talent

Xingming Rao — 2026-02-04

Under the backdrop of high-quality development in higher education for the new era, continuous reform and innovation have been undertaken in the accounting and finance (hereafter “accounting”) programs at private undergraduate universities. However, prominent issues such as insufficient integration of ideological and political education elements and weak awareness among faculty regarding ideological and political education persist. Based on clarifying the connotation of “Curriculum Ideology and Politics” (CIP) and its value for the reform of accounting programs at private undergraduate institutions, this paper systematically diagnoses practical dilemmas in areas including goal orientation, instructional design, faculty competence, and evaluation mechanisms. Subsequently, it proposes targeted implementation strategies from five dimensions: reconstructing educational objectives, excavating CIP elements, innovating teaching models, promoting collaborative faculty development, and reforming the multi-dimensional evaluation system. The aim is to provide referenceable ideas and paradigms for deepening CIP construction in accounting programs at similar institutions.

Research on the Spatial Model of the Integration of Positive Emotion into the Process of Innovation and Entrepreneurship Education

Md Rayhan Beg — 2026-02-04

Based on the theory of “space production,” the space of traditional innovation and entrepreneurship education is a relatively closed classroom, presenting a one-way structure of teacher-podium-student seats, which is essentially the materialization of the one-way transmission relationship of educational power and the relationship between knowledge authority and passive recipient. The social relationship between teachers as the leaders of knowledge and resources and students as passive recipients solidifies the direction of knowledge transmission through spatial layout. According to the particularity of the innovation and entrepreneurship education process, spatial factors are regarded as the key variables of participating in positive emotions, which is conducive to restoring the significantly heterogeneous innovation and entrepreneurship education environment and clarifying the key factors that may affect the integration of positive emotions into innovation and entrepreneurship education. Based on the phased characteristics of innovation and entrepreneurship education, the spatial model with ideological and political knowledge and innovation and entrepreneurship education as the content is a supplement to the traditional point-line-surface positive emotion implantation model.

Research on Reading Teaching Strategies in Primary School Chinese from the Perspective of Core Competencies

Yuanyue Liu — 2026-02-04

With the deepening of basic education curriculum reform, the cultivation of core competencies has become the core guide for high-quality educational development. It emphasizes the cultivation of students’ key abilities and essential qualities that are necessary for lifelong development and social development. As a basic discipline that carries cultural inheritance and thinking development, Chinese language teaching, especially reading instruction in primary school Chinese, is an important carrier for cultivating core competencies. It is directly related to the formation of students’ comprehensive abilities, such as language construction, thinking improvement, aesthetic appreciation, and cultural understanding. Currently, there are still many issues in primary school Chinese reading instruction that are inconsistent with the requirements of core competency cultivation. Therefore, based on the perspective of core competencies, this paper closely examines the essential characteristics of primary school Chinese reading instruction, combines the current status of teaching practice, deeply analyzes the problems existing in teaching, and explores the construction of a reading instruction strategy system that is suitable for cultivating core competencies. The research aims to provide operable teaching guidance for primary school Chinese teachers, promote the transformation of reading instruction from “knowledge-based” to “competency-based,” and ultimately achieve the goal of improving teaching quality and promoting the comprehensive development of students’ core competencies. It provides a useful reference for the practical exploration of core competency cultivation in basic education.

Research on Teaching Strategies for Cultivating Students’ Innovative Thinking in Listening and Speaking: Taking Unit 8 “Listening and Speaking: Ideas about the Future of Our School” in 7B as an Example

Yueling Xu — 2026-02-04

Thinking quality is one of the four core elements of the English subject’s core literacy. The cultivation of students’ thinking quality is an important task of English subject teaching. This article focuses on the cultivation of students’ innovative thinking in English listening and speaking teaching. Taking the English listening and speaking class taught by the author as an example, it analyzes and proves through the three stages of before-listening, during-listening, and after-listening that by applying four teaching strategies such as “prediction and verification, step-by-step advancement,” “extracting the theme and writing a summary for the dialogue,” “grabbing the blank space and expanding thinking,” and “creating a situation,” students’ thinking abilities such as prediction, analysis, inference, summary and induction, and transfer are cultivated, promoting the cultivation of students’ innovative thinking.

Problems and Countermeasures of College Teachers’ Professional Ethics Cultivation

Yanmin Chen — 2026-02-05

University faculty members bear the mission of “cultivating virtue and nurturing talent,” with their professional ethics serving as a critical determinant of educational quality. While current ethical standards show positive trends, the challenges posed by digital transformation and intelligent development have heightened the urgency to enhance teachers’ professional integrity. To address these challenges, comprehensive strategies should be implemented through fostering a virtuous ethical ecosystem, strengthening oversight mechanisms, and optimizing evaluation systems. By integrating institutional safeguards, educational guidance, and personal commitment, this approach will help faculty solidify ethical foundations and better fulfill their mission in modern education.