Education In China Research Articles

Characteristics of Chinese Higher Education EFL Teachers' Behaviors Based on Technological Pedagogical Content Knowledge (TPACK)

Characteristics of Chinese Higher Education EFL Teachers' Behaviors Based on Technological Pedagogical Content Knowledge (TPACK)

Chinese Teachers’ Perceptions on Perceived Teacher Support and Student Engagement

This qualitative study investigates the perceptions of teachers regarding methods to enhance students' perceived teacher support and engagement at a higher vocational college in Zhengzhou, China. The participants consisted of four instructors, each specializing in different subjects. Data were collected through semi-structured interviews. The findings reveal several effective strategies that participants use to enhance perceived teacher support and suggest ways to boost student engagement. These strategies offer valuable insights for improving both perceived teacher support and student engagement in the context of Chinese higher vocational education. The study also suggests directions for future research. Keywords: Perceived Teacher Support; Student Engagement; Higher Vocational College Teachers

Graduate Education in China Meets AI: Key Factors for Adopting AI-Generated Content Tools

Abstract Factors influencing Chinese graduate students’ adoption of AI-generated content (AIGC) tools are examined through partial least squares structural equation modeling (PLS-SEM) and fuzzy-set qualitative comparative analysis (fsQCA). The developed AIGCT-SI model incorporates key elements such as information accuracy, trust, and privacy concerns. PLS-SEM results indicate that performance expectancy, effort expectancy, facilitating conditions, and habit significantly impact students’ intentions, with trust acting as a key mediator, particularly for privacy concerns and social influence. FsQCA reveals seven configurations, demonstrating how combinations of performance expectancy, effort expectancy, and facilitating conditions drive adoption. A bidirectional relationship between privacy concerns and trust is observed, with trust mitigating privacy risks in several configurations. This integrative approach highlights the complex dynamics of AIGC tool adoption and provides strategic insights for their effective use in Chinese graduate education. As the findings are based on the Chinese context, further exploration in other educational settings is encouraged to validate their broader applicability.

The interplay of job embeddedness, collective efficacy, and work meaningfulness on teacher well-being: a mixed-methods study with digital ethnography in China

IntroductionThis study examines the influence of teacher job embeddedness, collective efficacy, and work meaningfulness on the psychological well-being of Chinese teachers. The focus is on understanding how these constructs contribute to teacher well-being through a mixed-methods approach.MethodsA two-stage structural equation modeling (SEM) analysis was conducted using quantitative data collected from 406 in-service Chinese teachers. The study also incorporated a qualitative phase involving digital ethnography within online teaching communities to provide deeper insights into teachers’ experiences.ResultsThe quantitative analysis revealed significant positive direct effects of job embeddedness, collective efficacy, and work meaningfulness on psychological well-being, with work meaningfulness showing the strongest effect. The mediating role of work meaningfulness partially explained the relationships between job embeddedness, collective efficacy, and teacher well-being. The qualitative findings supported and expanded upon these results, emphasizing the role of a supportive school community and strong administrative leadership.DiscussionThe results suggest that enhancing job embeddedness, collective efficacy, and work meaningfulness can significantly contribute to teachers’ psychological well-being. These findings provide actionable insights for school leaders and policymakers in the Chinese educational system to foster environments that promote teacher well-being.

Integration of Foshan traditional culture into English language university curricula: Status, challenges, and strategic approaches

In contemporary Chinese education, a significant feature is the alignment and synergistic integration of ideological and political theory across various disciplines, including university English curricula. This integration involves embedding ideological and political education within all subject areas, thereby achieving a cohesive and comprehensive approach to curriculum development that fosters holistic student development. Integrating Foshan’s local cultural elements into the English curriculum aims to achieve thematic ideological and political education that is guided by local culture, material-based ideological and political education supported by specific cultural imagery, and methodological ideological and political education based on teaching strategies. This approach weaves the ten key elements of Foshan’s traditional culture into the curriculum’s objectives, content presentation, and pedagogical practices. Such integration not only enhances the quality of professional knowledge instruction in higher education English courses but also enriches students’ humanistic qualities, bolsters their perception and confidence in Foshan’s local culture, and ultimately contributes to the cultivation of innovative talent.

The Collision between Tradition and Technology: The Impact and Enlightenment of AI on Chinese Education in China

At present, the application of AI in the field of education has been widely discussed, but there are still shortcomings in the combination of Chinese education and AI. This paper analyzes the influence of AI on Chinese education. And found that AI can help Chinese teachers reduce repetitive work, reduce the burden of preparing lessons, and understand students’ writing levels. However, improper use of AI will also lead to the weakening of teachers’ functions and the abuse of students’ integrity. For students, AI is not only an auxiliary tool to help students but also provides a learning platform. But it also causes problems such as solidified thinking, widening the gap between college students, and difficulty identifying wrong answers. Based on this, this paper puts forward the following suggestions. Chinese teachers should actively follow the trend and correctly use AI to improve classroom efficiency. Students should use AI reasonably, and they should not be dependent on it. Schools take incentive measures. The government should set up relevant policies in favor of AI in Chinese education.

Strategy and Management of Aesthetic Education in Vocational Ability Cultivation—Explore the Practice and Achievements of "Family Culture" of Chinese Business Characteristic Education

Under the background of the rapid development of today's society, vocational ability cultivation has become an important issue that cannot be ignored in education. Aesthetic education, as a key link in the national comprehensive quality education system, is becoming increasingly important. It is not only related to the improvement of individual aesthetic quality, but also the key factor to promote the comprehensive development of students and enhance their professional competitiveness. Through the in-depth study of the practice of "family culture" of Chinese business characteristic education in the cultivation of professional ability, this paper not only verifies the significant role of aesthetic education on the improvement of students' comprehensive quality, but also reveals its unique strategy and management path. According to the data, students who participated in the practice of "family culture" of Chinese businessmen showed higher teamwork willingness and leadership potential in the career orientation test. Their average teamwork ability score was 15% higher than that of the control group, and their leadership self-evaluation score also increased by about 10 percentage points. In terms of management strategy, Through the construction of a multi-level aesthetic education curriculum system, Huashang College organically integrates art appreciation, creative thinking, professional ethics and other contents into daily teaching, forming an interdisciplinary and comprehensive training mode. Using Internet technology to build an online aesthetic education platform, provide rich artistic resources and learning communication space, and further broaden the learning boundary of students. This mixed online and offline teaching mode not only improves students' interest and participation in learning, but also effectively promotes the internalization and application of knowledge. In short, integrating aesthetic education into the vocational education system can not only enhance students' aesthetic perception and creativity, but also show a positive impact on key professional abilities such as teamwork, leadership and social responsibility.

Implications of the Differences between Chinese and American k12 Education Models for China

The differences between Chinese and American K-12 education systems have garnered significant attention, yet challenges persist in integrating their strengths. This paper analyzes the structures, methodologies, and impacts of the Chinese and American education systems, focusing on student interest cultivation, development, and future employment prospects. The analysis reveals that the Chinese system excels in academic rigor and discipline, but often at the expense of creativity and student well-being. Conversely, the American system fosters creativity and critical thinking, yet struggles with maintaining academic rigor and consistency across regions. Based on these findings, this paper suggests that China should incorporate more flexible, holistic educational approaches that encourage creativity and personal growth. At the same time, the United States could benefit from adopting elements of China’s emphasis on academic discipline and mastery of core subjects, particularly in STEM fields. Both countries should also enhance global perspectives and technology integration to better prepare students for the demands of the 21st century.

The Impact of Emotional Intelligence on Academic Achievement of College Students

With the ongoing development of educational psychology, Emotional Intelligence (EI) has garnered increasing academic attention as a critical factor influencing students’ academic outcomes. EI, which involves the capacity to identify, comprehend, manage, and apply emotions, is widely recognized as essential for academic success, particularly in language learning contexts. This study systematically examines the influence of EI dimensions on college students’ academic performance in English by synthesizing and analyzing existing literature. A thorough review of international research has been conducted, focusing on the association between EI and the academic performance of non-English majors within the scope of Chinese higher education. The analysis integrates both quantitative and qualitative findings, emphasizing EI’s role in managing anxiety and enhancing motivation in English learning. The results demonstrate a significant positive correlation between EI and academic achievement in English, particularly in aspects related to emotional regulation, social skills, and self-management. Furthermore, EI is identified as a mediating factor in promoting academic performance, notably through the reduction of foreign language anxiety and the enhancement of learning motivation. Based on these findings, this paper advocates for the enhancement of EI in higher education as a strategic approach to support students in improving their academic performance.

Reform Strategies for the Popular Music Public Course Based on Key Competences

This study aims to explore the application potential of international music teaching methods in the reform of public basic courses of popular music in Chinese universities. Using mixed research methods, the applicability of Dalcroze, Kodaly, and Orff teaching methods was systematically evaluated through expert interviews, teaching material development, and a quasi-experimental design. The study found that these methods have high overall applicability in the Chinese higher education environment (average rating 4.183/5), but require localization adjustments. Based on this, the innovative textbook "Fundamentals and Applications of Popular Music" (IOC value 0.920) and a 12-week teaching plan (IOC value 0.880) were developed. The results of the 16-week teaching experiment showed that the students in the experimental group were significantly better than the control group in terms of music theory knowledge, appreciation ability, creative ability and learning interest (p<0.01). This study proposes a curriculum reform strategy that integrates innovation, technology empowerment, and interdisciplinary integration, providing theoretical basis and practical guidance for improving the quality of popular music education in colleges and universities. Future research directions include expanding the sample scope, conducting long-term follow-up studies, and deepening cross-cultural comparative analysis.

Educator’s Sentiments and Time Values of Zhang Jian

As a preeminent patriotic industrialist and educator in modern and contemporary Chinese history, Zhang Jian not only ventured into industrial enterprises to improve people's livelihood during the exploration and practice of early modernization in China but also initiated educational endeavors, holding profuse educational thoughts and concepts. Zhang Jian's educationalist sentiments are manifested in such aspects as his aspiration for enlightening and strengthening the nation, his advocacy of morality and culture, and his pragmatic and innovative demeanor. Propagating Zhang Jian's educationalist sentiments not only contributes to our comprehensive and profound understanding of the essence, essentials, undertones, and characteristics of the spirit of educationalists in the new era but also facilitates our steadfast establishment of the historical sense of mission and responsibility for educating talents for the Party and the country, and ultimately promotes the high-quality development of Chinese education and Chinese-style modernization.

Can the Two Karls – Karl Polanyi and Karl Marx Meet? A Critical Examination of Chinese Vocational Education, Internship Regimes, and Labor Forms

Can the two Karls – Karl Polanyi and Karl Marx meet? Sociological debates tend to provide a negative answer and prioritize Karl Polanyi in current education and labor studies. This article poses an alternative approach by examining how the commodification of human life, the central postulation of Karl Polanyi, can be bridged into Karl Marx’s labor process theory where different forms of commodified student-labor will eventually end up in the production sphere, producing variegated internship and labor regimes. Using China’s vast vocational education system as an anchor to ground the theoretical dialogue, I contribute not only to raising an intellectual puzzle, but disclosing complex school-to-work phenomena that internship regimes, namely, the dual-despotic, market despotic or hegemonic, shapes the world’s largest young working class. By studying the complex configuration of the student-labor regimes, I argue that commodification process of human life could hardly escape the class perspective, as Karl Polanyi put it.

Innovation and integration: Analysis of research hotspots and frontiers in "Chinese + vocational skills" education—based on bibliometric analysis visualized by citespace

The "Chinese + Vocational Skills" education is a new form of education merging international Chinese education with vocational training. This paradigm has emerged as a focal point in research on international Chinese language education. This article is aimed to effectively dissect the developmental patterns and prevailing research topics on "Chinese + Vocational Skills", by employing CiteSpace, a tool for visualizing scientific data, to analyze pertinent literature spanning the last decade (2013–2023). The analysis offers insights into the overall landscape and evolutionary trajectory of research in this field. The findings therefrom indicate the followings: (1) Research on "Chinese + Vocational Skills" exhibits certain interdisciplinary characteristics, with an overall trend of rapid growth in research literature, but a relatively small volume of high-quality core literature. (2) "International Chinese Language Education", "Vocational Education", "Chinese + Vocational Skills", and the "Belt and Road" are current research hotspots in this field. "Chinese +",Chinese for Specific Purpose, demand analysis, and vocational skills serve as important turning points for research on "Chinese + Vocational Skills". (3) Research topics related to "Chinese + Vocational Skills" mainly concentrate on four aspects: international Chinese language education, vocational education, talent cultivation, as well as regions and countries, yet disparities of research endeavors exist across these fields. (4) The research frontier of the field mainly focuses on international Chinese language education, "Chinese + Vocational Skills", international vocational education on Chinese language in vocational colleges, and internationalization of Chinese language. Addressing contemporary demands, research in "Chinese + Vocational Skills" needs to align with global economic trends, cater to the actual needs for talent with such skills, and further enhance understanding from various perspectives including educational models, national demands, and internationalization efforts, thus fortifying the capacity of "Chinese + Vocational Skills" education to serve the development of industries.

Research Status and Hotspot Analysis of Curriculum Evaluation in Chinese Higher Vocational Education

This study employs CiteSpace, an information visualization software, to analyze the research status and trends in curriculum evaluation within Chinese higher vocational education. By collecting data from the China National Knowledge Infrastructure (CNKI) database over the past two decades, the study generates knowledge maps and tables to reveal the spatiotemporal characteristics, core authors, research institutions, and hotspots in this field. The analysis shows distinct stages of development, with an initial development stage (2004-2007), an explosive growth stage (2008-2015), and a fluctuating development stage (2016-2023). The study identifies 14 core authors and the main research institutions, highlighting the need for stronger collaborative relationships. Through keyword co-occurrence and clustering analysis, the research hotspots are found to focus on the connotation evolution, realistic dilemmas, and functions of curriculum evaluation in Chinese higher vocational education. The study concludes by discussing the theoretical extension, categorical characteristics, dynamic improvement of indicators, and functional effects of teaching evaluation in Chinese higher vocational education. Future prospects emphasize the importance of expanding the evaluation system, adapting to industry needs, and developing intelligent teaching models to enhance the quality and relevance of higher vocational education in China.

An empirical study on the effectiveness of collaborative school implementation in central China: a value-added approach

ABSTRACT School effectiveness refers to an educational institution’s ability to achieve its predetermined goals, especially regarding student learning outcomes, development, and well-being. Although forming and strengthening partnerships between schools is commonly used to improve school effectiveness, empirical evidence on the connection between school collaboration and school effectiveness remains insufficient. This study investigates the relationship between school collaboration and effectiveness by employing a hierarchical linear model based on a value-added analysis of student scores in selected schools in a central Chinese city. We found that some student- and school-level variables significantly influenced students’ achievement. After controlling for both student and school demographic variables, the study results indicated that collaborative schools exhibited greater school effectiveness than non-collaborative schools, and the effectiveness continued improving as collaborative schools continued to grow. In general, it is viable to employ the value-added approach to assess the impact of school collaboration within the Chinese education system.

New trends of export of vocational education from China within «One Belt, One Road» initiative

Introduction. Over the past few years, the authorities of the People's Republic of China have begun to pay more and more attention to the development of vocational secondary and higher education. In addition to the growth and development of this area within the country, gradually with the increase in China’s presence on the world stage, the PRC is beginning to export its educational services abroad.Purpose setting. The purpose of the study was to identify the features of China's promotion of its education abroad. The task is to examine the main forms of export of Chinese vocational education to foreign countries.Methodology and methods of the study. Using general methods of scientific knowledge and using a large array of factual data and sources in Chinese, consider the trends in the spread of Chinese vocational education in the world.Results. China has opened a new page in the development of vocational education both within the country and by experimenting with new formats of international cooperation in this segment of education. An example of such projects is the opening of the so-called Lu Ban Workshops, created in honor of the famous Chinese philosopher, engineer and artisan of the 5th century BC, which train modern specialists with technical skills. In total, China has launched over 40 similar workshops abroad with 70 different modern specialties, where more than 11 thousand people have already been trained. After the successful launch of Lu Ban Workshops, various Chinese professional institutions began to open their own specialized workshops, including those for the development of automobile transport, maritime economy, printing, etc.Conclusion. Such projects, which today cover both the SCO countries and the participants of the «One Belt, One Road» initiative, create a new platform for international exchange and cooperation in the field of vocational education and help promote humanitarian exchanges between China and other countries of the world.

Analysis of the Main Contradictions and Solutions in Achieving Educational Equity under China's "Double Reduction" Policy

This article aims to analyze the obstacles encountered by Chinese society in implementing the "double reduction" policy and the main contradictions in achieving educational equity, explore the new contradictions and problems brought by the "double reduction" policy to the education sector, and provide corresponding countermeasures for Chinese society, communities, families, and schools. It is hoped that this can improve the "double reduction" policy while eradicating the remaining irrationality in the Chinese education sector, enhance the level and quality of Chinese education, and develop an educational powerhouse. A comprehensive review was conducted through literature review, combined with knowledge in the fields of educational equity, educational policies, and comparative education. This article explores the four major contradictions behind the "double reduction policy" and proposes four guiding suggestions: balancing educational resources, optimizing the rationality of education and training, clarifying the responsibilities of families and schools, establishing a communication mechanism between families and schools, implementing a comprehensive evaluation system, strengthening the enrollment form of higher education, enhancing community resources, and improving community after-school services.

A Comparison Between Chinese and American Education Models Based on Case Study of Education Assistance in China and Inclusive Education in the United States

Abstract: Educational inequity has always been an issue that needs to be addressed in every country. However, due to the differences in social backgrounds and educational systems, the approaches taken by China and the United States are not the same. This study compares the differences in education between China and the United States through the research methods of case study and literature review, based on the study of the policies and programs of China and the United States to address this issue. China's educational assistance has narrowed the urban-rural education gap in a short period of time, and there is instability in teaching resources. Teachers' teaching skills need to be improved and educational resources optimized to ensure that the benefits of educational assistance are maximized. In the United States, inclusive education aims to ensure that all children have equal access to education, but there are still problems in practice, and there is a need to strengthen the protection of minorities so as to ensure a balanced allocation of teaching resources.

CPEQA: A Large Language Model Based Knowledge Base Retrieval System for Chinese Confidentiality Knowledge Question Answering

Large language models (LLMs) have exhibited remarkable performance on various natural language processing (NLP) tasks, particularly in the construction of the intelligent question-answering system. These systems, especially in specialized fields, usually rely on NLP through the retrieval of corpus and answering databases to efficiently provide accurate and concise answers. This paper focuses on the national confidentiality publicity and education field, aiming to address the dilemma of inaccurate knowledge retrieval in this field. Therefore, we design an intelligent confidentiality question-answering system CPEQA by comprehensively utilizing the LLMs platform and information retrieval technique. CPEQA is capable of providing professional answers to questions about Chinese confidentiality publicity and education raised by users. Additionally, we also integrate the conventional database retrieval technique and LLMs into the database query construction, enabling CPEQA to perform real-time queries and data analysis for both single-table and multi-table querying tasks. Through extensive experiments with generated query sentences, we show both methodological comparisons and empirical evaluations of CPEQA’s performance. Experimental results indicate that CPEQA has achieved competitive results on answering precision, recall rate and other metrics. Finally, we explore the challenges of the CPEQA system associated with these techniques and outline potential avenues for future research in this emerging field.

Enacting Fairly or Fearfully? Unpacking the Enactment of Critical Thinking Policies in Chinese Senior High Schools

This study explores the enactment of critical thinking policies in Chinese senior high schools through the lens of Ball et al.’s policy enactment theory and within the broader context of Chinese education reform aimed at enhancing students’ thinking abilities. Employing a case study methodology with diverse data types, the research assessed current school-level practices and the effectiveness of Ball et al.’s framework in capturing interactions among objective contexts, policy actors, and cultural artefacts. Findings indicate that the framework captures these complexities when the policy is actively enacted. In one school, a systematic enactment mechanism facilitated diverse policy roles and external connections, thereby promoting schoolwide critical thinking development; however, another school exhibited fragmented practices due to the lack of key policy roles, despite students’ interest in deeper engagement. Challenges were also identified, including deficiencies in the mid-level education bureau and conflicts between a collective-oriented educational paradigm and the promotion of independent thinking. The study unravelled the nuances of the enactment of critical thinking policies in Chinese senior high schools. Future research could test the framework’s applicability for guiding the construction of policy mechanisms across different settings.