Addressing the pervasive issue of low engagement in Chinese junior high school English classrooms, this study evaluates the efficacy of gamified cooperative teaching (GCT) using a mixed-methods design. By integrating surveys, pre- and postintervention vocabulary tests, systematic classroom observations, and semi-structured interviews, the research examines the behavioral and cognitive shifts of a cohort of seventh-grade English-as-a-foreign-language (EFL) learners. Findings indicate that the implementation of GCT was associated with a notable increase in active classroom participation and improved vocabulary retention compared with traditional instructional methods. Qualitative data from interviews and observations further suggest that the gamified collaborative framework effectively fostered student motivation and enhanced classroom dynamics. This study contributes to the EFL field by providing a localized pedagogical model tailored for the critical transition from primary to middle school. The results suggest that GCT is a promising strategy for fostering active learning environments, offering actionable insights for practitioners seeking to enhance student engagement in similar educational contexts.

The purpose of this study was to examine the impact of an intervention, a "CURE lecture" approach, that introduced course-based undergraduate research experience (CURE) strategies into the lecture setting. Rather than learning biological explanations from a traditional textbook, instead students studied primary literature curated in a reformed research-focused textbook and had discussions of data and experimental design. In control cohorts, reformed active and cooperative pedagogies were used in lecture to engage students in learning traditional textbook content. In experimental cohorts, "lecture" format was replaced with active and cooperative "journal club" discussions of published experiments. Prior studies examined use of research-focused Integrating Concepts in Biology (ICB) textbook readings in two sequential introductory biology courses. In this study, assessments focused on student learning gains after a single semester. Klymkowsky's Biology Concept Inventory with known misconceptions as distractors and Loznak's Medical College Admission Test (MCAT) instrument used for over a decade prior joined longitudinal tracking to evaluate impact of intervention. The ICB student cohort had higher scores (46.3% vs. 34.3%) than the control cohort on the concept inventory and on the MCAT questions performed comparably in the range achieved by peer control students since the year 2000. Longitudinal tracking revealed that ICB students immediately outperformed peers in their next biology course the following semester. The literature suggested that a two-semester ICB experience helped students better succeed, and these findings support that even a shorter exposure, of just a single semester, to the CURE lecture strategy is impactful to students.NEW & NOTEWORTHY A "CURE lecture" approach was used in physiology majors' first introductory biology course, where journal club strategies replaced lecture in class meetings. Rather than lectures on biological explanations from a traditional textbook, students constructed their knowledge via primary literature readings in a reformed textbook aided by discussions of data and experimental design. When assessed by a MCAT instrument, Biology Concept Inventory, and tracking student performance, the experimental student cohort outperformed the peer control cohort.

पृथिव्याम् त्रीणि रत्नानि जलम् अन्नम् सुभाषितम् - Prithivyam Trini Ratnani Jalam Annam Subhashitam says, Water is a Precious Jewel stored in rock, In Hindi Ratan and needs to be preserved. Story of Aruni a disciple and Dhaumya Rushi as a Mentor creates Moral in India. Ground water can be conserved through river ploughing , the present president of Shahada Taluka Education Society and Co-op Education Society Limited said Mr. Tatya So. Motilal Patil first proposed the idea of a novel experiment called river ploughing (Nadi nangarti) in 2002. This successful experiment was done in the Gomai riverbed, and gradually it was followed in the surrounding area, i.e. in the adjacent areas of Shahada taluka. The experiment was successfully implemented. As the water level is getting deeper day by day, farmers are implementing new experiments to increase it. Mr. Tatya So. Motilal Patil and his colleagues successfully conducted the experiment of river ploughing in a river adjacent to four-five villages on the banks of the Gomai river. Due to this, the tributaries adjacent to the Tapi river have also dried up. And due to this, many tubewells , borewells , wells near the river banks were closed due to lack of river water. Since there was a hard layer like stone in the drain, water did not seep through, so the tubewells , borewells , wells dried up. They did not live long. After thinking about this issue for a long time, our Honorable President Shri. Motilal Tatya Patil had realized that if the river is ploughed before the rains , it will rain and water will seep into the river. According to his plan, he invited the people living on the banks of the Gomai river near Dambarkheda for this public welfare experiment. First, this experiment , river ploughing i.e. river nagrati , was done in the Gomai river near Dambarkheda village in Shahada taluka. And hence this experiment came to be known as the Dambarkheda pattern . Villagers from 25-30 villages on the banks of the river took advantage of this experiment i.e. river ploughing. The wells , borewells and dry wells were revived i.e. the wells got water. That is, the groundwater level increased which was dead for the last many years (8-10 years) , i.e. there was no water in the water reservoirs , there was a dry void. Due to the increase in water storage in the ground, the wells and wells got water, which ultimately resulted in an increase in crop production. Shri. Abhijit Patil, President, APMC, Shahada has continued these experiments for farmers, in Addition he is added the river Ploughing and making small Check dams on small rivers.

Students’ enrollment expectations significantly shape their university belonging (Yao, 2016). This study investigates the impact of such expectations through qualitative interviews with 13 undergraduate students at a Sino-foreign cooperative education institution in Shanghai. Findings reveal that students’ high expectations centered on: institutional prestige, access to global resources, and the continuation of personal strengths. However, these expectations frequently conflict with academic pressure, institutional fragmentation, and limited resource accessibility. These mismatches can lower students’ overall sense of university belonging. To address this, institutions should clarify potential academic and social challenges during admissions to manage expectations. Closer collaboration in curriculum, activities, and faculty-student engagement is also needed to create an inclusive environment, enhancing university belonging and promoting high-quality international education.

Scholarships are vital for promoting regional integration and human capital development within the Association of Southeast Asian Nations (ASEAN). This study utilizes the Three Horizons framework to assess the evolution and future of Thailand's scholarship programs in the context of ASEAN's educational cooperation. Through 27 stakeholder surveys and 18 semi-structured interviews, we explore three temporal dimensions: current challenges (Horizon 1), transitional innovations (Horizon 2), and future aspirations (Horizon 3). Our findings highlight ongoing issues, including limited outbound mobility, unequal access, weak private sector involvement, and fragmented policies. By employing the Glonacal Agency Heuristic, we investigate how local, national, and regional actors influence scholarship governance, mapping governance and evolutionary trajectories. Strategic recommendations focus on inclusive design, efficient administration, varied funding, and alignment with ASEAN objectives. By viewing scholarships as instruments of knowledge diplomacy and regional solidarity, this research offers valuable insights for enhancing educational cooperation across ASEAN.

Abstract Background The internationalization of higher education has intensified challenges for students in Sino-foreign cooperative programs, including language barriers, cultural differences, and academic pressure, which often lead to significant anxiety and hinder learning effectiveness and cross-cultural adaptation. Existing interventions frequently detach psychological support from academic contexts, resulting in inadequate targeting. This study therefore proposes a systematic and structured "cross-cultural language practice activity" as an embedded intervention. By creating a practice environment that integrates cultural awareness, situational simulation, and authentic interaction, the program aims to enhance students’ communicative self-efficacy and provide empirical evidence for innovating support systems in cooperative education. Methods A total of 120 children aged 3-6 years clinically diagnosed with ASD were enrolled and randomly divided into an intervention group (n = 60) and a control group (n = 60). The intervention group received 12-week special preschool education intervention (5 sessions/week, 60 min/session), including social skills training, emotional regulation training, and sensory integration activities. The control group only received routine daily care and regular game activities. The Child Behavior Checklist (CBCL) and Emotion Regulation Checklist (ERC) were used for psychological assessment at pre-intervention (T0), mid-intervention (Week 6, T1), and post-intervention (Week 12, T2). Repeated measures analysis of variance (ANOVA) was performed for statistical analysis with a significance level of p<.05, and Cohen’s d effect size was calculated to evaluate the magnitude of intervention effects. Results The experimental results are shown in Table 1. As shown in Table 1, the total GAD-7 score of the experimental group significantly decreased from 10.2 ± 3.1 at T0 to 5.8 ± 2.5 at T2 (p<.001), indicating a significant alleviation of generalized anxiety symptoms. Similarly, the total FLCAS score of the experimental group significantly decreased from 98.6 ± 12.4 at T0 to 76.3 ± 10.9 at T2 (p<.001), demonstrating a substantial reduction in foreign language classroom anxiety levels. In contrast, no significant changes were observed in the scores of the control group on either scale from T0 to T2 (p>.05). Repeated measures ANOVA revealed significant interaction effects between time and group for both GAD-7 and FLCAS scores (GAD-7: F = 15.83, p<.001; FLCAS: F = 20.14, p<.001). Discussion Following the 12-week intervention, students in the Sino-foreign cooperative program showed significant alleviation of anxiety. The intervention not only reduced generalized anxiety but also notably lowered foreign language classroom anxiety. These findings suggest that structured cross-cultural practice in a supportive environment can enhance students’ self-efficacy, providing empirical support for designing embedded and experiential support systems in such programs. Future research could extend follow-up periods to assess long-term effects and compare the efficacy of different activity modules to develop more targeted and personalized intervention strategies.

Abstract Background With the acceleration of higher education internationalization, Sino-foreign cooperative education programs have increased. In this context, students may face psychological challenges such as language anxiety and cultural adaptation stress. Previous studies indicate that foreign language classroom anxiety significantly reduces learning motivation and affects language acquisition, with 35%-45% of learners experiencing moderate or higher anxiety. Existing cooperative programs primarily focus on curriculum design and teaching quality, with limited attention to student mental health and no comprehensive psychological support system. This study aims to develop a systematic psychological support framework for Sino-foreign cooperative education, employing multidimensional interventions to prevent language learning anxiety and relieve stress, thereby enhancing international education quality. Methods A quasi-experimental design was adopted with 480 undergraduates enrolled in a Sino-foreign cooperative program during the 2022-2023 academic year, divided equally into an intervention group (n = 240) and a control group (n = 240). Both groups underwent preventive psychological screening at baseline, assessed with the Foreign Language Classroom Anxiety Scale (FLCAS), Perceived Stress Scale-10 (PSS-10), and Academic Burnout Scale. Over 12 months, the intervention group received comprehensive psychological support including: (1) Tiered intervention: Students were classified into low, medium, and high-risk groups based on baseline results, receiving corresponding intensity of support. (2) Multimodal interventions: Biweekly group counseling, weekly language learning strategy workshops, bilingual psychological counseling, and support group activities were provided. (3) Environmental optimization: Teachers were trained to identify student psychological difficulties, and regular teacher-student communication was encouraged to foster a supportive classroom climate. (4) The control group received routine instruction only. Follow-up assessments were conducted at 3, 6, 9, and 12 months, measuring FLCAS, PSS-10, academic performance, language test scores, and psychological resilience. Results At baseline, no significant differences were found between groups (p>.05). After 12 months, the intervention group’s FLCAS mean score decreased from 87.6 to 62.8, a 28.3% reduction (p<.001), significantly lower than the control group’s 9.2% reduction (p<.001, Cohen’s d = 0.76). PSS-10 scores in the intervention group decreased from 24.1 to 16.3, a 32.5% reduction, while the control group decreased by 11.8% (p<.001, d = 0.82). High and medium-risk students benefited most, with the high-risk group showing a 41.7% reduction in anxiety (p<.001). Academic performance improved, with language test scores rising by an average of 12.6 points (TOEFL equivalent, p<.001). Course retake rates in the intervention group were 3.3%, significantly lower than 11.7% in the control group (p<.01). Discussion The findings demonstrate that a systematic psychological support system can effectively prevent and alleviate language learning anxiety and stress in Sino-foreign cooperative education students. Cognitive restructuring reduced irrational thoughts, strategy training enhanced self-efficacy, and social support mitigated feelings of isolation. Effects were particularly pronounced in medium and high-risk students. Bilingual counseling and culturally sensitive interventions were key to success. The study confirms the value of preventive psychological interventions in education, offering a practical model for managing student mental health in international programs. Future research could explore culturally differentiated interventions and long-term impacts on career development to strengthen full-cycle psychological support in international education.

Abstract Background With the continuous advancement of the "Belt and Road" Education Exchange Program (BREEP), the scale of international students in universities has been expanding, and issues such as cross-cultural adaptation pressure, academic burden, and lack of social support have become increasingly prominent. Mental Health Problems (MHP) are more likely to occur in cultural migration environments, manifesting as anxiety, depression, loneliness, and academic burnout. However, the existing university support systems still show significant inadequacies in responding to cross-cultural contexts. Current research on the operational mechanisms, influencing factors, and optimization strategies of mental health support for international students under the BREEP framework remains limited. Methods To construct a BREEP mental health support mechanism model for international students and evaluate its effectiveness and impact path, providing theoretical basis for cross-cultural education management. The study adopts a mixed research design of questionnaire survey, structured interview, and structural equation modeling analysis. A total of 512 international college students from 23 countries along the "the Belt and Road" were recruited to participate in the survey. The main measurement tools include the Cross Cultural Adaptation Stress Scale (CCASS), Mental Health Risk Index (MHRI), Perceived Social Support Scale (PSSS), and University Support Effectiveness Questionnaire (USEQ). In addition, interviews were conducted with 32 international students to supplement qualitative information on the operation of the mechanism. The data is analyzed using multiple regression and structural equation modeling to determine the pathway of support mechanisms. Results The study revealed that under the BREEP framework, 54% of international students reported experiencing high levels of cross-cultural adaptation stress, with their median MHRI scores approximately 31% higher than local students (p=.003). Perceived social support demonstrated significant buffering effects on mental health risks (standardized path coefficient = -0.47, p=.01). University support system efficacy significantly predicted reduced mental health risks, with a total effect size of 0.42 (p=.004). Structural equation modeling identified three key factors for reducing mental health risks: university counseling services, peer support networks, and cross-cultural communication training, where peer support networks accounted for 38% of the total effect (p=.02). Additionally, universities with sustained support mechanisms had students with 22% lower MHRI scores compared to those without sustained support (p=.01), demonstrating a clear environmental facilitation effect. Discussion The research findings indicate that the mental health risks of international students in higher education under the Belt and Road education exchange program are influenced by cross-cultural stress, levels of social support, and the support capacity of universities. The university support system plays a crucial role in alleviating adaptation stress and promoting mental health, particularly the peer support network and systematic cross-cultural counseling services, which have shown significant effectiveness. The study emphasizes the need to establish a multi-dimensional, open, and continuous mental health support mechanism at the university level to enhance the adaptation resilience, social integration capabilities, and psychological stability of BREEP students. The findings provide important references for mental health governance in the context of Belt and Road education cooperation and university internationalization. Future longitudinal tracking studies under a multinational collaborative framework could further validate the cross-cultural applicability and long-term intervention benefits of university mental health support mechanisms in Belt and Road education exchange contexts.

Against the backdrop of deepening China-Thailand educational cooperation and the global promotion of Chinese language education, during the author's teaching tenure in Thailand (May 2025 - March 2026) at a public high school in Phatthalung Province, classifiers remain a core difficulty for Thai learners due to significant cross-linguistic and cross-cultural differences between Chinese, Thai, and English. This study takes 28 Thai Grade 10 learners (A1 level, taught by the author during the tenure) as the research object, adopting a mixed-methods design (error corpus analysis, pre-test/post-test, semi-structured interviews) over a four-week period (conducted in October-November 2025, within the teaching tenure). The results show that the main errors are overgeneralization of (51.7%), collocation errors (31.0%), and omission (17.3%), caused by the interaction of Sino-Thai cross-linguistic-cultural differences and English cross-linguistic transfer. After intervention with localized strategies (real-object matching + trilingual annotation + interactive quick Q&A), learners' average accuracy significantly increased from 38.5% (SD=8.2) to 62.1% (SD=7.6) (paired sample t-test: t=-12.36, p

ABSTRACT This paper investigates interprofessional cooperation in inclusive schooling settings, examining stakeholder experience and perceived collaboration, and how these perceptions relate to the organizational structures and work relationships underpinning effective cooperation. Using data from the large-scale study, “Expert mapping of special education and inclusive practices” (N = 10,387), we analyze how professionals in Norwegian schools, the Educational-Psychological Service, Child Welfare Service, and School Health Service engage in inclusion work. The study highlights tensions between political expectations and practical realities, showing that interprofessional cooperation is not a straightforward solution for inclusion. Instead, collaboration must account for the complexities of both educational and medical paradigms. Friction between professionals may be inevitable rather than exceptional, underscoring the need for a nuanced approach to cooperation in inclusive education.

In response to the issues of disconnection from industry and one-sided competency development in the teaching of foundational mechanical manufacturing courses in higher vocational education, this study explores project-based teaching reform for the course under the guidance of the Sino-German Advanced Vocational Education Cooperation Project (SGAVE) concept. It systematically analyzes the connotation and characteristics of the SGAVE concept, restructures the course content to align with job requirements, and develops authentic enterprise-related projects. A reform framework is constructed, encompassing “restructuring the curriculum system—innovating teaching methods—developing project-based teaching resources—building a teaching team.” A Four-in-One evaluation system integrating “knowledge, skills, literacy, and outcomes” is designed to fully align with the three-dimensional competency development goals of professional, methodological, and social skills. The research demonstrates that the SGAVE concept can effectively promote the shift of higher vocational foundational courses from knowledge transmission to competency development, providing practical references for the reform of foundational courses in mechanical engineering and the localization of the “dual system” in vocational education.

ABSTRACT With the development of globalization and increasing inter-connectedness of knowledge production, academics’ transnational mobility has become a frequent topic. However, few studies have examined their motivations and associated professional development in the contextualized setting of Sino-foreign cooperative education institutions in China. Through 16 semi-structured interviews with international faculty working in the field of science and engineering at a selected international institution, the study identified the economic, academic, and cultural drivers of their migration. It further highlighted how mobility contributes to their accumulation of research, academic, and cultural-cognitive capitals, all critical to their professional development. It enriches the scholarly discussion on academic mobility and professional development of faculty and offers policy implications for countries and higher education institutions keen on recruiting and retaining international faculty.

Comparison of the impact of cooperative teaching (Jigsaw) method and lecture/teacher-based teaching method on buoyancy, self-efficacy, and help-seeking of English language learners

Against the backdrop of the internationalization and digitalization of vocational education, the Sino-Italian cooperative education program provides an important platform for cross-cultural talent cultivation in the packaging planning and design major of higher vocational colleges. Taking the Sino-foreign cooperative education program of this major at Zhejiang DongFang Polytechnic as a research sample, this paper focuses on the perspective of cultural integration and explores the feasible practical paths of artificial intelligence (AI) technology empowering higher vocational classrooms. By constructing an innovative teaching model integrating cultural immersion and AI empowerment, a three-stage practical exploration is carried out from curriculum restructuring, teaching implementation, and evaluation feedback, and the application effectiveness is deeply analyzed combined with teaching data and typical cases. The research results show that the introduction of AI technology has broken through the problems of low teaching efficiency and limited teaching resources in cross-cultural classrooms. The survey data after the teaching reform shows that students' course satisfaction has increased to 90%, and the excellent and good rate of cross-cultural projects has reached 92%. This practice provides replicable and promotable experience for the classroom teaching reform of Sino-foreign cooperative education majors in higher vocational colleges.

Cooperation in science and education is a key dimension complementing the integration agenda of many regional organisations. The European Union is widely regarded as the flagship model for developing systems of academic exchange and scientific collaboration within an economic union; however, APEC, the SCO, ASEAN, and the Organisation of Turkic States are also advancing dialogue in the academic sphere. Against this background, the EAEU faces an important question: should cooperation in these areas be expanded, or should the Union remain focused solely on economic integration? Drawing on the neoliberal approach to regional economic integration, this article examines the extent to which universities, as direct participants in this process, are interested in shaping a common scientific and educational space within the EAEU. Based on a survey conducted among representatives of 43 leading universities in the member states in June 2024, the study identifies key dimensions of their collaboration and a number of major challenges. The findings highlight the insufficient integration of educational systems, a lack of specialised institutional support, and the need to establish a unified EAEU knowledge space amid growing competition from other integration initiatives. Recommendations are formulated for the inclusion of these proposals into the EAEU’s supranational policy agenda.

This article analyzes the phenomenon of suicidal behavior among minors. The aim of the study is to examine the opinions of experts – specialists in education, upbringing, and social welfare – on the prevention of child and adolescent suicide. The work is based on in-depth online interviews with experts (N = 22) in the fields of psychology, social pedagogy, and social work in the Nizhny Novgorod Region. This study attempts to answer the question of why, despite the large number of preventive measures taken both in Russia as a whole and specifically in the Nizhny Novgorod Region, the suicide rate among minors remains high. Experts argue that the effectiveness of preventive measures depends on the comprehensive and systematic work of the family institution and social spheres of the child’s life (education, social protection, psychological services). The prevention process requires the cooperation of parents, teachers, school psychologists, social workers, psychological centers, and various volunteer organizations for children and adolescents. Experts emphasize the importance of addressing child and adolescent suicide and developing effective measures to prevent this phenomenon.

English Language Teaching (ELT) and English language teacher education should nowadays reflect the global role of English while also taking local realities into account. The aim of this study is therefore to investigate the use of English in everyday life and the views on teaching English of student teachers in two central Euro-pean countries, Austria and Hungary, by means of a questionnaire and semi-structured interviews. The findings indicate that the atti-tudes and views of student teachers of English are similar in the two countries. The one pronounced difference between the groups concerns the ideal of the native speaker (NS) teacher. The study shows promising avenues for future research and highlights the potential benefits of international cooperation in teacher education.

Introduction: secondary school physical education often relies on teacher-directed instruction, which may limit student engagement and comprehensive physical development. cooperative learning has been proposed as a student-centered alternative to address these limitations. Objective: to examine the effectiveness of peer-based cooperative teaching on physical fitness and learning motivation among Palestinian secondary school students. Methodology: a quasi-experimental pre-test/post-test design was conducted with 400 students assigned to experimental and control groups. the experimental group followed an eight-week peer-led cooperative learning program, while the control group received traditional Instruction. aerobic capacity, muscular endurance, flexibility, and learning motivation were assessed using standardized tests and questionnaires. data were analyzed using multivariate and covariance-based procedures. Results: students in the experimental group showed significantly greater improvements in all physical fitness components and learning motivation compared with the control group. multivariate analyses confirmed a significant overall intervention effect. Discussion: the findings support evidence that cooperative learning enhances physical engagement and motivation through structured peer interaction. conclusions: peer-based cooperative teaching is more effective than traditional instruction and should be incorporated into secondary school physical education programs.

The article analyzes the language policy of higher education institutions (HEIs) in the European Union (EU) within the context of internationalization processes, understood as the integration of international, intercultural, and global dimensions into the goals, functions, and delivery of educational services. The methodological framework of the study is based on the concepts of J. Knight, H. de Wit, and R. Villares, as well as on EU legal and policy documents. The article employs methods of systemic, comparative, and discourse analysis to identify the interrelation between language policy, internationalization, and the quality of higher education. It is established that language policy serves as a key instrument for implementing internationalization strategies, as it defines the languages of instruction, communication, administration, international programs, and the provision of language support for participants in the educational process. The analysis of EU countries’ experience (Spain, the Netherlands, and Italy) demonstrates that the development of English-medium programs, policies supporting multilingualism, and the formation of linguistic competence among staff and students are the main directions of university language policies. At the same time, attention is drawn to the risks associated with the dominance of the English language, which may lead to the marginalization of national languages and the loss of cultural specificity. The paper outlines the main functions of language policy: ensuring access to education for international students, supporting mobility and international cooperation, shaping the university’s image as a globally oriented institution, and promoting multilingualism and intercultural interaction. It is shown that effective language policy enhances the competitiveness of HEIs, improves the quality of teaching and research, expands opportunities for academic mobility, and fosters inclusion. The conclusions emphasize that a successful language policy of EU higher education institutions should balance global and local values, ensuring equilibrium between internationalization and the preservation of national linguistic identity. It should be integrated into universities’ strategic documents, supported by appropriate resources, language assistance, and systematic monitoring of outcomes. Language policy is thus viewed not merely as a regulatory tool but as a catalyst for global openness, academic excellence, and sustainable institutional development.

Sino-foreign cooperative education (SFCE) refers to the education offered by Sino-foreign cooperative education institutions. Students can gain international educational experience without leaving China. Foreign parties mainly provide teachers, researchers, courses, and resources. From students' perspectives, SFCE has a comprehensive quality-assurance system, strong teacher support, sufficient and effective resources, and efficient management. However, there are some problems, such as students' unclear understanding of the social role of quality assurance, a lack of evidence of process-oriented management in quality assurance content, and weak improvement in scientific-research ability, as reflected in students' learning outcomes. The authors surveyed the quality-assurance effect of SFCE in Jiangsu Province, China, with 587 questionnaires recovered and 546 valid responses. Through the analysis, it was found that the quality-assurance effect of SFCE was affected by curriculum, teacher support, resource and management efficiency, multiple evaluations, and other factors. To further strengthen quality assurance, it is necessary to optimize this system and popularize it, supplement process-management links, highlight social-value guidance, and improve the training system for scientific-research ability by addressing the gap in high-level ability development.