Education Core Research Articles

Educational Beliefs, Core Values, And Professional Ability Among Chinese University Teachers

This study takes Chinese university teachers as the survey object, considering gender, age, years of service, education and other factors, to explore the relationship between their educational beliefs, core values and professional competence. The survey results show that teachers generally hold strong educational beliefs, in particular the value placed on student-centred learning and whole-person education, including academic achievement and all-round development. Core values such as fairness, integrity and rigor are given priority in teaching. However, the emphasis on intercultural communication skills and continuing professional development is significantly inadequate. Female teachers scored significantly higher than male teachers on educational beliefs, core values, and professional competence, suggesting the need for tailored strategies to address these differences. The study highlights a significant positive correlation between educational beliefs, core values, and professional competencies, suggesting that strengthening these areas can lead to an overall improvement in educational quality and inform higher education policy in China.

Korean Messiahs: Victory Altar and the Koreanization of Protestantism

This paper analyses the indigenization or Koreanization of Protestantism in South Korea in the late 20th century through a study of an original messianic and millenarian movement, Victory Altar. The group was founded in 1981 by Cho Hee-Seung in the biblical tradition, with references to Korean spiritual traditions as well. Its most salient feature is the self-consecration of Cho Hee-Seung as “Victor Christ and God”, the unique universal Messiah. In order to show the correlation between this spiritual movement, Protestantism, and Korean culture, I survey the recent history of South Korea and its staunch nationalism largely spurred by Protestant missionaries at the turn of the 20th century. I then present the core teachings of Cho the Messiah: the biological immortality of neohumans, the Hebrew genealogy of the Koreans thanks to the saga of the Lost Tribe of Dan from Israel to Korea, and his major vows to protect South Korea. An assessment of the heritage of Protestantism in this movement is then offered through the perspective of post-colonialism since Victory Altar sees itself and its Messiah/God as far superior to the God and Messiah of the Western powers that brought Christianity to Korea without really understanding it.

Course‐Based Teacher Professional Communities (With District and Union Support) at the Center of Three‐Dimensional Science Teaching

ABSTRACTThis study focuses on how two school districts managed and changed the instructional core—student learning goals, instructional resources and strategies, and assessments—in their required high school biology course as they responded to new state science standards based on the Next Generation Science Standards (NGSS). Biology teachers in both districts had access to NGSS‐aligned resources for their classrooms. Interviews with teachers, district science coordinators, and union leaders revealed how district responses were affected by two institutional logics: academic logics included the criteria that teachers used to choose resources and strategies for their classrooms and professional logics included the roles and responsibilities of district professionals. Participants from District A endorsed a common‐sense experiential academic logic, which recognized teachers' obligations to meet general criteria for content coverage while using their personal experiences and values to make detailed instructional decisions. They also endorsed a professional logic of privacy and noninterference, which recognized teachers' individual autonomy in making decisions about their classroom instructional cores. In contrast, participants from District B described how district professionals empowered a course‐based professional community to make decisions about the instructional core that all biology teachers followed in their own classrooms. We examine how this strategy enabled actions consistent with an instructional improvement logic that supported an NGSS‐aligned instructional core in all biology classrooms. We consider the implications of this contrast for teacher learning in organizational settings—the focus of this special issue.

Education for sustainable development: an assessment of Australian and Canadian business schools

Purpose This study aims to investigate whether and how business schools in Australia and Canada advocate for education for sustainable development. Design/methodology/approach This exploratory study used a sequential mixed methods design, using a combination of qualitative content analysis and thematic analysis. During phase 1, sustainability reports developed by Australian and Canadian business schools (SIP reports), which are signatories to the Principles for Responsible Management Education (PRME), were reviewed using qualitative content analysis methods. Following that, a thematic analysis of semi-structured interviews with nine representatives from selected business schools from Australia and Canada were conducted to triangulate and interpret the findings from phase 1. Findings Australian and Canadian business schools incorporate sustainability into their teaching practices through mandatory courses designed around sustainability and its relationship with business and linking sustainability with other business-related courses by including relevant aspects of sustainability with course contents. Sustainability education in Australia and Canada is being addressed through a variety of degree and non-degree programs showing an increasing relevance for sustainability across business schools. However, results also show differences between the two countries, dependence on leadership, at times lack of support and infrastructure and not always clear strategies to place sustainability at the core of business education. Originality/value Despite previous attempts at examining sustainability practices across business schools, there is a dearth of research looking into a cross-country comparison of integrating sustainability in learning and teaching for business education.

Family Medicine Resident Remediation Compared Across Two CERA Studies.

From 2020 to 2022, multiple medical schools transitioned from teaching patient care directly to online electives. Family medicine program directors reported on these learners' abilities to meet the Accreditation Council of Graduate Medical Education (ACGME) core competencies during residency. The authors hypothesized an increased need for medical knowledge remediation in the 2023 Council of Academic Family Medicine Educational Research Alliance (CERA) study. Using the 2017 and 2023 CERA studies, the authors evaluated which factors were associated with residents requiring remediation, residents completing remediation, the duration of remediation, and the most remediated core competency. Compared to 2017, the percentage of residents who successfully remediated in the 2023 study increased (P=.006), while remediation duration stayed unchanged at 6 to 12 months. The top ACGME core competency needing remediation remained professionalism in both studies (2017: 38.1%; 2023: 45.1%; P=.10) with medical knowledge being second most common (2017: 30.2%; 2023: 25.2%; P=.20). We found no associations between non-U.S. medical graduate percentage, core faculty remediation training, professionalism training, or didactic hours and the number of residents undergoing remediation, the percentage of residents remediating successfully, or the most common competency remediated. Program director gender, degree, race, years of experience, underrepresented in medicine status, and remediation training were not associated with any resident remediation variables studied. Professionalism remains the top core competency requiring remediation. We found no associations between resident, program, training, or program director factors and the core competency requiring remediation, the number of residents needing remediation, or the percentage of residents who completed remediation.

The Impact of General Education Satisfaction on Core Competencies in the Cyber University Teaching and Learning Environment

The objective of this study is to identify the characteristics of students at Cyber universities and to empirically analyze the impact of their satisfaction with general education on core competencies. A survey was conducted with 1,196 students from S Cyber University in the metropolitan area, with the objective of assessing their satisfaction level with general education and core competencies. The study employed a variety of analytical techniques, including correlation analysis, descriptive statistics, independent t-tests, simple and multiple linear regression analysis, to verify the relationships between general education satisfaction and core competencies.</br>The findings revealed that significant differences in some core competencies were identified based on gender, transfer status, and whether students had been enrolled for more than two semesters, underscoring the necessity for tailored educational programs that consider demographic factors and learning experiences. Secondly, the results of the simple linear regression analysis indicated that student satisfaction with general education had a significant positive impact on all core competencies, with the strongest effect observed on the communication and cooperation competency. Thirdly, the results of the multiple linear regression analysis indicated that satisfaction with general education had a significant positive impact on all core competencies. Additionally, factors such as enrollment for more than a year, gender, and age group had a significant positive effect on some core competencies.</br>Based on the findings, the study emphasizes the crucial role of general education in enhancing core competencies within the Cyber university learning environment. It also proposes the development of tailored educational programs aimed at improving specific competencies, such as global citizenship. Moreover, the study confirms that even in remote learning environments, general education plays a key role in promoting interaction and cooperation among students. This suggests that enhancing the quality of general education can maximize students' learning experiences and contribute to the achievement of Cyber universities' educational goals.

Non-violence in Buddha’s teaching and Deviation in Practice

Buddhism consistently advocates for love and respect for all living beings and stands as an animal-friendly religion. Buddha's Pañcaśīla and other teachings focus on love and compassion for nature, including animals and plants. Maitri, Karuṇā, muditā, and upekṣā are among the main essences of Buddhism, emphasizing love, sympathy, empathy, and respect for all living beings. However, some Buddhist practices involve animal sacrifice in the name of 'Bali' for religious purposes, and some Buddhists consume animal meat, which is unsympathetic and merciless and contradicts Buddhist and environmental ethics. This paper highlights how these practices deviate from the Buddha's core teachings on non-violence and their significant impact on the environment and human health. The study is carried out using qualitative research methodology, with discussion and analysis conducted through the inductive method.

The Relationship between the Gospel and Culture: A Theological Analysis and Social Perspective in a Contemporary Context

In today's era of globalization and cultural pluralism, the relationship between the Gospel and culture has become an increasingly complex issue. Various theological perspectives have developed to understand how the message of the Gospel interacts with diverse cultural values and practices. The debate surrounding accommodation or resistance to local and global cultures requires a deeper examination within the context of Christian theology. This study aims to explore the relationship between the Gospel and culture from theological and social perspectives, as well as how this relationship influences the practice of Christian faith in contemporary multicultural and dynamic societies. The approach used in this research is qualitative theological analysis, with a literature review of contextual theology texts and cultural studies. The collected data were critically analyzed to identify patterns of interaction between the Gospel and culture in the modern social context. The research finds that the Gospel can interact with culture through a dialectical process involving acceptance, adaptation, and transformation of cultural values. In some cases, culture enriches religious practices, but in other situations, there are tensions that require deep theological reflection to ensure that Gospel values are not compromised by certain cultural practices. The relationship between the Gospel and culture is dynamic and contextual. It is important for Christian theology to develop a flexible approach while adhering to the core teachings of the Gospel in the face of cultural changes. In this way, the Gospel can remain relevant and significant in the lives of contemporary societies without losing its integrity.

Awareness of DepEd Core Values among Grade 12 Students in a Public High School in the Philippines

This study determined the level of awareness of Department of Education (DepEd) core values among grade 12 students in a public school in Antique, Philippines, in the areas of maka-Diyos (Godly), makatao (person-oriented), makakalikasan (pro-environment), and makabansa (patriotism). Likewise, the study assessed the significant difference in their awareness of DepEd core values relative to their demographics. Hence, the study utilized quantitative research design, particularly descriptive-comparative approaches. The theoretical framework of the study is the ecological systems theory, which assumes the influence of a series of nested systems and environments in shaping human development. This indicates the need for considering the larger ecological context that drives core value awareness. Meanwhile, using the adopted questionnaire, data were collected from 293 Grade 12 senior high school students in a public high school in Antique, Philippines, during the school year 2023-2024. In the analysis of data, frequency, percentage, mean, standard deviation, Mann-Whitney U test, and Kruskal-Wallis test were employed to analyze both the descriptive and inferential problems. The study revealed that the overall core value awareness of students was very high (M=4.35, SD=0.48). This shows that the students at this public school fully recognized the four DepEd core values, namely, maka-Diyos, makatao, makakalikasan, and makabansa. Also, among all the four demographics, only sex [U=7782.5, P=0.001] and strand [χ2(5) =13.739, P=0.017] were found with significant differences. The findings postulate that to elicit students’ core value awareness, strengthening educational policies on consistent core value integration in school curricula, programs, and activities is greatly encouraged. The findings also convey the need to strengthen sustainable teacher orientation to maintain their students' high awareness.

Beyond teaching: the extended role of informal entrepreneurship education and training in challenging contexts

PurposeWe seek to understand how informal entrepreneurship education and training (EET) processes support marginalised women in challenging institutional contexts into gainful participation in entrepreneurial activities, facilitating empowerment and emancipation.Design/methodology/approachThe study employs an inductive qualitative approach drawing on in-depth individual interviews, a focus group and observation of how female informal EET educators facilitate hands-on EET to marginalised female entrepreneurs in Uganda.FindingsWe specify a range of novel complementary practices that informal EET educators undertake during the main instructional EET stage and present the wraparound purposive work, both pre-and-post the instructional stage, they enact to support female empowerment processes for their disadvantaged learners. We then propose a grounded model capturing practices enacted by EET practitioners that illuminates ways in which informal EET can contribute to processes of empowerment and emancipation.Originality/valueOur contributions are twofold. First, we conceptualise EET educators as institutional entrepreneurs undertaking institutional work beyond core teaching. Second, we specify a range of novel complementary practices they undertake before, during and after the conventional instructional part. This illuminates how EET can contribute to processes of empowerment and emancipation. Drawing on data from a unique institutional context, we illuminate novel practices enacted by informal EET educators thereby extending both the pedagogy and the realm of entrepreneurship education with implications for grander empowerment and emancipatory outcomes beyond the development of entrepreneurial competencies.

The St. Meinrad Coal Member (Pennsylvanian)—Reference Sections from Spencer County, Indiana

The purpose of this study is to (a) specify locations in Indiana that can serve as reference sections for the St. Meinrad Coal Member (Pennsylvanian) and (b) acquire more data to better correlate this coal with its equivalents in the Illinois Basin. The work focused on 1) a core from Indiana Geological and Water Survey drill hole (SDH) 537, latitude 38.180721 N, longitude 86.83895 W); and 2) an outcrop of the St. Meinrad Coal Member (latitude 38.147652 N, longitude 86.808903 W), both in Spencer County, Indiana. The borehole was drilled in November 2023 and the core is archived at the Indiana Geological and Water Survey Core Research and Teaching Repository, Bloomington, Indiana, USA. The St. Meinrad Coal Member was encountered at a depth of 44.25 to 48.45 ft (13.49 to 14.77 m), with a total coal thickness of 4.20 ft (1.28 m). On a whole-seam basis, the coal has an ash yield of 1.27 wt % and is 3.92 wt % in total sulfur. Petrographically, the coal consists of moderate amounts of vitrinite (77.12 vol %), liptinite (15.84 vol %) and inertinite (7.04 vol %). Palynologically, the coal is dominated by lycopsid tree spores (74.12 vol %), with reduced amounts of small lycopsid (13.4 vol %) and tree fern (6.14 vol %) spores. Small fern (0.9 vol %) and calamite (4.17 vol %) spores are uncommon to rare, as is cordaite pollen (0.96 vol %). The outcrop location has a coal thickness of 3.15 ft (96 cm). In outcrop, the coal is relatively clean in the middle part and is enriched in mineral matter at the top and bottom parts of the seam. The coal is underlain by claystone. Palynologically, the coal has similar spore assemblage to that documented from the core. The common occurrence of Endosporites globiformis and other stratigraphically diagnostic taxa in both locations warrant assignment of the St. Meinrad Coal Member to the early Atokan NG (Microreticulatisporites nobilis - Endosporites globiformis) miospore zone of the Illinois Basin, which correlates with the early Duckmantian strata of western Europe and Middle-Late Bashkirian strata worldwide. The palynologic data also indicate that, within the Illinois Basin, the St. Meinrad Coal Member is coeval with the Hawesville and Bell coal beds in western Kentucky.

Two Preservice Teachers’ Adaptive Competence in Lesson Planning Across Two High School Placements

Purpose: To investigate the adaptive competence of two physical education preservice teachers (PSTs) across two high school placements. Methods: Two PSTs each taught four 6-lesson frisbee units across two different high schools. Feedback on lesson plans prior to teaching, guided reflection-on-action, and repeated teaching was used to support adaptations to six core teaching practices. PSTs made three iterations of each lesson plan. Results: PSTs made 589 adaptations across the core teaching practices of management (28%), task presentation (16%), content development (16%), active supervision (16%), goals and assessment (7%), and rules and routines (3%). Between 16% and 30% of adaptations were made in the last iteration. The number of adaptations decreased from the first to the second school placement and from Lessons 1 to 6. Conclusion: Feedback on lesson plans, guided reflection-on-action, and repeated teaching aided PSTs’ development of adaptive competence during school placements.

Formation of professional identity and motivation among future primary school teachers in the process of educational practice

Introduction. The article examines the problem of forming professional identity and motivation among students in the process of mastering the discipline “Educational practice (research work (obtaining primary skills in research work))”. The current stage of professional training of future teachers is focused on mastering the methods of integrating educational subjects for organizing developmental research activities, which is reflected in the “Core of Higher Pedagogical Education.” The purpose of the article is to substantiate the way of formation of professional identity and motivation of future teachers in the process of educational practice (research work (obtaining primary research skills)”. Materials and Methods. Theoretical and methodological analysis, a method of diagnostic analysis, including a questionnaire of professional identity of students (U. S. Rodygina), diagnosing the internal position of students in relation to their future profession, the components of which are the characteristics of the professional identity of students “Emotional attitude” and “ Conscious activity"; a methodology for determining motivation for vocational training (V.G. Katashev), which allows one to study and analyze the level of motivation of students in the context of their vocational education; methods of mathematical statistics. Results. Testing students – future primary school teachers in the process of educational practice to obtain primary skills in research work allowed us to conclude that the motivation of future primary school teachers is normal. As a result of the study, it was revealed that according to the questionnaire “Professional Identity of Students” (U. S. Rodygina), the highest average score was noted on the scale “positive emotions associated with meeting a person’s needs in the profession”, the lowest average score corresponds to the scale “position of a student’s passive attitude” to the acquired profession”. The results obtained from the diagnostic “Methodology for determining motivation for vocational training” showed that the highest average score corresponds to the normal level of motivation, the lowest – to the average level of motivation. Discussion and Conclusions. The obtained results of the study substantiate the relevance of the problem of forming professional identity and motivation among students of the faculty of primary school teacher training in the process of educational practice. The educational practice carried out at the faculty plays a key role in the formation of students’ primary research skills. The peculiarities of the implementation of this type of practice is that the process of training future teachers consists of three modules: methodological foundations of scientific knowledge; methods of psychological and pedagogical research; registration of the results of scientific work. Each module is aimed at achieving the goal of practice: obtaining primary research skills in organizing and conducting psychological and pedagogical research in education, processing and presenting its results. The module tasks are aimed at students performing a number of practical actions: studying the fundamentals of the scientific method; choosing a topic and research question; literature review; data collection and analysis; interpretation of results; writing a scientific article or report; preparing a presentation; public speaking practice; cooperation with the scientific supervisor; publication and feedback. The authors emphasize the effectiveness of the tasks used in the process of developing students’ research skills.

Актуальные направления развития современной системы высшего педагогического образования

The Higher Pedagogical School is focused on the formation of students' ability and readiness for continuing education, professional and personal self-development and self-education, necessary in an era of intense social, economic, political and technological dynamics of change. The purpose of this article is to identify the current directions of development of the Russian system of higher pedagogical education in new socio-economic and socio-political conditions. The article considers the following areas of development of higher pedagogical schools: the transition to a unique national system of higher education; the creation of new models for evaluating the results of higher pedagogical education; the introduction of the "Core of higher pedagogical education" taking into account an interdisciplinary approach; the creation of a system of interregional pedagogical districts based on pedagogical universities. The article notes that the creation of a new national system of higher education gives Russian pedagogical education a more modern, competitive and qualitative character, thereby contributing to improving the professional training of future teachers and creating conditions for the implementation of trajectories of continuous pedagogical education. The article uses a theoretical method in the form of analysis of sources, as well as synthesis based on them. It is concluded that the key factor in the development of the higher education system and ensuring its high quality should be a harmonious combination of basic knowledge and practical training of students.

Research on Strategies for Cultivating Ideological and Political Literacy in Design Students

This paper explores strategies for effectively cultivating ideological and political literacy in design students, including collaborative education between counselors and professional teachers, course ideological and political design, and innovative teaching modes. Through theoretical research and practical case analysis, a series of specific implementation strategies are proposed. Firstly, the collaboration between counselors and professional teachers is key to achieving the organic integration of ideological and professional education. Secondly, scientific course design is the core of course ideological and political education, requiring the integration of social backgrounds and ethical issues into teaching objectives and content. Thirdly, innovative teaching modes such as flipped classrooms and project-driven teaching can improve the effectiveness of ideological and political education. Fourthly, establishing a systematic ideological and political education resource database provides necessary support and assistance to teachers. Finally, through practical education and a scientific evaluation and feedback mechanism, students sense of social responsibility and practical abilities are further enhanced. This study provides reference and guidance for ideological and political education in design majors.

Comparative Study of AI Textbooks for Primary and Secondary Schools

With the development of information technology, artificial intelligence (AI) has become a new focal point of international competition. AI education in primary and secondary schools is gradually becoming an important component of education in the intelligent era in China. Textbooks are a crucial medium for courses, and AI textbooks for primary and secondary schools are the core teaching materials for AI courses. This study examines 18 AI textbooks for primary and secondary schools, based on relevant curriculum standards such as the AI Curriculum Development Standards for Primary and Secondary Schools in China (Trial). Using content analysis and quantitative curriculum difficulty models, the study compares and analyzes the textbooks from five dimensions: teaching arrangement logic, textbook content, textbook usage conditions, textbook evaluation, and textbook difficulty. The study concludes that the textbooks have systematic teaching arrangement logic, though some lack learning objectives; the content is contemporary, but the knowledge system is not comprehensive; the usage conditions are diverse, but some schools lack the necessary implementation environment; and the difficulty is moderate, though there is a gap compared to the curriculum standards.

Character Education Practices At Al Azhar Islamic School Bumi Serpong Damai@Metland

Character education in schools is very necessary because character education is the core of education itself. Building character, it can't be done tomorrow. Therefore, character-based Character education in schools is very necessary, because character education is the main thing of education. This research was conducted to examine the practice of character education in schools. The purpose of this study is to describe the implementation of character education at Al Azhar BSD@Metland Islamic School in terms of 1) character education objectives; and 2) character education strategies. This research uses case study research method to answer these questions. The researcher acts as the main instrument and collects data by means of observation, in-depth interviews, and documentation. The research data came from the implementation of character education at Al Azhar BSD@Metland Islamic School. To ensure the legality of the data, this research applies triangulation of data sources, theories, and methodologies. The findings of this study imply that overall, the implementation of character education at Al Azhar BSD@Metland Islamic School has been carried out through habituation programs or routine activities applied by the school to its students, including character building activities in the form of teaching and learning activities carried out by educators with competencies in accordance with their fields and carried out regularly and on schedule. The policy implemented to fulfill this goal is to carry out 8 religious policies that have been effectively implemented at Al Azhar BSD@Metland Islamic School.

Leveraging Higher Education in Our Age-Friendly World

ABSTRACT There is increasing interest in better understanding the connection between higher education and age-friendly community efforts. The global age-friendly community (AFC) movement calls for multi-sectoral engagement in a multi-year model encompassing four core phases (engage, plan, act, measure) to improve livability in domains of community life pertaining to the built, social, and service environment. However, there is limited empirical knowledge regarding the involvement of higher education and how it supports AFC efforts. We used qualitative inquiry to assess the engagement of U.S. institutions as reported by 80 AFCs that completed a five-year cycle of participation. We conducted directed content analysis using paired AFC action plans and progress reports (n = 56) and classified engagement using a priori indicators by higher educational core activities (teaching, research, and service), core phases (e.g. measure), and clustered domain areas (e.g. built environment). Results reveal engagement across all core activities of higher education with most efforts in research, in all areas of the AFC model with most reported in the action phase, and across all clustered domains of practice with the greatest amount identified in the social environment. We identify opportunities for greater engagement and leadership through higher education in our age-friendly world.

Kampo diagnostic ability is specific in post‐clinical clerkship objective structured clinical examination: An observational study

AbstractBackgroundThe Japanese medical educational model core curriculum requires an understanding of the characteristics of Kampo medicine. However, there are few reports on the methods of evaluating the skill levels of Kampo medicine practitioners.ObjectiveThis study investigated the utility of objective structured clinical examination (OSCE) for evaluating the skills of Kampo medicine practitioners, exploring its relationship with other medical skills.MethodsThe 2022 post‐clinical clerkship OSCE assessed the accuracy of Kampo‐related tasks, specifically abdominal examinations. In addition, correlation coefficients and factor analysis were used to analyze the relationship of Kampo tasks with other tasks (three clinical‐reasoning tasks, electrocardiogram attachment task, joint examination task).ResultsMedical students showed significant variation in their ability to accurately assess different abdominal regions. The epigastric region had the highest accuracy (92.0%), while the para‐umbilical region had the lowest (45.1%). Correlation analysis between Kampo tasks and other clinical tasks (clinical reasoning, electrocardiogram attachment, joint examination) yielded coefficients ranging from 0.10 to 0.19, suggesting a low relationship. Factor analysis confirmed the independence of Kampo skills from other assessed medical skills across four distinct factors.ConclusionsSince Kampo diagnostic skills are highly unique, it is possible that Western medicine OSCE tasks alone may not sufficiently assess competency in Kampo medicine. Therefore, it is necessary to consider incorporating Kampo tasks into the OSCE.

A Study on the Employment Support Service System for Visually Impaired College Students in China

At present, the problem of difficult employment for disabled college students in China is becoming more and more prominent, and the construction of an employment support service system for colleges and universities is one of the most important means of alleviating the employment pressure on disabled college students and promoting the healthy development of society. Based on the perspectives of visually impaired college students and colleges and universities, this study adopts qualitative research methods such as interview method and observation method, selects 10 visually impaired students from a college in China as the research object, and statistically analyses the raw data of the interviews with NVivo data analysis tools, and builds a college employment support service system with the core of education and training and support, employment guidance and consulting, social resources integration and enhancing social and enterprise inclusiveness. The service system is of great practical significance for promoting high-quality employment and better integration of visually impaired students into society, as well as creating a harmonious and inclusive employment support environment.