International Journal of Educational Development
International Journal of Educational Development ISSN Print: 3104-4263 ISSN Online: 3104-4271 CD ISSN: 3104-428X
A Study on Inquiry-Based Learning Paths for Cultivating Creative Thinking in Preschool Children from the Perspective of Peer Collaboration
Against the backdrop of preschool education shifting from knowledge enlightenment to core competency cultivation, the development of children's creative thinking has increasingly become an important issue in educational practice. Based on the understanding that peer collaboration and inquiry-based learning are naturally compatible, this paper focuses on "inquiry-based learning paths for cultivating children's creative thinking from the perspective of peer collaboration." It systematically examines the intrinsic relationship between peer collaboration, inquiry-based learning, and children's creative thinking by comprehensively employing conceptual analysis and theoretical interpretation. Supported by constructivist learning theory, social constructivist theory, zone of proximal development theory, inquiry-based education theory, and creativity development theory, the paper analyzes current problems in kindergartens' creative thinking cultivation practices, such as unclear training objectives, formalized inquiry-based learning, superficial peer collaboration, insufficient teacher support, and a single evaluation mechanism, and further reveals their causes. Based on this, it proposes an inquiry-based learning path guided by children's subjectivity, authentic problems, interactive generative nature, appropriate support, and process-oriented evaluation. Specifically, this includes creating authentic inquiry situations, organizing effective peer collaboration, stimulating divergent thinking and creative expression, supporting reflection and iterative improvement, and improving teacher support and evaluation mechanisms. Research suggests that peer collaboration is not only an organizational form for young children to complete tasks together, but also a crucial mechanism for promoting the exchange of ideas, the reorganization of experiences, and innovative expression. Inquiry-based learning, on the other hand, provides authentic task platforms and dynamic spaces for the development of creative thinking. The organic combination of these two approaches helps to construct a creative thinking cultivation path that aligns with the developmental characteristics of young children, and provides theoretical reference and practical basis for improving kindergarten curriculum activities and teacher practice.
Copyright (c) 2026 by author(s) and Erytis Publishing Limited. https://creativecommons.org/licenses/by-sa/4.0
AI-Empowered Teaching of Chemistry Literature Searching: Paradigm Restructuring, Practical Pathways, and Core Competency Cultivation
With the comprehensive establishment of the "AI for Science" (AI4S) paradigm, Artificial Intelligence Generated Content (AIGC) and Large Language Models (LLMs) have become fundamental infrastructures for scientific research. Chemistry literature retrieval and reading, as core components of chemical education, are undergoing a profound transformation from "keyword matching" to "semantic interaction and intelligent generation." This paper systematically analyzes the pain points in traditional chemistry literature retrieval teaching, such as high cognitive load, information overload, and low efficiency in cross-lingual reading. It deeply explores the application mechanisms of semantic search, multimodal chemical information extraction, and AI-assisted reading technologies in acquiring chemical information. Based on this, the paper proposes a restructuring pathway for teaching paradigms empowered by AI, emphasizing that the focus of teaching should shift toward "Prompt Engineering, human-machine collaborative retrieval, result verification, and critical thinking cultivation." Furthermore, it provides specific Project-Based Learning (PBL) cases and evaluation system reform schemes, aiming to offer theoretical reference and practical guidance for the information literacy education of outstanding chemical innovators in the new era.
The Effects of Individuals' Cognitive Processing of Situations and Peer Effects on Altruistic Behavior
The 2*2 between subjects design examines the specific situational factors (moral situation/non moral situation) and peer effects(with peer/without peer) impact on altruistic behavior.complied to test common experimental material, two experimental includes two independent variable mentioned above,study subjects to make the will of the altruistic behavior. Results showed that:(1)The degree of willingness make individual altruistic behavior in moral situations than non moral situations and the difference was significant,compared with no companion case,participantes will be more willing to make altruistic behavior,but the difference was not significant.(2)There is no existing situation and peer interaction,have the willingness of the subjects in the peer side do altruistic behavior in the moral situation of the highest.in the existing of altruistic behavior influencing factors on the basis of the study of further study and lay the foundation for the follow-up of altruistic behavior research ,and also urge the people to care and help others, promote interpersonal relationship,is conductive to building a more harmonious society.
Copyright (c) 2026 by author(s) and Erytis Publishing Limited. https://creativecommons.org/licenses/by/4.0/
Research on the Improvement Paths and Guarantee Mechanisms of Art Teachers' Teaching Ability under the "Artificial Intelligence + Education" Action Plan
Against the background of the in-depth advancement of the "Artificial Intelligence + Education" Action Plan jointly issued by five ministries and commissions including the Ministry of Education, artificial intelligence technology has gradually penetrated into the entire process of art education and teaching, putting forward new requirements for art teachers' teaching ability in the new era and injecting new momentum into the high-quality development of art education. At present, the group of art teachers in China generally has problems such as weak ability in applying artificial intelligence, insufficient integration of teaching and artificial intelligence, and inadequate ability adaptation, which makes it difficult to fully implement the policy requirements and meet the development needs of art education in the intelligent era. Guided by this Action Plan and combined with the professional characteristics of art education such as fine arts, music, and design, this paper adopts the methods of literature research, questionnaire survey, and case analysis to systematically sort out the core requirements of the policy for art teachers' teaching ability, in-depth analyze the current situation, prominent problems, and underlying causes of art teachers' teaching ability, focus on exploring targeted paths for improving teaching ability, and construct a comprehensive and implementable guarantee mechanism. It aims to provide theoretical reference and practical guidance for promoting art teachers to adapt to the reform of intelligent education, improve the quality of art teaching, and implement the requirements of the "Artificial Intelligence + Education" Action Plan, so as to help the intelligent and high-quality development of art education.
Multicultural Integration in Art Education
Against the backdrop of in-depth globalization and multicultural coexistence, art education, as the core carrier of aesthetic education, undertakes the important mission of cultural inheritance, aesthetic cultivation, and cross-cultural communication. At present, China's art education still has problems such as a single content, superficial integration of multiculturalism, and an imbalance between local and foreign cultures, which makes it difficult to meet the educational requirements of the new era. Supported by multicultural education theory, aesthetic education theory, and cultural symbiosis theory, this paper systematically explores the necessity, practical value, existing problems and their causes of multicultural integration in art education by adopting literature research method, investigation research method and case analysis method, and puts forward targeted practical paths from six dimensions including educational philosophy, textbook construction and teaching methods. The research aims to promote art education to break through the traditional paradigm, realize the organic unity of inheriting local culture and learning from excellent foreign cultures, improve students' aesthetic literacy and cultural confidence, and provide theoretical reference and practical guidance for the high-quality development of China's art education.
From Spencer's Happy Education to Modern Education Reform
This article analyzes Herbert Spencer’s theory of happy education and explores the practical value of its core concepts in modern education reform. Spencer proposed that education should have happiness as the core goal, guiding children to become happy and self - educated individuals through means that conform to the laws of children’s physical and mental development. This article further analyzes its educational objectives, methods of self-education and natural education, as well as principles of respecting physical and mental development and guiding interests. It discusses the mapping of these ideas in modern reform directions such as deepening quality education, promoting personalized education, and integrating education with life. Through comparison, it is found that Spencer’s advocacy of natural experience, interest driven, and self-learning not only aligns with the current trend of education shifting from exam oriented to holistic development, but also enriches and extends through research-based education, diverse curriculum design, and modern information technology assisted self-directed learning. Research has shown that Spencer’s idea of happy education has important theoretical inspiration and practical value in contemporary education reform, providing valuable reference for promoting the comprehensive development of students' overall quality.
Teaching Reform through Automated Grading for Machine-Vision Defect Inspection Labs
This paper proposes an engineering-oriented teaching reform for a vocational AI Machine Vision course, targeting industrial-style print defect inspection (stain and scratch) on a reproducible synthetic defect dataset. Guided by outcome-based education (OBE), we design a project-based task chain covering data specification, synthetic defect generation, preprocessing, classical machine vision baselines (thresholding, morphology, connected components, and line-structure detection), and engineering delivery of a command-line inspection tool with standardized outputs. To support formative assessment at scale and reduce subjective grading, we implement an automated assessment pipeline that verifies input/output (I/O) contract compliance, evaluates functional correctness via unit tests (pytest), measures code quality via static analysis (pylint/flake8), and validates robustness using a perturbation suite and boundary-case tests quantified by performance degradation ΔF1. Demonstration results using representative submissions show that the proposed pipeline provides consistent, transparent grading and promotes engineering deliverables and robust behavior, providing a reusable blueprint for machine vision education aligned with industrial inspection requirements.
Construction of a "Feedback-Revision" Teaching Model for Senior High School English Continuation Writing Based on Generative AI
Aiming at the dilemmas of lagged feedback, single dimension and lack of personalization in the traditional "feedback-revision" process of senior high school English continuation writing teaching, this study, supported by the Output Hypothesis, the Interaction Hypothesis (Continuation Theory), Process Writing Theory and Formative Assessment Theory, and combined with the technical advantages of generative AI, constructs a closed-loop teaching model: Pre-reading Preparation-First Draft Writing-AI Feedback Generation and Interpretation-Targeted Revision-Teacher Review-Iterative Optimization. The model defines the collaborative roles of AI, students and teachers, and realizes three major transformations: the feedback mode from "single subject" to "human-machine collaboration", the feedback dimension from "single error correction" to "full coverage of CAF three dimensions", and the student role from "passive reception" to "active processing". Through theoretical interpretation, current situation analysis, model construction and case verification, this study confirms that the model can effectively resolve the contradiction between supply and demand of traditional feedback, improve the language quality of continuation writing, and cultivate students' feedback literacy and critical thinking. The study provides theoretical reference and practical path for "reducing burden and improving efficiency" in senior high school English writing teaching in the digital era.
The Analysis of Watson’s Personalities From the Perspective of Cooperative Principle
With the vigorous development of the film and television industry, the presentation of novel-adapted works on the screen has attracted increasing attention from academia and audiences, more and more scholars have begun to research these works. This paper chooses The Adventures of Sherlock Holmes, the film adaptation of the classic British mystery novel Sherlock Holmes, as the research object, and deeply analyzes the personalities of the supporting actor John H. Watson from the perspective of Cooperative Principle. In the process of analysis, this paper discusses the embodiment and function of Cooperative Principle in the film, focuses on the analysis of Watson’s dialogue interaction, such as how to follow or violate Cooperative Principle, then reveals his unique personalities. Finally, this paper summarizes the results of the analysis of the role’s characteristics of Watson in Sherlock Holmes, and proposes that scholars in the future could pay more attention to the supporting characters and further explore the role and personality of them in literary works, providing a richer research perspective for literature and film creation.
Research on Cultivation Path of High-Quality Achievements in Science and Technology Competitions for Chemistry Majors Based on Artificial Intelligence
To address the bottlenecks in chemistry innovation competitions for university students, such as insufficient novelty, lack of interdisciplinary integration, and monotonous technical methods, this study explores a pathway for cultivating high-quality outcomes using artificial intelligence (AI) technology, aiming to enhance the educational impact of competitions. Through theoretical construction and empirical analysis, combined with the characteristics of chemistry disciplines and competition evaluation, a "six-in-one" cultivation pathway is established, encompassing intelligent topic selection, precise research, data empowerment, outcome refinement, defense improvement, and result transformation. Additionally, five major support systems are formed: platform construction, curriculum integration, faculty empowerment, institutional guarantees, and evaluation incentives. The results indicate that this pathway significantly enhances students' interdisciplinary thinking and research efficiency, substantially improving the technical novelty, scientific depth, and transformation potential of project outcomes. It also increases award rates and produces high-level papers and patents. AI not only provides robust tool support for chemistry competitions but also drives a paradigm shift from "experi-ence-driven" to "data-intelligence-driven" approaches, offering a replicable pathway for cultivating top-tier innovative talents and constructing high-quality competition cultivation systems.
Research on the Teaching System of Generative Artificial Intelligence Prompts Empowered by Hierarchical Gestalt Theory from the Perspective of Higher Design Education: Taking Cultural and Creative Design and Cultural Narrative Illustration as Empirical Ca
Generative Artificial Intelligence (GenAI) is widely integrated into higher design education as a core creative tool for cultural and creative design, yet critical teaching gaps remain. Existing prompt frameworks are technology-focused rather than teaching-oriented, and students’ prompt writing relies heavily on intuition, leading to frequent mismatches between GenAI outputs and design expectations, as well as superficial expression of cultural connotations. This study aimed to construct a teachable GenAI prompt optimization framework for higher design education based on Hierarchical Gestalt Theory, using cultural narrative illustration as the empirical scenario. Through theoretical deduction, framework construction, and case verification, this study clarified the mapping between the theory’s three-level logic (component-context-gestalt) and prompt structure. Results showed the framework effectively improved the consistency between GenAI outputs and cultural narrative connotation, solving core pain points of traditional prompt writing. This study fills the gap of systematic prompt teaching frameworks in design education and provides an operable teaching tool for the field.
Current Situation and Enhancement Pathways of Secondary Vocational School Teachers' Professional Competencies in the Big Data Context
The big data era demands new professional competencies from secondary vocational teachers. This study first establishes a core competency framework encompassing data awareness, tool application, data-driven teaching, and ethical literacy, analyzing how big data reshapes skill requirements. It then investigates the current state, revealing a significant gap: while traditional teaching skills are solid, most teachers lack proficiency in applying data analysis tools, integrating data into instructional design, and understanding data ethics. Key constraining factors include insufficient school support, weak teacher motivation, and inadequate policy guidance. To address this, the study proposes a dual-path enhancement strategy: internally, schools should optimize training by implementing a "theory-practice-reflection" cycle integrated with practical cases and simulation platforms; externally, they should foster cross-school collaboration and school-enterprise partnerships to build resource-sharing communities and industry-aligned practical experiences. The findings offer evidence-based guidance for teacher development and suggest future research directions.
The Impact of Parental Education Level on Household Economic Behavior: An Empirical Study on Income, Consumption, and Investment Patterns
Parental education is a core determinant of household financial decision-making, yet region-specific evidence on its multifaceted impacts in emerging economies remains limited, particularly for Guangdong Province, China’s most economically dynamic region. This study examines how parental education level shapes five dimensions of household economic behavior: income level, consumption structure (Engel’s Coefficient), investment intensity, borrowing behavior, and savings diversity. We use survey data from 306 parents of primary school students in Guangdong Province to obtain ordered logit (Ologit) regression, heterogeneity analysis, IV estimation, endogeneity and multiple robustness analyses. It is found that parental education is positively related to household income, investment ratio, borrowing ratio, and savings diversity and negatively associated with Engel’s Coefficient, support all five hypotheses. Heterogeneity analysis is shown that they are more pronounced for non-Guangdong-Hong Kong-Macao Greater Bay Area (GBA) parents and less satisfied workers. This paper fills the gap in Guangding Province, by providing comprehensive evidence on the connection between parental education and household economic results. The findings may inform policymakers about the impact of education on family financial well-being and the design of targeted financial literacy programs.
The Application of Communicative Language Teaching(CLT) in Spoken English Teaching in Middle School
The early 20th century saw the development of the Communicative Language Teaching. It peaked in the middle of the 20th century and was brought into our nation, following decades of research. After that, three curriculum revisions have taken place in our nation, confirming the significance of the communicative approach to teaching English in senior high school. The overall objective, as stated in the English Curriculum Standards for Senior High Schools (2022), is to develop students’ comprehensive language skills, including oral English communication skills. This ideology supports that the communicative approach is the best suitable approach for improving spoken English in senior high school classrooms. By using it, the issue of merely explaining grammar structure and ignoring developing students’ capacity to using language practically has been resolved. This thesis methodically presents the theoretical foundations of the communicative approach, demonstrating that, in comparison to conventional teaching method, the communicative approach can increase students’ motivation. At the same time, it provides a brief overview of the communicative approach’s implementation in high school spoken English instruction, showing the feasibility of applying the this method to design activities in high school.
Bridging Theory and Practice: Exploration of an AI-driven Teaching Design for the "International Finance" Course
The rise of the digital economy and the ongoing development of the "New Liberal Arts" initiative are reshaping finance education, calling for a shift away from traditional knowledge transmission toward the cultivation of higher-order competencies. This paper explores a comprehensive teaching design for the core course International Finance, which directly addresses three persistent challenges: the gap between theory and practice, stu-dents’ underdeveloped critical thinking skills, and the superficial integration of values-based education. The proposed reform rests on a three-part foundation—AI-driven instruction, embedded values education, and case-based learning. Centered on the analytical framework of "internal equilibrium and external balance" proposed by Professor Jiang Boke, our design adopts a "One Core, Two Wings, and Three-Stage Progression" teaching model. By embedding AI tech-nologies across the full spectrum of teaching and learning, this approach transforms the classroom into a space for data-driven inquiry, virtual simulation-based decision-making, and intelligent feedback. The paper details specific implementation strategies, including a restructured curriculum, innovative teaching activities, and an intelligent assessment system, which results in a marked improvement in students’ analytical and critical thinking skills, a deeper internalization of professional ethics and national identity, and the development of a replicable model for "Intelligent New Finance" course design.
Curriculum-Based Ideological and Political Education
Precise Cultivation of Craftsmanship in Art Literacy Courses for Design Majors within the Context of Generative Design
The widespread application of generative AI is profoundly reshaping the pedagogical landscape for design majors. While significantly boosting efficiency in image acquisition and concept development, it has also exposed students to tendencies such as diminished formal judgment, a weakened sense of physical making (materiality), and superficial cultural expression. Traditional art literacy courses, which rely heavily on artwork appreciation and knowledge trans-mission, are increasingly inadequate for this novel learning paradigm. Grounded in curriculum theory and pedagogical reform, and having defined the generative design educational context, this paper combines literature review with curricu-lum design to analyze the current misalignments in art literacy courses. It fur-ther explores the underlying logic of translating craftsmanship into curriculum objectives, content organization, instructional implementation, and evaluation criteria. The study posits that the core mission of art literacy courses in the generative design era is to rebuild students' foundational, prerequisite judgment in design learning. By mapping the principles of relentless refinement, prag-matic truth-seeking, and principled innovation onto three training dimensions—formal aesthetics, materiality awareness, and cultural understanding—the curriculum establishes a cohesive implementation chain. This chain encom-passes deviation identification, homologous comparison, iterative revision, process documentation, and evidence-based evaluation. Ultimately, the precise cultivation of craftsmanship in art literacy courses can only be realized when it is substantially embedded into the specific cognitive processes through which students observe, evaluate, and revise AI-generated outputs.
Traditional Craft Inheritance in Modern Environmental Design: The Guidance of Art Education on Cultural Identity Expression
Against the dual backdrop of the elevation of cultural confidence and the innovative development of modern design, traditional crafts, as an important carrier of the excellent traditional Chinese culture, have become a pivotal direction for the high-quality development of the industry through their integration with modern environmental design, and the expression of cultural identity constitutes the core essence of integrating the inheritance of traditional crafts into modern environmental design. As an important link connecting aesthetic cultivation, cultural inheritance and design innovation, art education provides crucial guidance for the living inheritance of traditional crafts in modern environmental design and the expression of cultural identity. This paper adopts the methods of literature research, theoretical analysis and inductive summary to define the core concepts of traditional crafts, modern environmental design, art education and cultural identity, analyzes the integration value and practical compatibility of traditional crafts and modern environmental design, sorts out the theoretical foundation for art education to guide their integration, and further puts forward specific implementation paths for art education to empower the inheritance of traditional crafts and the expression of cultural identity in modern environmental design. The research shows that art education can promote the in-depth integration of traditional crafts and modern environmental design from three dimensions of cultural cognition, aesthetic shaping and design innovation, so as to realize the living inheritance of traditional crafts and the effective expression of cultural identity. This study aims to provide theoretical reference and practical guidance for the cultural empowerment of modern environmental design and the contemporary inheritance of traditional crafts, and promote the coordinated development of nationality and modernity in the environmental design industry.
Cross-Cultural Aesthetics and Educational Practice: Exploring the International Dissemination Path of Chinese Calligraphy and Seal Carving in Global Art Education
Against the background of the in-depth integration of cultural globalization and global art education, Chinese calligraphy and seal carving, as core art forms carrying Chinese cultural context and containing oriental aesthetics, their international communication has become an important path to enhance national cultural soft power and promote cross-cultural aesthetic exchanges. From the perspective of global art education scenarios, this paper defines the core concepts of Chinese calligraphy and seal carving, cross-cultural aesthetics, and international communication paths, relies on three major theories of cross-cultural communication, aesthetic education, and cultural soft power, systematically analyzes the current status of carriers, audiences, and communication effects of calligraphy and seal carving international communication, and deeply explores the dilemmas such as cross-cultural aesthetic differences, insufficient educational practice, limited communication carriers, and lack of guarantee mechanisms. On this basis, it proposes optimization paths from four dimensions: cross-cultural aesthetic integration, improvement of educational practice, innovation of communication carriers, and adaptation to audience needs, and constructs a trinity guarantee mechanism of policies, talents, and resources, providing theoretical reference and practical guidance for promoting Chinese calligraphy and seal carving to better integrate into the global art education system and achieve efficient international communication.
Administrative Support on Teachers’ Digital Literacy and Work Engagement in Meeting the Challenges of a Private University in Shandong Province
Driven by “Digital China” strategy, educational digitization has become a core driver of higher education reform, with private universities grappling with digital transformation and teacher development challenges. This study explores the relationships between administrative staff’s digital literacy, administrative support, and teachers’ work engagement in such institutions. Using a quantitative correlational design, data were collected from 290 full-time teachers at a Chinese private university via a validated questionnaire. The study finds that administrative support is moderately positively correlated with both digital literacy (r=0.44, p<0.001) and work engagement (r=0.47, p<0.001). The study confirms that administrative staff’s digital literacy enhances administrative support quality, thereby fostering teacher work engagement.
Artificial Intelligence Empowers the Integration of the Shuikoushan Workers’ Movement Spirit into the Teaching of Basic Principles of Marxism
The spirit of struggle, unity, and dedication embodied in the Shuikoushan Workers' Movement serves as a valuable resource for inheriting revolutionary heritage and fulfilling the fundamental mission of moral education in the Basic Principles of Marxism curriculum. However, the educational effectiveness of this spirit has been constrained by the gaps between the "narrative discourse" in historical materials of the Workers' Movement and the "theoretical discourse" of the curriculum, as well as the generational divides between historical contexts and students' cognitive perspectives. Artificial intelligence (AI), leveraging its technological advantages in natural language processing, virtual simulation, and data mining, offers a novel approach to address these challenges. This paper constructs an AI-enabled teaching pathway for integrating the Shuikoushan Workers' Movement spirit into the Basic Principles of Marxism curriculum from four dimensions: revitalizing historical materials, contextualized teaching, personalized interaction, and teaching effect feedback. While highlighting the potential risks of technological dependency, data security breaches, and loss of historical authenticity, the paper proposes targeted prevention and control strategies, including adhering to the "teacher-led, AI-assisted" principle, strengthening data governance, and upholding historical integrity. These measures are intended to achieve in-depth integration of the Workers' Movement spirit with the curriculum, enhance the teaching effectiveness and quality of revolutionary education, and provide theoretical references and practical insights for the integration of red resources into ideological and political theory courses.
Construction and Practice of the "AI+HE" Integrated Teaching Model in Advanced English
To address the new challenges of translator training in the digital-intelligence era, the Advanced English course integrates constructivist and sociocultural theories to construct an “AI+HE” (Artificial Intelligence + Human Expertise) translation pedagogical model tailored for ethnic-minority institutions. Leveraging self-built MOOCs and knowledge graphs, the Jane intelligent agent dispatches authentic task packages—such as “ICH (Intangible Cultural Heritage) International Publicity” and “Eco-Inner Mongolia”—to support students in actively constructing translation competence through contextualized learning, thereby forming a “Teacher-Machine-Student” collaborative loop mediated by technology. Over the past three years, the course has cumulatively delivered 3.6 million words of ethnic-featured language services, covering English abstracts for the Journal of Mongolian Studies and Mongolian Language and Literature, video translation for the Community Education Pavilion, and interpreting practice for the China-Europe YES Project, thus forging a viable pathway oriented toward community discourse and serving regional international communication.
Construction and Practice of English Teaching Methodology Based on AIAS Model
Against the backdrop of rapid development in artificial intelligence and intelligent educational technology, English teaching urgently needs to shift from the traditional model focused on knowledge transmission and outcome evaluation to a new teaching paradigm emphasizing the learning process and ability development. Addressing current problems in English classrooms such as student inattention, insufficient interaction, delayed evaluation, and lack of learning support, this paper introduces the Attention-Interaction-Assessment-Support (AIAS) model. Guided by attention theory, social constructivism, and formative assessment and learning support theories, it systematically explores the construction and practical path of English teaching methodology based on the AIAS model. Starting with conceptual definition and theoretical foundations, the study comprehensively reconstructs English teaching objectives, content, process, and evaluation, forming a teaching methodology system centered on the learning process and characterized by interaction-driven and continuous support. It also proposes actionable practical paths from aspects such as teaching preparation, classroom implementation, after-class extension, and teacher professional development. The study concludes that the AIAS model helps improve student engagement and interaction quality, optimizes evaluation and support mechanisms, and promotes the coordinated development of language ability, thinking ability, and self-directed learning ability, thus having a positive significance for promoting innovation in English teaching models.
Research on the Implementation of Ideological and Political Education in Higher Vocational English
Integrating ideological and political education into English teaching provides a new opportunity for the reform of higher vocational English teaching. It is necessary to make full use of the disciplinary advantages of higher vocational English, combine the learning of language skills with the cultivation of humanistic literacy, and achieve the training goal of socialist successors with both moral character and professional skills. First, the significance of implementing ideological and political education in higher vocational English courses is elaborated; based on the characteristics of higher vocational English courses themselves, the feasibility of implementing ideological and political education in higher vocational English courses is analyzed; the problems existing in the current construction and implementation of ideological and political education in higher vocational English courses are discussed, and how to organically integrate ideological and political education with language teaching is explored from four aspects: teaching staff, teaching content, classroom teaching, and management mechanism.
Practical Dilemmas and Optimization Paths of Dynamic Hierarchical Teaching in University Badminton Special Courses：A Case Study of Zhaoqing University
To optimize the practice of dynamic hierarchical teaching in the badminton special class of Zhaoqing University, this study conducts a systematic analysis based on teaching scenarios, survey data, and teacher-student interview materials. The results show that the implementation of this teaching model is confronted with four core dilemmas: the imperfect hierarchical evaluation system impedes accurate stratification; the supply-demand mismatch of teaching resources restricts the quality improvement of the advanced-level cohort; the absence of an inter-level interaction mechanism fails to unleash synergistic effects; and teachers’ insufficient competence in hierarchical teaching leads to low adaptability. Accordingly, this study constructs a four-dimensional coordinated optimization path of "Evaluation-Resource-Interaction-Teacher", which specifically involves improving the multi-dimensional dynamic evaluation system, balancing the allocation of hierarchical teaching resources, establishing a regular inter-level interaction mechanism, and enhancing teachers’ specialized teaching capabilities. With strong pertinence and operability, this path provides practical references for the hierarchical teaching of physical education special courses in Zhaoqing University and other local colleges and universities. In the future, tracking the implementation effects for dynamic optimization will help promote the quality of physical education teaching in universities.
Research on the Emergence Mechanism of High-Skilled Talent Cluster Cultivation from the Perspective of Complex Adaptive System Theory
In response to the demand for industrial upgrading, the cultivation of high skilled talent clusters has become a key path for vocational education reform. Based on the theory of Complex Adaptive Systems (CAS), this article defines the cultivation of high skilled talent clusters as a complex adaptive system with harmonious coexistence of multiple agents. It analyzes its core characteristics such as aggregation, nonlinearity, flow, and diversity, and constructs an "environment subject process emergence" analysis model. Based on the case of the new energy vehicle industry cluster, compare the differences in training modes in different regions, and draw on the experience of national teaching achievement awards to extract key elements of incentive mechanisms. The study proposes a three-tier incentive system and practical path, aiming to break through the barriers of industry education integration through multi-party collaboration, rule optimization, and resource coupling, promote the emergence of high skilled talents at the individual, collective, and system levels, and provide support for the high-quality development of vocational education and the supply of industrial talents.
Beyond Motivation:Enhancing Training Satisfaction and Application Confidence through Graphic Notation-Based Training for Preschool Music Teachers
Graphic notation has been widely recognized as an effective visual tool for supporting music perception and expression, particularly in early childhood education contexts. However, the effectiveness of graphic notation pedagogy largely depends on teachers’ professional training experiences and their confidence in applying such approaches in real classroom settings. Drawing on a practice-oriented teacher training program, this study investigates how graphic notation-based training influences preschool music teachers’ training satisfaction and instructional application confidence. Data were collected through post-training reflective reports and structured feedback from preschool music teachers who participated in a six-session training module. The results indicate that perceived training effectiveness was strongly associated with teachers’ satisfaction with the training process and their confidence in applying graphic notation strategies, whereas initial learning motivation appeared to play a less decisive role. These findings suggest that visually grounded and practice-oriented training designs can effectively support pedagogical transfer and enhance instructional confidence in preschool music education.
Research on the Reform of College Physical Education Teaching Based on the Digital Background
Based on the digital background, this study discusses the digital coordination mechanism in physical education teaching, the value embodiment of digital empowerment in college physical education teaching, and the response to ethical risks, and proposes measures to promote the sustainable development of college physical education teaching empowered by digital technology, so as to provide reference for the reform of college physical education teaching.
Copyright (c) 2025 by author(s) and Erytis Publishing Limited. https://creativecommons.org/licenses/by-sa/4.0
Cross-Cultural Adaptation Theory: Its Role in English Education Poverty Alleviation Along the BRI
Against the backdrop of the Belt and Road Initiative (BRI) promoting in-depth educational and cultural exchanges among participating countries, English education, as a core vehicle for cross-cultural communication, faces various challenges in its poverty alleviation efforts. These challenges include uneven distribution of educational resources, insufficient teaching capacity, ineffective pedagogical outcomes, and inadequate cultural adaptation. Grounded in the concept of international cooperation under socialism with Chinese characteristics, this study constructs a three-dimensional analytical framework integrating "Cross-Cultural Adaptation Theory—Socialist International Cooperation Theory—Educational Poverty Alleviation Theory." Employing literature review and case analysis methods, it systematically explores how to apply cross-cultural adaptation theory to assist in English education poverty alleviation practices. By analyzing the existing foundations and core challenges of English education in BRI countries, and drawing on relevant cases such as China-Thailand cooperation, the study summarizes four key pathways: cultural integration, teaching optimization, systematic curriculum construction, and resource optimization and empowerment. The research indicates that cross-cultural adaptation theory aligns well with the principles of "mutual benefit and win-win cooperation" and the "community with a shared future for mankind," effectively enhancing the inclusion and effectiveness of educational poverty alleviation. Future efforts should further leverage institutional strengths, deepen the "university-government-enterprise-local community" collaborative mechanism, and optimize practical pathways by integrating the cultural characteristics and development needs of different countries, thereby contributing Chinese wisdom to promoting educational equity within the BRI framework and the global cause of educational poverty alleviation.
Multimodal Interaction Design and Teaching Reform of AI-integrated Blended English Teaching in Higher Education
As AI becomes deeply integrated into education, college English teaching faces the challenge of overcoming monotonous interaction modes and insufficient personalization. Supported by multimodal teaching theory and blended learning theory, this paper explores the path of multimodal interaction design for AI-integrated blended English teaching in higher education, constructs an "AI + multimodal" interaction system from three dimensions of pre-class, in-class and post-class sessions, and proposes supporting teaching reform strategies. Teaching practice verifies that the proposed design effectively enhances students' engagement in English learning and their comprehensive application competence, thus providing practical reference for college English teaching reform.
Research on the Theory and Practice of AI-enabled Digitalization in College English Listening and Speaking Courses
This study focuses on the digital-intelligent transformation of college English listening and speaking courses, aiming to address core pain points of traditional teaching such as limited opportunities to speak, delayed feedback, outdated materials, and insufficient scenarios. Adopting a control experiment method, two parallel classes of first-year non-English majors from our university were selected as research objects: the experimental class (52 students) utilized the Chaoxing Platform (a typical carrier of AI-enabled digital education), integrating innovative teaching models including AI-generated CET-4 listening materials, human-computer interactive oral training, and language practices such as PPT presentations and video production; the control class (50 students) adopted traditional listening and speaking teaching methods. The research cycle lasted one semester, with data collected through final exam paper analysis and face-to-face interviews to systematically explore the impact of AI-driven teaching on students' listening and speaking abilities and comprehensive language proficiency. Results indicate that students in the experimental class outperformed their peers in the control class in terms of listening interest and oral expression authenticity. Meanwhile, our findings indicate that AI-enabled Digitalization teaching boosts not only English listening and speaking proficiency, but also other key skills including reading, translation and writing. However, problems such as students' excessive reliance on AI and weakened willingness to think independently were also identified. This study verifies the effectiveness of the teaching model integrating AI technology with the Chaoxing Platform in cultivating listening and speaking skills, providing a replicable practical paradigm for the intelligent digitalization transformation of college English teaching and targeted suggestions for mitigating technology application risks.