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2026 No. 4

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Ten Key Questions about the Transition from Traditional Education to Intelligent Education
YANG Deguang, HU Bicheng
2026, (4): 5-13.
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This article explores, in a dialogic format, ten key issues related to the transformation from traditional industrial civilization education to digital intelligent education. The core of this transformation lies in the shift of educational objectives from cultivating "knowledge-based talents" to "innovation-orented talents", emphasizing the ability to solve real-world problems with the assistance of artificial intelligence. The teaching space transitions from a closed "ivory tower" to a "borderless open space", learning time shifts from rigid synchronization to flexible ubiquity, and teaching scenarios evolve from single lectures to a full-process immersive matrix. Teachers' roles transition from knowledge imparters to learning facilitators, while students' roles shift from passive listeners to active learners. The teaching model forms a "teacher-machine-student" ternary synergy, the curriculum system moves from a rigid, single-disciplinary approach to a dynamic, composite one, teaching methods reduce lectures to less than 30%, and educational evaluation shifts from score-oriented to ability-oriented. This transformation is not merely a technological accumulation but a systematic reconstruction, aiming at returning education to its fundamental purpose of "nurturing people", enabling teachers and artificial intelligence to dance together and cultivate innovative talents who can truly lead the future.
From Dependency to Leadership: How Does Chinese Education Acquire Discourse Power?
LIU Chengbo
2026, (4): 14-20.
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Educational discourse power refers to a nation's capacity to define and disseminate influence in terms of educational concepts, rules, and standards. Its acquisition is not only a natural reflection of educational strength but also a conscious achievement of strategic construction. China's journey to attain educational discourse power is rooted in a century-long historical evolution from "saving the nation through education" to "strengthening the nation through education," and is realized through a strategic transformation from "dependent transplantation" to "independent construction." The underlying logic for China's acquisition of educational discourse power lies in four dimensions: consolidating the discourse foundation by constructing an autonomous knowledge system, accumulating discourse resources through large-scale educational practices, expanding discourse space via building institutional platforms, and elevating the discourse realm through the awakening of cultural subjectivity. This strategic process represents China's practical path toward the center of global education and contributes a unique "Chinese approach" to global education governance.
The Reform of Basic Education Management System from the Perspective of Fiscal Guarantee: A "Prefecture City-County Integration" Approach
AN Xuehui
2026, (4): 21-29.
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The management system of "county based" basic education in China has played an important role in the popularization of compulsory education. However, in the context of uneven regional development, the huge differences in county-level financial security capabilities have become the core bottleneck restricting the high-quality and balanced development of education. The "Outlineof the Plan for Building a Styong Education Country (2024-2035)" proposes a basic education management system that combines prefecture cities and counties, which aims to enhance the overall planning and financial support responsibilities of municipal governments and improve the overall support and guarantee of regional basic education. In response to the deep-seated problems of mismatched expenditure responsibilities and financial resources, lack of prefecture city level coordination, and insufficient sustainability under the prefecture city county segmentation system, it is recommended to improve the legal, regulatory, and policy system, clarify the responsibilities and coordination mechanisms of various levels of government; Explore the establishment of a classified and graded financial sharing mechanism to steadily improve the financial security of governments at all levels; Enhance the overall financial planning capability at the municipal level, optimize the allocation structure of educational resources, and improve the efficiency of financial fund utilization. Through systematic institutional restructuring, the financial security model can be transformed from "passive protection of basic needs" to "active promotion of quality", thereby providing solid support for the high-quality development of regional basic education.
The Characteristics and Logic of the Policy Evolution of Basic Education Digitalization in Hong Kong: An Analysis Based on Policy Text from 1997 to 2025
CHEN Xuanyu, FAN Xin
2026, (4): 30-44.
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The digitalization of education has become a central agenda in global education reform. Since 1997, Hong Kong has accumulated extensive experience in the digitalization of basic education, offering a close-up window of observation for Chinese mainland. This study constructs a three-dimensional framework consisting of policy instruments, policy audiences, and policy objectives, through which 30 Hong Kong policy documents spanning the period from 1997 to 2025 are systematically coded and analyzed. The findings reveal that Hong Kong's policy evolution has progressed through five distinct stages: infrastructure accumulation, teaching integration, institution-building and universal access, emergency transition, and intelligent integration. The underlying governance logic has shifted from planning-led infrastructure construction to multi-instrument coordination; the action logic has moved from a school-based, closed advancement approach to an open, collaborative home–school–community network; and the value logic has transitioned from an emphasis on hardware construction toward the cultivation of digital literacy and the maintenance of educational equity. The study also identifies persistent challenges in policy implementation, including insufficient transformation of technology application, teacher overload during the emergency period, and a digital literacy gap that has yet to be fundamentally bridged. The core insights drawn from Hong Kong's experience are that the mix of policy instruments must be adapted to the stage of development, equity governance must undergo gradient elevation, and ecosystem construction must be anchored in its own institutional strengths. These insights contribute Hong Kong's wisdom to advancing the digital transformation of education.
The Emergence, Decline, and Functional Characteristics of Traditional Rural Sages: A Reference Foundation for Modern Local Worthies' Social Edification
RONG Zhongkui
2026, (4): 45-55.
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After the beginning and establishment of Qin and Han dynasties, Traditional Chinese rural sages experienced six development stages as follows: the consolidation in the Wei, Jin, Southern and Northern dynasties; the expansion in the Sui, Tang, Song and Yuan dynasties; the prosperity and perfection in the Ming Dynasty; the retrogression and divergence in the Qing Dynasty; the alienation in the Min-Guo Dynasty; and the disappearance after the founding ceremony of the People's Republic of China. On the whole, it has experienced a process from generation, prosperity to differentiation and extinction. It is the outcome of agricultural economy self-sufficiency, the result of Patriarchal clan political power game, and the pursuit of Confucian cultural idea of governing the world. Its extinction is caused by the disappearance of power vacuum caused by the administrative embedding, the cultural soil discomfort caused by the social transformation, the class contradiction caused by the hostility between the gentry and the people. The identity role of the traditional local sages in this area has both the dual attributes of the officials and the people, and the functional role has both positive and negative effects Its status and role depends on the degree of control of the ruling power and its game results, good and evil depends on its own action results and the degree of its benefit.
The Manifestations, Consequences, and Transcendence of the Nihilization of Modern Educational Values from the Perspective of the Will to Technology
YE Xinzhi, CHI Ziyi
2026, (4): 56-66.
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The will to technology, centered on efficiency and control, emphasizes problem-solving and goal attainment, whereas educational values focus on human existence and lived experience. The tension between the two reveals the predicament of value nihilization in contemporary education under technological rationality, manifested in the dissolution of education's ultimate values, the obscuring of students' existential meaning, and the alienation of educational subjects' practical agency. In the digital in telligence age, the will to technology increasingly consolidates its dominance over educational operations, leading to the instrumentalization of educational processes, the utilitarian turn of educational aims, and the alienated existence of educational subjects. To address the challenges posed by the nihilization of educational values, school education should reconstruct ultimate concern to awaken spiritual self-awareness, reaffirm its human-development orientation to restore the essence of education, and reconstruct practical logic to revitalize the dynamism of life.
The Generation and Resolution of Resistance in the "Field-Discourse" of University Teacher Evaluation
LIU Shibo, LI Bailing
2026, (4): 67-80.
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The reform of university teacher evaluation is a crucial institutional change for driving high-quality development in higher education. However, its implementation has been mired in deep-seated resistance, with outcomes falling short of expectations. The existing research, often confined to technical rationality and micro-level improvements, lack of a systematic framework to reveal the underlying mechanisms generating this resistance. To address this gap, this study integrates Bourdieu's field theory with Foucault's discourse analysis to construct a comprehensive "field-discourse" analytical framework. This framework is employed to rigorously deconstruct the reform predicament. The research finds that the resistance is not merely superficial implementation failure but stems from the systemic reproduction of a power-discourse regime underpinned by "digital governmentality." This manifests as three intertwined obstacles: structural, behavioral, and discursive. Based on this diagnosis, the study endeavors to reconstruct the evaluation system by proposing a four-dimensional pathway focusing on discourse production, dissemination, identification, and practice. This approach aims to dismantle the reproductive cycle of the "Five-Only" regime and fundamentally transform the evaluation paradigm from a "quantification-dominated" model to one of "pluralistic integration."
Evolution of Empirical Research on Chinese Higher Education: Process, Logic and Pathways
ZHOU Yi, ZHAO Lu
2026, (4): 81-90.
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The evolution of empirical research on Chinese higher education has undergone a process from emergence to prosperity, presenting stage-specific developmental characteristics and inherent logic. This process is not only driven by the self-development of the higher education discipline but also continuously draws nourishment from the reform practices of higher education, while emphasizing the learning, absorption, and transformation of international experiences, and deepening progressively under the conscious promotion of research subjects. However, alongside its rapid development, empirical research on Chinese higher education has also exposed developmental bottlenecks such as inadequate institutional norms, weakening problem awareness, and insufficient local characteristics. Nevertheless, it also harbors significant opportunities for paradigm innovation. In the future, efforts should be made to improve the institutional norms of empirical research on higher education, strengthen its problem awareness, highlight its Chinese characteristics, and promote its paradigm transformation.
Reconstructing School Health Education for Adolescents from the Perspective of Preventive Treatment
HUANG Bo, HUANG Zhuonan
2026, (4): 91-97.
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Guided by the strategic orientation of the 2026 National Two Sessions on adolescent health education, this article addresses the dual predicament currently facing primary and secondary school students, namely the decline in physical fitness, the increasingly younger onset of myopia, and the frequent occurrence of psychological problems. It clearly points out the long-standing problems of traditional health education, characterized by an overemphasis on treatment rather than prevention and a separation between physical and mental health education. Accordingly, it advocates a shift from end-stage remediation through "treating disease after it has occurred" to source-based governance through "preventive treatment of disease" ("Zhi wei bing" in Chinese). Specifically, physical education should be taken as the key breakthrough point, supported by evaluation reform, medical-educational collaboration, and digital empowerment, so as to reconstruct the ecosystem of school health education. By strengthening students' subject position, fully exploring the educational potential of physical education, and building a multi-stakeholder closed loop of early warning and intervention, the integrated cultivation of physical and mental health can ultimately be achieved.
Headspace: An Integrated Care Model for Adolescent Mental Health in Australia
SHEN Guangyin, CHEN Naiqian, HU Jialang
2026, (4): 98-112.
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Individuals aged 10 to 24 account for more than a quarter of the global population, and mental health conditions represent the leading cause of disability within this age group. Australia's headspace model has spearheaded global innovations in integrated adolescent mental health care. Informed by theories of mental health literacy, clinical staging, integrated care and adolescent-friendly health services, the model centres on four core priorities: accessibility, coverage, depth and adaptability of services, and response to complex clinical and social needs. Embracing power decentralization, unified standards, human-centred principles and multi-stakeholder cooperation, this governance paradigm delivers a highly accessible, youth-oriented one-stop care model, overcoming age segregation, over-medicalization and service fragmentation inherent to traditional mental health services. Guided by the headspace National Youth Mental Health Foundation Strategic Plan (2025–2028), the programme will continue to enhance its integrated care system through family involvement, sector leadership, early preventive interventions, evidence-based care, professional workforce development and Indigenous cultural advancement, to sustainably preserve adolescents' overall physical and mental well-being.

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