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2026, (5): 5-18.
Abstract:
Self-leadership concerns not only the development of university students, but also the realization of higher education's fundamental task to foster virtue and nurture a new generation of capable young people. Cultural traditions have nurturing, educational, guiding, and shaping influences on the development of self-leadership, while cultural contexts from the macro to the micro levels also form the overall foundation, intermediate context, and practical setting for the development of self-leadership. Self-leadership displays different characteristics across four dimensions in different cultural contexts: subject structure, intersubjective relationships, action logic, and value orientation. Self-leadership culture is a form of culture that gradually develops through the externalization of individuals' self-leadership practices under organizational guidance, and it is of great significance to both individuals and organizations. To promote the development of university students and advance higher education's fundamental task, it's necessary to connect curricular and extracurricular educational fields across three dimensions: curriculum design, evaluation systems, and support systems, building self-leadership culture among university students.
Self-leadership concerns not only the development of university students, but also the realization of higher education's fundamental task to foster virtue and nurture a new generation of capable young people. Cultural traditions have nurturing, educational, guiding, and shaping influences on the development of self-leadership, while cultural contexts from the macro to the micro levels also form the overall foundation, intermediate context, and practical setting for the development of self-leadership. Self-leadership displays different characteristics across four dimensions in different cultural contexts: subject structure, intersubjective relationships, action logic, and value orientation. Self-leadership culture is a form of culture that gradually develops through the externalization of individuals' self-leadership practices under organizational guidance, and it is of great significance to both individuals and organizations. To promote the development of university students and advance higher education's fundamental task, it's necessary to connect curricular and extracurricular educational fields across three dimensions: curriculum design, evaluation systems, and support systems, building self-leadership culture among university students.
2026, (5): 19-33.
Abstract:
From the perspective of the four-factor theory, this paper constructs a multilevel structural equation model with Mplus 8.0 software based on questionnaire survey data on primary school students' safety literacy collected from 28 primary schools across seven cities in Province H in 2019, and analyzes the influencing factors of primary school students' safety literacy and their interactive effects. The study finds that four factors, namely temperamental emotional characteristics, safety-learning initiative, safety environment and school safety education, all exert significant positive effects on primary school students' safety literacy. The influence magnitude in descending order is school safety education, family safety environment, safety-learning initiative, community safety environment, and temperamental-emotional characteristics. While exerting independent influences, the four factors also interact with one another. Safety environment and school safety education indirectly affect students' safety literacy by fostering their positive temperamental characteristics, and safety-learning initiative serves as a mediating variable between the other three factors and primary school students' safety literacy. Based on the research findings, this paper puts forward countermeasures and suggestions including improving the "school-family-community" collaborative cultivation mechanism for primary school students' safety literacy, fully enhancing primary school students' safety-learning initiative, and implementing personalized cultivation of primary school students' safety literacy.
From the perspective of the four-factor theory, this paper constructs a multilevel structural equation model with Mplus 8.0 software based on questionnaire survey data on primary school students' safety literacy collected from 28 primary schools across seven cities in Province H in 2019, and analyzes the influencing factors of primary school students' safety literacy and their interactive effects. The study finds that four factors, namely temperamental emotional characteristics, safety-learning initiative, safety environment and school safety education, all exert significant positive effects on primary school students' safety literacy. The influence magnitude in descending order is school safety education, family safety environment, safety-learning initiative, community safety environment, and temperamental-emotional characteristics. While exerting independent influences, the four factors also interact with one another. Safety environment and school safety education indirectly affect students' safety literacy by fostering their positive temperamental characteristics, and safety-learning initiative serves as a mediating variable between the other three factors and primary school students' safety literacy. Based on the research findings, this paper puts forward countermeasures and suggestions including improving the "school-family-community" collaborative cultivation mechanism for primary school students' safety literacy, fully enhancing primary school students' safety-learning initiative, and implementing personalized cultivation of primary school students' safety literacy.
2026, (5): 34-46.
Abstract:
The spirit of educators constitutes a core driving force for rural teachers to overcome developmental constraints and achieve endogenous professional growth, while also serving as a vital spiritual impetus for the high-quality development of rural education. Through interview surveys with 28 frontline teachers and school principals, this study employs grounded theory to identify a multidimensional mechanism for integrating the spirit of educators into rural teacher development across four dimensions: agency, time, space, and pathway. These mechanisms are including Teachers grow through individual awakening - group coexistence - and autonomous development; the integration of the educator's spirit is adapted to the process and career stage; the construction of an educator's spirit integration-based teacher development ecosystem; the formulation of the localized development path for rural teachers integrating the educator's spirit. On this basis, promotion strategies are proposed, mainly including: implementing stage-specific and differentiated development plans for rural teachers; establishing a multi-actor collaborative mechanism involving governments, normal universities, rural communities, and rural schools; improving the policy support system for rural teacher development; and deepening reform of the evaluation system for rural teacher development.
The spirit of educators constitutes a core driving force for rural teachers to overcome developmental constraints and achieve endogenous professional growth, while also serving as a vital spiritual impetus for the high-quality development of rural education. Through interview surveys with 28 frontline teachers and school principals, this study employs grounded theory to identify a multidimensional mechanism for integrating the spirit of educators into rural teacher development across four dimensions: agency, time, space, and pathway. These mechanisms are including Teachers grow through individual awakening - group coexistence - and autonomous development; the integration of the educator's spirit is adapted to the process and career stage; the construction of an educator's spirit integration-based teacher development ecosystem; the formulation of the localized development path for rural teachers integrating the educator's spirit. On this basis, promotion strategies are proposed, mainly including: implementing stage-specific and differentiated development plans for rural teachers; establishing a multi-actor collaborative mechanism involving governments, normal universities, rural communities, and rural schools; improving the policy support system for rural teacher development; and deepening reform of the evaluation system for rural teacher development.
2026, (5): 47-55.
Abstract:
From the embodied perspective, teachers' field learning ability is the result of embodied interaction between teachers' bodies and the environment of the education scene. Based on embodied theory, this paper takes three observation points of physical experience, embodied technology and embodied learning environment as logical starting points, and embodied interaction as logical context, and constructs a DNA double helix structure model of the "embodied" generation system of teachers' field learning ability. On this basis, the paper puts forward the cultivation path of teachers' field learning ability, that is, designing "embodied" educational activities to enhance teachers' physical experience of field learning; leveraging "life-oriented" embodied technology to activate reflective practice in teachers' field learning; Build a "community" of embodied learning environment to provide life opportunities for teachers' field learning.
From the embodied perspective, teachers' field learning ability is the result of embodied interaction between teachers' bodies and the environment of the education scene. Based on embodied theory, this paper takes three observation points of physical experience, embodied technology and embodied learning environment as logical starting points, and embodied interaction as logical context, and constructs a DNA double helix structure model of the "embodied" generation system of teachers' field learning ability. On this basis, the paper puts forward the cultivation path of teachers' field learning ability, that is, designing "embodied" educational activities to enhance teachers' physical experience of field learning; leveraging "life-oriented" embodied technology to activate reflective practice in teachers' field learning; Build a "community" of embodied learning environment to provide life opportunities for teachers' field learning.
2026, (5): 56-65.
Abstract:
Under the resource-driven development model, excessive competition exists among universities in China, which runs counter to the ecological requirements of higher education. Based on the fundamental logic of connotative development, promoting the transition of universities from non-cooperative competition to cooperative development based on organic co-opetition is an effective measure to optimize the higher education structure and transform governance mechanisms. Accordingly, this paper proposes university cluster development as an implementation approach to explore a new model of collaborative development among universities. From the trajectory of higher education development and governance in China, university cluster development has a long history and is currently backed by sufficient practical demands and strong policy support. In practice, guided by a clustering mindset, the integration and collaborative development of regional higher education have become crucial strategic components of innovative higher education development. Meanwhile, university alliances provide a feasible implementation path for cluster development. However, in the construction of the university cluster development model and the implementation of the strategy, a series of tensions also exist, such as those between university clusters and the autonomy of universities as independent legal entities, as well as between the common interests of the clusters and the individual demands of the universities. Active adaptations are required to reconcile these tensions, thereby ensuring the full functioning of university cluster development.
Under the resource-driven development model, excessive competition exists among universities in China, which runs counter to the ecological requirements of higher education. Based on the fundamental logic of connotative development, promoting the transition of universities from non-cooperative competition to cooperative development based on organic co-opetition is an effective measure to optimize the higher education structure and transform governance mechanisms. Accordingly, this paper proposes university cluster development as an implementation approach to explore a new model of collaborative development among universities. From the trajectory of higher education development and governance in China, university cluster development has a long history and is currently backed by sufficient practical demands and strong policy support. In practice, guided by a clustering mindset, the integration and collaborative development of regional higher education have become crucial strategic components of innovative higher education development. Meanwhile, university alliances provide a feasible implementation path for cluster development. However, in the construction of the university cluster development model and the implementation of the strategy, a series of tensions also exist, such as those between university clusters and the autonomy of universities as independent legal entities, as well as between the common interests of the clusters and the individual demands of the universities. Active adaptations are required to reconcile these tensions, thereby ensuring the full functioning of university cluster development.
2026, (5): 66-77.
Abstract:
Modern Industry Colleges serve as the core vehicle for local application-oriented universities to deepen industry-education integration, and their collaborative governance effectiveness directly determines the depth of such integration and the quality of talent cultivation. This study selects the Modern Industry Colleges of T University in Zhejiang Province as a case, employing semi-structured interviews and textual analysis to conduct qualitative research. The findings reveal that while local application-oriented universities have preliminarily established a governance structure involving multiple stakeholders and developed foundational operational mechanisms such as communication and decision-making, resource integration, supervision and evaluation, and risk prevention and control. However, in practice, they still face significant dilemmas in practice: superficial synergy among stakeholders, an "externally strong but internally weak" dynamic mechanism, inefficient resource integration, and a supply-demand mismatch in output effectiveness. These dilemmas stem from the intrinsic conflict between academic logic and market logic, structural deficiencies in institutional supply, path dependency in evaluation systems, and uncertainty risks arising from resource dependence. Accordingly, optimization pathways should be constructed across five dimensions, including value co-creation, mechanism empowerment, resource restructuring, evaluation guidance, and ecosystem consolidation, to advance Modern Industry Colleges from formal co-construction toward substantive co-governance.
Modern Industry Colleges serve as the core vehicle for local application-oriented universities to deepen industry-education integration, and their collaborative governance effectiveness directly determines the depth of such integration and the quality of talent cultivation. This study selects the Modern Industry Colleges of T University in Zhejiang Province as a case, employing semi-structured interviews and textual analysis to conduct qualitative research. The findings reveal that while local application-oriented universities have preliminarily established a governance structure involving multiple stakeholders and developed foundational operational mechanisms such as communication and decision-making, resource integration, supervision and evaluation, and risk prevention and control. However, in practice, they still face significant dilemmas in practice: superficial synergy among stakeholders, an "externally strong but internally weak" dynamic mechanism, inefficient resource integration, and a supply-demand mismatch in output effectiveness. These dilemmas stem from the intrinsic conflict between academic logic and market logic, structural deficiencies in institutional supply, path dependency in evaluation systems, and uncertainty risks arising from resource dependence. Accordingly, optimization pathways should be constructed across five dimensions, including value co-creation, mechanism empowerment, resource restructuring, evaluation guidance, and ecosystem consolidation, to advance Modern Industry Colleges from formal co-construction toward substantive co-governance.
2026, (5): 78-88.
Abstract:
While the popularization of higher education has expanded in scale, it has also intensified the underlying tension between macro-level achievements and individual experiences. In-depth interviews revealed that 16 students competing for graduate school recommendations in the class of 2026 are caught in a "gyroscope dilemma": spinning rapidly yet unable to break through, generating energy but unable to stop. This dilemma systematically permeates three dimensions: academic competition, interpersonal interactions, and value perception, manifesting as self-depletion driven by score chasing, strategic survival amid trust deficits, and meaning loss after goal attainment. The "gyroscope dilemma" among these students stems from an interlocking "driving-inertia" system shaped by meritocratic discipline, the Matthew effect in resource distribution, and the intergenerational transmission of cultural capital. Establishing diversified evaluation criteria, ensuring balanced resource allocation, and fostering equitable environments can help individuals shift from passive spinning to active navigation, offering practical insights and pathways for improving talent selection and educational ecosystems.
While the popularization of higher education has expanded in scale, it has also intensified the underlying tension between macro-level achievements and individual experiences. In-depth interviews revealed that 16 students competing for graduate school recommendations in the class of 2026 are caught in a "gyroscope dilemma": spinning rapidly yet unable to break through, generating energy but unable to stop. This dilemma systematically permeates three dimensions: academic competition, interpersonal interactions, and value perception, manifesting as self-depletion driven by score chasing, strategic survival amid trust deficits, and meaning loss after goal attainment. The "gyroscope dilemma" among these students stems from an interlocking "driving-inertia" system shaped by meritocratic discipline, the Matthew effect in resource distribution, and the intergenerational transmission of cultural capital. Establishing diversified evaluation criteria, ensuring balanced resource allocation, and fostering equitable environments can help individuals shift from passive spinning to active navigation, offering practical insights and pathways for improving talent selection and educational ecosystems.
2026, (5): 89-101.
Abstract:
Under the strategic framework of integrated development of education, science and technology, and talent, the role of think tanks in research universities has transcended the traditional function of providing policy advice and enlightening public discourse. They have evolved into strategic resources deeply embedded in the process of cultivating top-notch innovative talents, serving as a crucial nexus connecting education, science and technology, and talent. Positioning research university think tanks as new frontiers for nurturing top-notch innovative talents constitutes a pivotal approach to advancing the integrated development of education, science and technology, and talent, and also represents an innovative measure to enhance the capacity of higher education in serving national strategies. At present, think tank-based talent cultivation in research universities still faces deep-seated challenges: misalignment of value orientation and suspension of the cultivation logic; scarcity of interdisciplinary mentors and fragmentation of knowledge structures; lagging institutional supply and lack of multifaceted incentives; technological disruptions in the digital age and the imperative for capability transformation; and constraints on output quality and communication effectiveness. Against the backdrop of comprehensively advancing the integrated reform of institutional mechanisms in education, science and technology, and talent, research university think tanks need to explore a five-dimensional collaborative cultivation model encompassing "think tank + ideological and political education, " "think tank + teaching, " "think tank + disciplines, " "think tank + research, " and "think tank + practice." Furthermore, the support system for think tank-based talent cultivation should be strengthened from four aspects: organizational support, evaluation support, resource support, and cultural support.
Under the strategic framework of integrated development of education, science and technology, and talent, the role of think tanks in research universities has transcended the traditional function of providing policy advice and enlightening public discourse. They have evolved into strategic resources deeply embedded in the process of cultivating top-notch innovative talents, serving as a crucial nexus connecting education, science and technology, and talent. Positioning research university think tanks as new frontiers for nurturing top-notch innovative talents constitutes a pivotal approach to advancing the integrated development of education, science and technology, and talent, and also represents an innovative measure to enhance the capacity of higher education in serving national strategies. At present, think tank-based talent cultivation in research universities still faces deep-seated challenges: misalignment of value orientation and suspension of the cultivation logic; scarcity of interdisciplinary mentors and fragmentation of knowledge structures; lagging institutional supply and lack of multifaceted incentives; technological disruptions in the digital age and the imperative for capability transformation; and constraints on output quality and communication effectiveness. Against the backdrop of comprehensively advancing the integrated reform of institutional mechanisms in education, science and technology, and talent, research university think tanks need to explore a five-dimensional collaborative cultivation model encompassing "think tank + ideological and political education, " "think tank + teaching, " "think tank + disciplines, " "think tank + research, " and "think tank + practice." Furthermore, the support system for think tank-based talent cultivation should be strengthened from four aspects: organizational support, evaluation support, resource support, and cultural support.
2026, (5): 102-111.
Abstract:
The issue of "alignment of rules and mechanisms for the integrated development of education, science and technology, and talent in the Guangdong-Hong Kong-Macao Greater Bay Area" is, in essence, not only one of the specific matters that should be addressed as a priority in the integrated development of the Greater Bay Area, but also an inescapable and significant practical component of its construction. From the perspective of a basic research framework, the relevant concepts and knowledge of cross-domain governance theory can provide a scientific reference for analysing the institutional roots, change mechanisms, and future pathways of the insufficient alignment of rules and mechanisms in the "integrated advancement of education, science and technology, and talent" within the Greater Bay Area. For the longer-term research on the alignment of rules and mechanisms for the integrated advancement of education, science and technology, and talent in the Greater Bay Area, it is necessary to maintain a clear focus on the goal of theoretical knowledge production, to effectively serve the implementation of policies and practices, and take holistic account of the issue of global public goods in the field of "integrated advancement of education, science and technology, and talent".
The issue of "alignment of rules and mechanisms for the integrated development of education, science and technology, and talent in the Guangdong-Hong Kong-Macao Greater Bay Area" is, in essence, not only one of the specific matters that should be addressed as a priority in the integrated development of the Greater Bay Area, but also an inescapable and significant practical component of its construction. From the perspective of a basic research framework, the relevant concepts and knowledge of cross-domain governance theory can provide a scientific reference for analysing the institutional roots, change mechanisms, and future pathways of the insufficient alignment of rules and mechanisms in the "integrated advancement of education, science and technology, and talent" within the Greater Bay Area. For the longer-term research on the alignment of rules and mechanisms for the integrated advancement of education, science and technology, and talent in the Greater Bay Area, it is necessary to maintain a clear focus on the goal of theoretical knowledge production, to effectively serve the implementation of policies and practices, and take holistic account of the issue of global public goods in the field of "integrated advancement of education, science and technology, and talent".
2026, (5): 112-112.
Abstract:
2020, (6): 2-10.
Abstract:
