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Articles in press have been peer-reviewed and accepted, which are not yet assigned to volumes /issues, but are citable by Digital Object Identifier (DOI).
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2026, (3): 5-17.
Abstract:
The current pedagogy and its guided practices fail to provide scientific answers to a series of key questions that belong to its own essence and foundation, such as "how the educational function actually occurs." It merely "knows the how but not the why, " thereby inadvertently fostering the distorted development of individuals in practice without realizing it. In today's rapidly approaching AI era, the scientific nature and even the disciplinary status of pedagogy are already in jeopardy. It is difficult to fundamentally address the issue of educational involution through some partial, patchy "adjustments", "reforms", or "innovations" without altering the framework of current pedagogy and school education models. The crisis of pedagogy stems from its lack of independent self-awareness and innovative capacity, as well as its absence of an independent scientific foundation. The self-awakening and liberation of pedagogy must necessarily occur as a "paradigm shift" based on a comprehensive and unified transformation of worldviews, humanistic perspectives, and educational concepts. Such a change is inevitably linked to the marriage of quantum theory and pedagogy, delving into the study of fundamental educational issues. The main principles of quantum theory align remarkably well with the questioning nature and developmental logic of philosophy, especially with the ontological philosophy of China. Quantum theory will guide pedagogy to establish a "complex worldview" and "superposition thinking", allowing the inner virtual world of each student, along with their innate talents and gifts, to flow naturally and freely.
The current pedagogy and its guided practices fail to provide scientific answers to a series of key questions that belong to its own essence and foundation, such as "how the educational function actually occurs." It merely "knows the how but not the why, " thereby inadvertently fostering the distorted development of individuals in practice without realizing it. In today's rapidly approaching AI era, the scientific nature and even the disciplinary status of pedagogy are already in jeopardy. It is difficult to fundamentally address the issue of educational involution through some partial, patchy "adjustments", "reforms", or "innovations" without altering the framework of current pedagogy and school education models. The crisis of pedagogy stems from its lack of independent self-awareness and innovative capacity, as well as its absence of an independent scientific foundation. The self-awakening and liberation of pedagogy must necessarily occur as a "paradigm shift" based on a comprehensive and unified transformation of worldviews, humanistic perspectives, and educational concepts. Such a change is inevitably linked to the marriage of quantum theory and pedagogy, delving into the study of fundamental educational issues. The main principles of quantum theory align remarkably well with the questioning nature and developmental logic of philosophy, especially with the ontological philosophy of China. Quantum theory will guide pedagogy to establish a "complex worldview" and "superposition thinking", allowing the inner virtual world of each student, along with their innate talents and gifts, to flow naturally and freely.
2026, (3): 18-25.
Abstract:
Educational narrative research has gone through the stages of translation, criticism and reflection, improvement and perfection in China. During this period, the academic circle carried out in-depth discussions on its connotation, theoretical basis, types, characteristics and processes, and achieved fruitful results. At present, the research still faces the problems of insufficient methodological consciousness and normative construction, lack of academic transformation of in-depth description and meaning interpretation, homogenization and simplification of text presentation and operation paradigm. In the future, it will continue to advance in the direction of building a standardized research paradigm of human-machine collaboration, strengthening theoretical interpretation and academic system construction, expanding the subject and field of educational narrative research, and promoting the deepening of narrative action research.
Educational narrative research has gone through the stages of translation, criticism and reflection, improvement and perfection in China. During this period, the academic circle carried out in-depth discussions on its connotation, theoretical basis, types, characteristics and processes, and achieved fruitful results. At present, the research still faces the problems of insufficient methodological consciousness and normative construction, lack of academic transformation of in-depth description and meaning interpretation, homogenization and simplification of text presentation and operation paradigm. In the future, it will continue to advance in the direction of building a standardized research paradigm of human-machine collaboration, strengthening theoretical interpretation and academic system construction, expanding the subject and field of educational narrative research, and promoting the deepening of narrative action research.
2026, (3): 26-35.
Abstract:
In order to cope with the situation of low birth rate, Singapore government has tried to alleviate the pressure of parents on education investment through a series of policy designs. This study examines 21 family education support policies from Singapore, a nation with a systematic framework of family education resources, for revealing their underlying thematic structure and distinctive characteristics. From the perspective of thematic composition, the seven policy themes exhibit a high degree of differentiation and collectively form a well-structured policy framework. In terms of policy domains, resources are clearly skewed toward service support, with child development as the central priority. On this basis, the seven themes can be synthesized into three core dimensions: children's education and development; the balance between parents' career development and children's education; and policy formulation, implementation, and governance. Given that Singapore's family education support policies exhibit characteristics of de-familialization, de-commodification, and a well-structured system, China may draw on these experiences in adjusting policy value orientations, addressing structural inequalities, and enhancing policy effectiveness and foresight.
In order to cope with the situation of low birth rate, Singapore government has tried to alleviate the pressure of parents on education investment through a series of policy designs. This study examines 21 family education support policies from Singapore, a nation with a systematic framework of family education resources, for revealing their underlying thematic structure and distinctive characteristics. From the perspective of thematic composition, the seven policy themes exhibit a high degree of differentiation and collectively form a well-structured policy framework. In terms of policy domains, resources are clearly skewed toward service support, with child development as the central priority. On this basis, the seven themes can be synthesized into three core dimensions: children's education and development; the balance between parents' career development and children's education; and policy formulation, implementation, and governance. Given that Singapore's family education support policies exhibit characteristics of de-familialization, de-commodification, and a well-structured system, China may draw on these experiences in adjusting policy value orientations, addressing structural inequalities, and enhancing policy effectiveness and foresight.
2026, (3): 36-44.
Abstract:
Although the Degree Law has responded to the limitations of the degree conferral dispute resolution mechanism since the implementation of the Degree Regulations in terms of the rights and obligations of degree-conferring units and degree applicants, the academic review system of degree-conferring units, and the internal and external resolution mechanisms for degree conferral disputes, there are still practical dilemmas such as unclear goal orientation of the dispute resolution mechanism and imperfect internal and external dispute resolution mechanisms. Therefore, in the context of the implementation of the Degree Law, the improvement of the degree conferral dispute resolution mechanism should firstly establish the fundamental status of due process, clarify the institutional boundaries of the principle of academic autonomy, and clarify the institutional logic of the dispute resolution mechanism. Furthermore, it is necessary to improve the procedural norms of academic review and degree review to optimize the internal review mechanism for degree conferral disputes. Lastly, it is also necessary to clarify the implementation path of external relief and strengthen the institutional connection of external relief to improve the external relief mechanism of degree conferral disputes.
Although the Degree Law has responded to the limitations of the degree conferral dispute resolution mechanism since the implementation of the Degree Regulations in terms of the rights and obligations of degree-conferring units and degree applicants, the academic review system of degree-conferring units, and the internal and external resolution mechanisms for degree conferral disputes, there are still practical dilemmas such as unclear goal orientation of the dispute resolution mechanism and imperfect internal and external dispute resolution mechanisms. Therefore, in the context of the implementation of the Degree Law, the improvement of the degree conferral dispute resolution mechanism should firstly establish the fundamental status of due process, clarify the institutional boundaries of the principle of academic autonomy, and clarify the institutional logic of the dispute resolution mechanism. Furthermore, it is necessary to improve the procedural norms of academic review and degree review to optimize the internal review mechanism for degree conferral disputes. Lastly, it is also necessary to clarify the implementation path of external relief and strengthen the institutional connection of external relief to improve the external relief mechanism of degree conferral disputes.
2026, (3): 45-56.
Abstract:
The management capability of primary and secondary school principals has become a critical variable in enhancing school governance efficacy, while the diversity of regional educational ecosystems imposes higher demands on the contextual fit of these capabilities. Grounded in the practical context of educational development in Shaanxi Province, this study integrates modern talent assessment theory with principal leadership theory, and employs a combination of the Delphi method, Analytic Hierarchy Process (AHP), and Entropy Weight Method to develop an assessment tool for evaluating the management capabilities of principals from primary and secondary schools. The tool comprises 7 first-level indicators and 22 second-level indicators. An empirical test of its reliability and validity is conducted with a sample of principals from Shaanxi Province. The results demonstrate that the assessment tool aligns deeply with the educational development characteristics of different regions within Shaanxi Province, exhibits strong construct validity and regional contextual fit, and accurately reflects the management competency profiles of principals. This study provides both theoretical and practical support for the selection, appointment, training system optimization, and professional development of primary and secondary school principals.
The management capability of primary and secondary school principals has become a critical variable in enhancing school governance efficacy, while the diversity of regional educational ecosystems imposes higher demands on the contextual fit of these capabilities. Grounded in the practical context of educational development in Shaanxi Province, this study integrates modern talent assessment theory with principal leadership theory, and employs a combination of the Delphi method, Analytic Hierarchy Process (AHP), and Entropy Weight Method to develop an assessment tool for evaluating the management capabilities of principals from primary and secondary schools. The tool comprises 7 first-level indicators and 22 second-level indicators. An empirical test of its reliability and validity is conducted with a sample of principals from Shaanxi Province. The results demonstrate that the assessment tool aligns deeply with the educational development characteristics of different regions within Shaanxi Province, exhibits strong construct validity and regional contextual fit, and accurately reflects the management competency profiles of principals. This study provides both theoretical and practical support for the selection, appointment, training system optimization, and professional development of primary and secondary school principals.
2026, (3): 57-67.
Abstract:
To clarify the current status of international applications of educational robots and guide future directions, this paper conducts a systematic literature review to analyze relevant empirical studies from three dimensions: theoretical perspectives, research methods, and findings. The findings indicate that at the theoretical level, existing studies predominantly examine teacher and student acceptance through the lenses of human cognition, technological media agency, and human-robot interaction. At the methodological level, three research settings have emerged, including physical robot presence, digital video mediation, and virtual reality embedding, with mixed methods being widely adopted for data collection and analysis. Regarding influence mechanisms, the specific effects of factors at the individual level such as gender, personality, and cognition, the technological level including robot appearance, gender, and function, and the pedagogical level involving knowledge content, subject tasks, and classroom roles have been identified. Consequently, future research should further integrate diverse theoretical perspectives on acceptance surveys, prioritize the collection and analysis of multimodal data, and explore the interactive effects and underlying logic of individual, technological, and pedagogical factors on educational user acceptance.
To clarify the current status of international applications of educational robots and guide future directions, this paper conducts a systematic literature review to analyze relevant empirical studies from three dimensions: theoretical perspectives, research methods, and findings. The findings indicate that at the theoretical level, existing studies predominantly examine teacher and student acceptance through the lenses of human cognition, technological media agency, and human-robot interaction. At the methodological level, three research settings have emerged, including physical robot presence, digital video mediation, and virtual reality embedding, with mixed methods being widely adopted for data collection and analysis. Regarding influence mechanisms, the specific effects of factors at the individual level such as gender, personality, and cognition, the technological level including robot appearance, gender, and function, and the pedagogical level involving knowledge content, subject tasks, and classroom roles have been identified. Consequently, future research should further integrate diverse theoretical perspectives on acceptance surveys, prioritize the collection and analysis of multimodal data, and explore the interactive effects and underlying logic of individual, technological, and pedagogical factors on educational user acceptance.
2026, (3): 68-82.
Abstract:
Examining the connotation of "world-class universities" is a prerequisite for advancing their development. The quantitative ranking systems of global university league tables are inadequate for fully revealing their essential attributes. Through historical tracing, case comparisons, and philosophical deduction, it can be observed that liberal education constitutes the common spiritual tradition and value foundation of world-class universities. An examination of Oxford, Harvard, Humboldt University, MIT, and Peking University demonstrates that the profound underpinning of their outstanding academic achievements lies precisely in the educational paradigm shaped by liberal education, a paradigm that takes the exploration of advanced knowledge as its logical starting point, the integration of teaching and research as its fundamental path, and the cultivation of the whole person as its ultimate goal. Within this framework, a governance system championing academic autonomy, pedagogical models that stimulate inquiry, and a balanced integration of arts and sciences in disciplinary formation collectively shape the internal ecology for sustainable university development. Unlike instrumental and utilitarian approaches, liberal education adheres to people-oriented values, respects academic self-determination, and emphasizes foundational and integrative learning, thereby laying the groundwork for the enduring excellence of world-class universities. For China, the "Double First-Class" initiative must transcend the restless chase for rankings, calmly return to the inherent logic of the university, and rationally construct a systematic, connotative development path with liberal education at its core.
Examining the connotation of "world-class universities" is a prerequisite for advancing their development. The quantitative ranking systems of global university league tables are inadequate for fully revealing their essential attributes. Through historical tracing, case comparisons, and philosophical deduction, it can be observed that liberal education constitutes the common spiritual tradition and value foundation of world-class universities. An examination of Oxford, Harvard, Humboldt University, MIT, and Peking University demonstrates that the profound underpinning of their outstanding academic achievements lies precisely in the educational paradigm shaped by liberal education, a paradigm that takes the exploration of advanced knowledge as its logical starting point, the integration of teaching and research as its fundamental path, and the cultivation of the whole person as its ultimate goal. Within this framework, a governance system championing academic autonomy, pedagogical models that stimulate inquiry, and a balanced integration of arts and sciences in disciplinary formation collectively shape the internal ecology for sustainable university development. Unlike instrumental and utilitarian approaches, liberal education adheres to people-oriented values, respects academic self-determination, and emphasizes foundational and integrative learning, thereby laying the groundwork for the enduring excellence of world-class universities. For China, the "Double First-Class" initiative must transcend the restless chase for rankings, calmly return to the inherent logic of the university, and rationally construct a systematic, connotative development path with liberal education at its core.
2026, (3): 83-90.
Abstract:
In the 1920s, the pioneering practice and exploration of the Education Discipline at National Southeast University established the core nature of pedagogy as an independent discipline, highlighted its disciplinary status and influence in comprehensive universities, and provided an important demonstration for the comprehensive integration of teaching, research and service functions of education as a discipline in China. Drawing on the multidisciplinary background of comprehensive universities, the discipline has strengthened interdisciplinary cooperation with other fields, adopted a talent cultivation model that integrates general and specialized education as well as knowledge and practice, and thus formed distinctive research characteristics and prominent disciplinary advantages. The development practice of the education discipline at Southeast University shows that academic frontier guidance, university strategic planning, inheritance of academic traditions, social service practice and an international vision are the key elements for enhancing the core competitiveness of the discipline. Teacher quality, as a core condition for ensuring the level of discipline-based education, provides solid support for the high-quality development of higher education.
In the 1920s, the pioneering practice and exploration of the Education Discipline at National Southeast University established the core nature of pedagogy as an independent discipline, highlighted its disciplinary status and influence in comprehensive universities, and provided an important demonstration for the comprehensive integration of teaching, research and service functions of education as a discipline in China. Drawing on the multidisciplinary background of comprehensive universities, the discipline has strengthened interdisciplinary cooperation with other fields, adopted a talent cultivation model that integrates general and specialized education as well as knowledge and practice, and thus formed distinctive research characteristics and prominent disciplinary advantages. The development practice of the education discipline at Southeast University shows that academic frontier guidance, university strategic planning, inheritance of academic traditions, social service practice and an international vision are the key elements for enhancing the core competitiveness of the discipline. Teacher quality, as a core condition for ensuring the level of discipline-based education, provides solid support for the high-quality development of higher education.
2026, (3): 91-101.
Abstract:
Critical thinking and national identity are widely recognised as essential competencies for the twenty-first century, yet how curriculum design can meaningfully integrate the two remains unresolved. Hong Kong's Liberal Studies set out to develop both simultaneously, but fell short of either goal in practice. Drawing on textual analysis of five Liberal Studies textbooks, this study identifies three structural failings: 1) a fragmented knowledge base that undermines the cognitive prerequisites for critical inquiry; 2) a systematic neglect of evidence evaluation and logical reasoning that reduces critical thinking to a formal exercise; and 3) a locally-centred narrative that erodes national identity by framing Chinese Mainland as an implicit "other". These findings suggest that the curriculum's failure reflects the absence of genuine critical thinking instruction rather than any fundamental tension between the two goals. Building on this diagnosis, the study proposes that textbook development should be anchored with national identity formation, providing explicit instruction in argumentation and evidence literacy, and channel critical thinking towards constructive civic engagement for cultivating students who reason independently and identify genuinely with their country.
Critical thinking and national identity are widely recognised as essential competencies for the twenty-first century, yet how curriculum design can meaningfully integrate the two remains unresolved. Hong Kong's Liberal Studies set out to develop both simultaneously, but fell short of either goal in practice. Drawing on textual analysis of five Liberal Studies textbooks, this study identifies three structural failings: 1) a fragmented knowledge base that undermines the cognitive prerequisites for critical inquiry; 2) a systematic neglect of evidence evaluation and logical reasoning that reduces critical thinking to a formal exercise; and 3) a locally-centred narrative that erodes national identity by framing Chinese Mainland as an implicit "other". These findings suggest that the curriculum's failure reflects the absence of genuine critical thinking instruction rather than any fundamental tension between the two goals. Building on this diagnosis, the study proposes that textbook development should be anchored with national identity formation, providing explicit instruction in argumentation and evidence literacy, and channel critical thinking towards constructive civic engagement for cultivating students who reason independently and identify genuinely with their country.
2026, (3): 102-112.
Abstract:
The integration of Macao's higher education follows the pathway of "interest-dissociated cooperation→cooperation with aggregated interests→integrated development". From the perspective of policy foundation, the integration has gone through two stages, namely "maintaining the status quo" and "two systems", and is moving towards "emphasizing the principle of 'one-country' direction". The main body of participant has evolved from market-driven to local government-led and then to state-led. The mode of integration has evolved from help-cooperation to a variety of forms of comprehensive integration. In order to promote deep integration between Macao and the Mainland, it is imperative that the policy prioritize "one country" over identity boundaries.The key to fostering integrated development of universities in both regions is to break through traditional ways of thinking and establish a long-term cooperation mechanism. Psychological integration is an inevitable path to advance deeper integration precisely after physical integration.
The integration of Macao's higher education follows the pathway of "interest-dissociated cooperation→cooperation with aggregated interests→integrated development". From the perspective of policy foundation, the integration has gone through two stages, namely "maintaining the status quo" and "two systems", and is moving towards "emphasizing the principle of 'one-country' direction". The main body of participant has evolved from market-driven to local government-led and then to state-led. The mode of integration has evolved from help-cooperation to a variety of forms of comprehensive integration. In order to promote deep integration between Macao and the Mainland, it is imperative that the policy prioritize "one country" over identity boundaries.The key to fostering integrated development of universities in both regions is to break through traditional ways of thinking and establish a long-term cooperation mechanism. Psychological integration is an inevitable path to advance deeper integration precisely after physical integration.
2020, (6): 2-10.
Abstract:
