European Journal of Education Science (EJES) is an international, refereed, double-blind peer-reviewed, open-access, and indexed journal dedicated to publishing high-quality research in the field of education. It focuses on advancing both theoretical and practical knowledge in areas such as pedagogy, curriculum development, educational technology, and policy analysis. EJES welcomes interdisciplinary studies that contribute to the improvement of education systems, teaching methodologies, and learning outcomes on a global scale.
Metaverse Integration in Enhancing Administrative Quality Assurance in a Primary School in China
This study explores the integration of metaverse technology in enhancing educational quality assurance at a primary school in China and its impact on quality assurance effectiveness. A total of 120 teachers participated in a survey assessing six domains of metaverse integration—pedagogical design, technological infrastructure, teacher competence, student engagement, school leadership, and psychosocial impact—and their relationship with nine domains of educational quality assurance. Correlation analysis revealed significant associations between pedagogical design, technological infrastructure, teacher competence, and school leadership with key quality assurance areas such as professional development, resource optimization, policy alignment, and data-driven decision-making. Overall, the degree of metaverse integration (r = 0.34) showed a positive correlation with improved educational quality assurance delivery, suggesting that as metaverse technology is further integrated, educational quality assurance is perceived to improve. This study fills a research gap by linking metaverse integration with educational quality assurance and offers actionable recommendations for school administrators, teachers, and technology developers to foster the digital transformation of quality assurance systems in primary education.
Copyright (c) 2026 Qiongqiong Lu (Author) https://creativecommons.org/licenses/by/4.0
Sustainable Institutional Internationalization as Pathway to Student Global Competence in a Chinese University
This study examined the Sustainable Institutional Internationalization Strategies (SIIS) implemented by the university and their relationship to students' Preparation for Global Competence (PGC). A quantitative survey was conducted across different demographics (sex, year level, academic major) to assess students' views on internationalization and readiness for global engagement. Results showed that students generally agreed on the strategic implementation of SIIS, with Reflexive Policy Frameworks and Environmental Sustainability receiving the highest ratings. Students felt prepared for global competence, particularly in Intercultural Sensitivity and Civic Responsibility, though Global Awareness posed more challenges. No significant demographic differences in SIIS and PGC were found, except for a slight sex-based difference in Communication Proficiency. Correlation analysis revealed weak, negative correlations between SIIS and PGC, suggesting that institutional strategies alone may not be sufficient to enhance students' global competence. The study emphasizes the need for stronger curriculum integration, discipline-specific global learning, and sustained intercultural engagement, offering practical recommendations for enhancing global competence development in higher education.
Copyright (c) 2026 Haochen Liu (Author) https://creativecommons.org/licenses/by/4.0
Teaching Innovation and Industry Integration in Higher Vocational Education: Challenges and Reform Strategies
Higher vocational education plays an increasingly important role in cultivating skilled talents and supporting industrial development. With the rapid advancement of emerging technologies such as artificial intelligence, big data, and intelligent manufacturing, labor market demands are undergoing significant transformation. However, many vocational institutions still face challenges including outdated curricula, insufficient practical training opportunities, and limited collaboration with industry partners. These issues weaken the alignment between educational outcomes and labor market requirements. This paper examines the current development of higher vocational education and analyses the structural challenges it faces in the context of industrial upgrading and technological transformation. Drawing on existing research and policy discussions, the study explores strategies for improving teaching innovation and strengthening the integration between vocational education and industry. The findings suggest that curriculum reform, diversified teaching approaches, deeper industry-education collaboration, and enhanced practical training systems are essential for improving the quality of vocational education. In addition, the promotion of innovation and entrepreneurship education can further enhance students' adaptability to the evolving labor market. By strengthening collaboration among educational institutions, enterprises, and social stakeholders, vocational education can better respond to the demands of industrial transformation and cultivate highly skilled professionals with practical and innovative capabilities. This paper argues that successful vocational education reform requires not only institutional adjustments but also a fundamental shift in how teaching, learning, and industry partnerships are conceptualized. It proposes a tripartite framework-curriculum agility, pedagogical innovation, and systemic collaboration-as a basis for future policy and practice.
Copyright (c) 2026 Yao Chen, Mengxian Ou (Author) https://creativecommons.org/licenses/by/4.0
Innovative Models of Nursing Education in Higher Education Based on Knowledge Graphs: Review and Practice
This review examines innovative models of nursing education in higher education, with a focus on the conceptual and practical integration of knowledge graphs to support teaching and learning. As nursing education faces increasing challenges arising from rapidly expanding knowledge systems and complex clinical environments, traditional pedagogical approaches often struggle to ensure coherence between theoretical instruction and clinical practice. Knowledge graphs, by structurally organizing nursing knowledge and explicitly representing relationships among concepts, offer new possibilities for curriculum design, personalized learning, and clinical training. This paper reviews recent studies on the application of knowledge graphs in nursing and health-related education, with particular attention to curriculum mapping, adaptive learning pathways, and clinical simulation. The potential benefits and limitations of these approaches are discussed in comparison with conventional educational models. In addition, the role of knowledge graphs in supporting interprofessional collaboration and lifelong learning in nursing education is explored. The review concludes by outlining future research directions, including the need for standardized knowledge graph frameworks and systematic evaluation of their educational impact. Overall, this study highlights the potential value of knowledge graphs as an enabling approach for advancing nursing education in higher education.
Copyright (c) 2026 Mingming Wang, Ana Libabel Ferreras (Author) https://creativecommons.org/licenses/by/4.0
Impact of Football Participation on Psychological Well-Being Among Primary School Children in the United Kingdom: The Mediating Role of Social Support and Belonging
Participation in organized sport has long been associated with positive developmental outcomes in childhood. In the United Kingdom, football represents the most widely practiced sport among primary school children and plays a central role in school-based and community-based physical activity programs. Despite extensive research on the physical benefits of sport participation, less consensus exists regarding the psychosocial mechanisms through which football influences children's psychological well-being. This study examines the impact of football participation on psychological well-being among primary school children in the United Kingdom, with particular attention to the mediating roles of perceived social support and sense of belonging. Drawing upon Self-Determination Theory and Social Identity Theory, the study proposes and tests a mediation model in which football participation predicts enhanced psychological well-being indirectly through increased peer support, adult support, and school-related belonging. A cross-sectional survey design was employed with a sample of 624 children aged 8-11 years from state primary schools across England and Wales. Standardized instruments were used to assess frequency of football participation, perceived social support, sense of belonging, and psychological well-being. Structural equation modeling revealed that football participation was positively associated with psychological well-being, and this relationship was partially mediated by both perceived social support and sense of belonging. The findings highlight the social-relational mechanisms underpinning sport-related mental health benefits and underscore the importance of fostering inclusive, supportive football environments in primary education. Implications for educational policy, youth sport programming, and future research are discussed.
Copyright (c) 2026 Xing Ma, Zainudin Bin Mohd Isa (Author) https://creativecommons.org/licenses/by/4.0
A Vertically Integrated Curriculum: Project-Based Learning in Operations Research for Bachelor-Master Continuum Programs
This paper presents and evaluates a vertically integrated, project-based learning (PBL) curriculum design for an Operations Research (OR) course within a Bachelor-Master continuum program. Traditional segmented teaching often leads to disjointed knowledge and redundant learning between undergraduate and postgraduate stages. To address this, we developed a spiral curriculum framework grounded in constructivist and scaffolding theories. The framework employs a sequence of progressively complex, cross- semester projects designed to integrate core algorithmic learning, modeling practice, and frontier research exploration. Implemented in a five-year integrated program (in Information Management and Systems Engineering) at a research-oriented university, the course was assessed using a mixed- methods approach. Data from two cohorts of students (N = 58), including academic performance analysis, project artifact evaluation, surveys, and focus group interviews, were collected. Preliminary results indicate that the curriculum significantly enhances students' advanced modeling capabilities, independent research skills, and sense of academic community. Undergraduates were exposed to research thinking early on, while postgraduates deepened their understanding through mentoring roles. The paper discusses the implications of this moel for facilitating seamless academic transition and cultivating research-ready talent, alongside challenges in scaling implementation, such as faculty coordination and differentiated assessment. This study provides an actionable exemplar for curriculum re- form in STEM-integrated education.
Copyright (c) 2026 Ling Gai (Author) https://creativecommons.org/licenses/by/4.0
Artificial Intelligence-Driven Curriculum Optimization in Xi'an Universities: An Empirical Exploration of Educational Practice
This study focuses on the application of artificial intelligence (AI)-driven curriculum optimization in universities in Xi'an, Shaanxi Province, China, aiming to address the evolving demands of higher education amid digital transformation. Employing qualitative research methods including semi-structured interviews with frontline educators and systematic literature analysis, the research delves into teachers' perceptions, attitudes, and practical experiences regarding the integration of AI in curriculum design, teaching implementation, and assessment processes. It identifies key challenges hindering effective AI adoption, such as inadequate teacher technical training and adaptability, ethical risks involving student data privacy and algorithmic bias, uneven institutional infrastructure, and the lack of localized implementation guidelines. Based on the findings, the study formulates targeted strategies-encompassing tailored professional development programs, infrastructure upgrading frameworks, and collaborative academia-industry partnerships-and proposes actionable ethical practice guidelines to ensure responsible AI use. By enriching localized empirical research on AI in education, this study provides valuable references for policymakers in refining educational policies, educators in enhancing teaching practices, and technical developers in optimizing AI tools, ultimately promoting the effective, equitable, and ethical integration of AI in higher education contexts similar to Xi'an. Additionally, it explores the potential of AI to bridge educational disparities between different tiers of universities in Xi'an, offering insights into fostering more inclusive and future-oriented learning environments.
Copyright (c) 2026 Fan Gao, Tajularipin Sulaiman, Lulu Hou (Author) https://creativecommons.org/licenses/by/4.0
Competency-Based Education Design for Workforce Training: Framework and Application
To construct an education and training system adaptable to job task structures, this study employs capability element analysis, task chain modeling, and modular content configuration to investigate the operational mechanisms of training objective alignment, process control, and quality monitoring. Using multi-scenario training deployment as an example, it quantitatively measures capability enhancement and management efficiency improvements. Results indicate that the system enables precise generation of training paths through parametric configuration, demonstrating significant optimization in operational stability, resource scheduling efficiency, and service consistency.
Copyright (c) 2026 Chao Chen (Author) https://creativecommons.org/licenses/by/4.0
Mongolian Fire Worship Education in the 21st Century: Preservation, Transformation, and Digital Integration
Mongolian fire worship, a vital component of Mongolia’s intangible cultural heritage, has historically served as both a spiritual practice and an educational medium, transmitting ethical values, social norms, and cultural knowledge across generations. In the 21st century, this tradition faces significant challenges due to urbanization, declining youth participation, and limited institutional support, which threaten its continuity. Concurrently, modern educational initiatives and digital technologies offer innovative pathways for preserving, transforming, and disseminating fire worship practices. This review synthesizes research on Mongolian fire worship education, examining historical origins, traditional pedagogical roles, contemporary preservation strategies, educational transformations, and the integration of digital tools such as virtual and augmented reality, online repositories, and social media platforms. The analysis highlights the complementary nature of preservation, transformation, and digital integration, emphasizing the need to balance authenticity with accessibility, pedagogical innovation, and technological engagement. The review concludes with recommendations for policymakers, educators, and digital developers, as well as future research directions, including longitudinal studies, cross-cultural comparisons, and AI-assisted cultural preservation. By combining traditional practice with modern educational and digital approaches, Mongolian fire worship can remain a dynamic and meaningful component of cultural education, fostering intergenerational knowledge transmission, national identity, and global cultural awareness.
Copyright (c) 2025 AL IMA (Author) https://creativecommons.org/licenses/by/4.0
Artificial Intelligence Enabled Model for Cultivating Interdisciplinary Innovation Competence in Higher Education
The rapid development of artificial intelligence is driving the transformation of higher education paradigms toward intelligence, integration, and innovation. As a core indicator for cultivating interdisciplinary talents, interdisciplinary innovation competence requires the establishment of an educational model that aligns with the learning characteristics and competency demands of the AI era. Based on innovation competence development theory, interdisciplinary integration theory, and educational digital transformation theory, this study proposes a pathway mechanism for AI-empowered interdisciplinary innovation competence cultivation in higher education. Accordingly, an AI enabled interdisciplinary innovation competence cultivation model with "discipline-oriented, innovation practice, and outcome evaluation" is constructed. The results indicate that this model enables AI to significantly enhance students' interdisciplinary design thinking, complex problem-solving ability, and quality of innovative expression, while improving learning initiative and collaboration depth, boosting teaching efficiency, and facilitating the formation of a multi-agent collaborative teaching and learning mechanism among humans and machines. The research provides theoretical support and practical reference for the reconstruction of innovation-oriented interdisciplinary talent cultivation models and intelligent teaching reform in higher education.
Copyright (c) 2025 Min Gao (Author) https://creativecommons.org/licenses/by/4.0
Design and Practice of AI Intelligent Mentor System for DevOps Education
The design and application of the AI intelligent mentor system are aimed at meeting the support requirements for immediate code writing, build testing, and deployment and operation processes in DevOps education. Among them, the mixed characteristics of multi-source data and the correlation characteristics of the operation process make it difficult for traditional teaching to meet the requirements of refined immediate response. Therefore, this article explores how to apply AI to support an intelligent mentor system that can meet the requirements. First, describe the characteristics of code base records, pipeline logs, and operation monitoring data, summarize the technical support for system construction and application, and propose specific plans for the overall system architecture, functional module construction, model and algorithm design, etc. At the same time, provide mathematical representations Then discuss how the system responds to issues such as the execution status of the task chain, feedback on the operation process, and learning management during the specific execution training process, thereby providing a useful reference for constructing an intelligent support system with the characteristics of DevOps education.
Copyright (c) 2025 Zhengrui Lu (Author) https://creativecommons.org/licenses/by/4.0
The Role of New Media in the Popularization of International Education Information and Education Equity
This review examines the role of new media in disseminating international education information and promoting educational equity across diverse global contexts. Platforms such as social media, MOOCs, AI-powered adaptive tools, and mobile applications significantly enhance students’ awareness of international programs, engagement in learning opportunities, and preparedness for cross-border education. Quantitative evidence indicates positive correlations between digital platform usage and participation in international programs, while case studies highlight the potential for new media to reduce geographic, socioeconomic, and linguistic barriers. Despite these benefits, challenges such as the digital divide, algorithmic biases, and uneven access persist. The review synthesizes theoretical insights, empirical findings, and policy implications, emphasizing the importance of integrated, inclusive, and data-driven digital strategies to enhance global education accessibility and equity. Future research should focus on long-term outcomes, platform interactions, and standardized metrics to guide effective implementation.
Copyright (c) 2025 Guoyu Lin (Author) https://creativecommons.org/licenses/by/4.0
Implementation of Mental Health Education in Vocational Colleges: Teachers' Perspectives
Based on teacher cognitive theory, this study employed a mixed-methods approach, using questionnaires and interviews, to survey 20 mental health education teachers at five vocational colleges in China. The study examined the current status, challenges, and influencing factors of implementing a college mental health education curriculum. The study found that the curriculum was rich in content, with interactive and experiential teaching methods predominantly employed. Teachers reflected and adjusted their approach after class based on student feedback. However, challenges remained, including a disconnect between teachers' prior learning and current teaching practice, insufficient professional training, limited resources, and low student engagement. Key factors influencing implementation included teachers' early educational experiences, professional training, resource and environmental support, and adaptive adjustments in classroom practice. Based on this, the study recommends: strengthen teacher training focusing on practice and expertise, improve teaching facilities and institutional safeguards, innovate teaching mode integrating teacher development, interactive teaching, dynamic assessment, and contextual support to enhance the effectiveness of mental health education implementation in Chinese vocational colleges and address existing challenges.
Copyright (c) 2025 Jiajia Zeng, Xin Sun, Jorge L. Mayordomo, Elena D. Mulle, Kevin Arman N. Ramos (Author) https://creativecommons.org/licenses/by/4.0
Examination Culture and Music Education Practices: A Review of Children's Instrument Learning
This review examines the impact of examination-oriented music education on children's instrument learning, with a focus on motivation, expressive skills, empathy, and creativity. Case analyses illustrate how intrinsic interest, supportive environments, and freedom for improvisation foster technical proficiency, emotional understanding, and creative expression, whereas an overemphasis on graded examinations often limits personal engagement and expressive development. The study highlights the importance of integrating narrative context, imaginative exploration, and autonomous interpretation into teaching practices. Recommendations for educators and parents emphasize balancing technical training with opportunities for self-directed expression, nurturing empathy, and promoting long-term musical engagement. The review also suggests directions for future research on the longitudinal effects of motivation, empathy, and creativity on musical development.
Copyright (c) 2025 Yongshi Song (Author) https://creativecommons.org/licenses/by/4.0
Functional Reconstruction and Service Innovation of University Libraries under Industry-Education Integration
In response to national strategies for high-quality talent cultivation and industrial development, industry-education integration (IEI) has emerged as a crucial mechanism connecting education, talent, industry, and innovation. University libraries, particularly in engineering-oriented institutions, face a necessary transformation from "resource assurance" to "knowledge collaboration". Here, knowledge collaboration is defined as the active co-production, sharing, and integration of information and expertise among libraries, faculty, students, and external partners, enabling the co-creation of knowledge across academic and industrial boundaries. This paper constructs a systematic framework consisting of four interrelated dimensions: specialized resources, embedded services, intelligent platforms, and collaborative mechanisms. Based on a comprehensive literature review, this study examines the necessity and feasibility of library functional reconstruction under IEI, and proposes innovative service models. It argues that libraries must embed themselves into teaching, research, and industrial collaboration, transitioning from passive providers to active partners. This transformation enhances support for technical talent cultivation, strengthens regional industry-academia cooperation, and contributes to sustainable development. Future research directions include empirical evaluations of innovative practices and models of inter-institutional collaboration.
Copyright (c) 2025 Menglin He (Author) https://creativecommons.org/licenses/by/4.0
Research Ethics and Academic Norms Boost the Development of Higher Academic Continuing Education—Taking Guiding Adult Learners' Research Value Orientation as the Breakthrough Point
As a crucial component of the lifelong learning system, higher academic continuing education plays an irreplaceable role in enhancing the overall quality of society and adapting to a rapidly changing social environment. However, in current higher academic continuing education practice, prominent issues persist, such as a weak quality assurance system, low teaching pertinence, and insufficient faculty qualifications. Particularly, the inadequate education on academic norms and insufficient punitive measures within higher education institutions have led to frequent occurrences of academic misconduct, further constraining the high-quality development of higher academic continuing education. In view of this, at the individual level, education on research ethics and academic norms for adult learners should be strengthened to help them establish a correct research value orientation. Furthermore, at the practical level, it is necessary to construct a comprehensive research ethics education system, clarify normative standards, and strengthen supervision mechanisms. This will propel the academic development of higher academic continuing education, achieving the dual goals of knowledge innovation and social progress under a well-regulated institutional framework.
Copyright (c) 2025 Xiaowen Duan (Author) https://creativecommons.org/licenses/by/4.0
Professional Career Preparation through Evolved Ballet Pedagogical Teaching Methods
The evolution of ballet pedagogy has undergone significant transformation in recent decades, fundamentally reshaping how professional dancers are prepared for their careers. This study examines the integration of contemporary teaching methods with traditional ballet foundations to enhance career preparation outcomes for aspiring professional dancers. Through comprehensive analysis of evolved pedagogical approaches, this research explores how modern ballet instruction incorporates somatic practices, mental health awareness, collaborative learning environments, and technology-enhanced methodologies to better prepare students for the demands of professional dance careers. The investigation reveals that evolved ballet pedagogical methods significantly improve not only technical proficiency but also psychological resilience, artistic expression, and professional adaptability among dance students. These integrated approaches address the multifaceted nature of professional dance careers, encompassing physical preparation, mental wellness, collaborative skills, and adaptive learning capabilities. The findings demonstrate that institutions employing evolved pedagogical methods report higher rates of successful career transitions among graduates, improved retention rates in professional companies, and enhanced overall career longevity. This research contributes to the understanding of how educational innovation in ballet can bridge the gap between academic training and professional practice, ultimately supporting more sustainable and fulfilling dance careers.
Copyright (c) 2025 Min Chen (Author) https://creativecommons.org/licenses/by/4.0
Design and Practical Considerations of Deliberate Practice Methods in Fencing Training
This article delves into the role of Deliberate Practice (DP) in improving fencing performance and its application within training routines. By examining elite fencers such as Mariel Zagunis, Jérôme Jeannet, and Kamil Ibragimov, the article highlights how DP, characterized by structured, focused training with targeted feedback, enables athletes to refine key technical skills like timing, precision, agility, and decision-making. It explores how DP differs from regular practice by focusing on specific weaknesses and creating an environment conducive to continuous improvement. The article also addresses common challenges in implementing DP in fencing, including motivation, fatigue, injury prevention, and resource limitations. Additionally, it suggests ways that coaches can incorporate DP principles at various levels of training, from beginners to elite athletes, by tailoring sessions to focus on individual needs and providing immediate, constructive feedback. Looking to the future, the article proposes areas for further research, including the effectiveness of different feedback mechanisms, the impact of mental resilience on DP, and the long-term effects of DP on skill retention and performance in fencing. Ultimately, it underscores the importance of Deliberate Practice in shaping the future of fencing, providing athletes with the tools to reach their full potential through focused and intentional training.
Copyright (c) 2025 Yifan Wu, Alias Binti Amelia, Nasri Binti Nurfaradilla (Author) https://creativecommons.org/licenses/by/4.0
Integration of Contemporary Dance Elements into Traditional Ballet Instruction
The integration of contemporary dance elements into traditional ballet instruction represents a significant evolution in dance pedagogy, addressing the need for more holistic and adaptive training methods. This study examines the methodological approaches, pedagogical benefits, and challenges associated with incorporating contemporary dance techniques, improvisation, and creative expression into classical ballet curricula. Through comprehensive analysis of current educational practices, this research demonstrates how contemporary elements enhance technical proficiency, artistic expression, and student engagement while preserving the fundamental principles of ballet training. The findings reveal that hybrid pedagogical approaches foster greater creativity, body awareness, and adaptability in dance students, while also addressing the evolving demands of professional dance careers. Contemporary dance integration facilitates improved kinesthetic understanding, enhanced movement quality, and development of critical thinking skills essential for twenty-first-century dancers. The study identifies optimal integration strategies that maintain ballet's structural integrity while expanding expressive possibilities. Results indicate that students trained through integrated approaches demonstrate superior performance outcomes, increased artistic versatility, and better preparation for diverse professional opportunities in contemporary dance landscapes.
Copyright (c) 2025 Sophie Caldwell (Author) https://creativecommons.org/licenses/by/4.0
Impact of Modern Pedagogy on Classical Ballet Technique Preservation
The preservation of classical ballet technique faces unprecedented challenges in the contemporary educational landscape as modern pedagogical approaches increasingly influence traditional training methodologies. This study examines the complex relationship between progressive educational practices and the maintenance of classical ballet's foundational principles, exploring how contemporary teaching strategies impact the transmission of time-honored techniques while addressing twenty-first-century learning needs. Through comprehensive analysis of current pedagogical trends, this research investigates the tension between innovation and preservation in ballet education, examining how feminist pedagogy, reflective practice, and student-centered approaches affect classical technique instruction. The study reveals that modern pedagogical methods, while enhancing student engagement and critical thinking, present both opportunities and challenges for preserving authentic classical ballet traditions. Findings indicate that successful integration requires careful balance between progressive teaching strategies and adherence to established technical foundations. The research demonstrates that contemporary approaches can strengthen classical training when implemented thoughtfully, but inappropriate application may compromise technique integrity. This investigation provides crucial insights for ballet educators seeking to modernize instruction while maintaining classical standards, offering evidence-based recommendations for sustainable pedagogical evolution in ballet education.
Copyright (c) 2025 Clara Winslow (Author) https://creativecommons.org/licenses/by/4.0
The Application of Problem-Based Learning (PBL) to College English Reading Instruction
This study investigates the application of Problem-Based Learning (PBL) in college English reading instruction. PBL, a student-centered pedagogical approach, addresses the limitations of traditional teaching methods by encouraging active problem-solving, collaboration, and knowledge construction. The study outlines a comprehensive five-stage framework for PBL implementation: (1) designing real-world problem scenarios, (2) facilitating collaborative information gathering, (3) promoting group discussions, (4) organizing classroom presentations, and (5) conducting teacher-led reflection and evaluation. This cyclical model not only transforms students into active learners but also deepens their comprehension of texts through contextualized language use and collaborative exploration. Additionally, it repositions the teacher’s role from a traditional knowledge dispenser to a facilitator, guiding students through the learning process. The findings indicate that PBL can effectively enhance college English reading instruction, offering a valuable framework for educators aiming to adopt innovative, student-centered approaches to teaching.
Copyright (c) 2025 Min Wang (Author) https://creativecommons.org/licenses/by/4.0
From "Instrumental Motivation" to "Cultural Identity": A Study on the Dynamic Evolution of Chinese Learning Motivation among Belt and Road International Students in China—A Case Study of Jilin Engineering Normal University
This study focuses on international students from countries along the "Belt and Road" initiative, enrolled at Jilin Engineering Normal University, examining their evolving motivations for learning Chinese. The research employs qualitative methods to explore how these students' motivations shift from "instrumental motivation" to "cultural identity." Initially, international students are primarily driven by instrumental goals, such as improving academic performance and enhancing career prospects. However, as they engage in various Chinese cultural practices, integrate into the Chinese language environment, and establish relationships with both local teachers and peers, their motivation gradually transitions toward more integrative goals. These include developing a deeper interest in Chinese culture and experiencing emotional identification with the language and society. Over time, this transformation leads to the formation of a stable cultural identity. This identity is manifested in concrete actions, such as the decision to pursue career opportunities in China post-graduation and actively participating in the dissemination of Chinese culture. The findings of this study offer valuable insights for universities and educational institutions seeking to refine their Chinese language programs for international students, enhance their intercultural communication strategies, and improve the overall integration experience for students from diverse cultural backgrounds.
Copyright (c) 2025 Yufei Duan (Author) https://creativecommons.org/licenses/by/4.0
Educational Psychology Theories Applied to Specialized Artistic Skill Acquisition Processes
This paper examines the application of educational psychology theories to the acquisition of specialized artistic skills, integrating contemporary research findings with established psychological frameworks. The study explores how cognitive development theories, behavioral learning principles, and constructivist approaches contribute to effective artistic education methodologies. Through comprehensive analysis of digital art education, traditional artistic pedagogy, and creative thinking development, this research identifies key psychological mechanisms that facilitate artistic skill mastery. The investigation reveals that successful artistic skill acquisition relies heavily on the integration of cognitive processing capabilities, emotional regulation, and creative problem-solving strategies. Digital technologies have emerged as significant facilitators in artistic education, providing new avenues for skill development while maintaining the importance of traditional pedagogical approaches. The findings demonstrate that arts education contributes substantially to cognitive development, creativity enhancement, and psychological well-being among learners. This research contributes to the understanding of how educational psychology principles can be systematically applied to optimize artistic learning experiences and outcomes across various artistic domains.
Copyright (c) 2025 Clara R. Hensley (Author) https://creativecommons.org/licenses/by/4.0
Dance Education Curriculum Development for Contemporary Performing Arts Academic Programs
Contemporary performing arts education requires innovative curriculum development approaches that balance traditional pedagogical foundations with modern educational paradigms. This paper examines the comprehensive development of dance education curricula for contemporary performing arts academic programs, focusing on evidence-based practices, student-centered learning methodologies, and industry-relevant skill development. The research investigates the integration of creative movement practices, cognitive development enhancement, injury prevention protocols, and inclusive educational approaches within structured academic frameworks. Through systematic analysis of current pedagogical approaches and examination of educational outcomes, this study presents a framework for developing robust dance curricula that address diverse learning needs while maintaining academic rigor. The findings demonstrate that well-structured contemporary dance programs enhance cognitive performance, promote creativity, and develop essential life skills while providing pathways for professional development. The proposed curriculum framework incorporates assessment methodologies, progression tracking systems, and adaptive learning strategies that accommodate students with varying abilities and backgrounds. This comprehensive approach to curriculum development ensures that contemporary performing arts programs remain relevant, engaging, and effective in preparing students for careers in the evolving dance industry while fostering personal growth and artistic expression.
Copyright (c) 2025 Liang Zhang (Author) https://creativecommons.org/licenses/by/4.0
The Practice and Strategy to Enhance Student Academic Achievement through Home-School Collaboration in China
With the development of educational philosophies, the collaboration between schools and families in junior high school education is gaining increasing attention. Currently, various models for this collaboration are being explored in practice, such as innovating parent-teacher meetings, jointly organizing school-family activities, and establishing online communication platforms. However, some issues have also emerged, including insufficient depth and continuity of communication, significant differences in parental educational philosophies and methods, and unclear delineation of responsibilities between home and school. This study aims to improve the current situation through strategies such as establishing deep communication mechanisms, conducting parent education and guidance, and clarifying the boundaries of rights and responsibilities between home and school. The goal is to enhance the quality of school-family collaboration in junior high schools, promote the comprehensive and healthy development of students, and provide valuable reference examples and theoretical support for the management practices of home-school collaboration in junior high schools.
Copyright (c) 2025 Jiang Feng, Mohd Syafiq Bin Md Salleh (Author) https://creativecommons.org/licenses/by/4.0
Improvisation as a Skill: Training Models and Spaces for Expression in Italian Higher Music Education
This study examines the pedagogical approaches to improvisation in Italian higher music education institutions, focusing on how conservatories have developed distinctive training models that balance traditional classical education with contemporary improvisational practices. Through qualitative analysis of curriculum structures, teaching methodologies, and student outcomes across major Italian conservatories, this research reveals a unique educational paradigm that creates dynamic "expressive spaces" for musical creativity. The findings demonstrate how Italian music education has constructed an improvisational teaching framework that maintains institutional rigor while fostering artistic freedom. This model presents a valuable case study for understanding how traditional music education can adapt to contemporary demands for creativity and individual expression while preserving its classical foundations.
Copyright (c) 2025 Mengying Liu (Author) https://creativecommons.org/licenses/by/4.0
Research on the Development and Implementation of "3 + 3" Modular Courses Based on Work Processes
During the period of industrial transformation when the digital economy and live-streaming e-commerce are deeply integrated, marketing programs in higher vocational colleges face the severe challenge of a mismatch between talent cultivation and demands. This paper takes the course Live Streaming Sales and Anchor Literacy as the carrier for reform. By deconstructing the quality model of three sensibilities and three powers from job capabilities, including design sense, entertainment sense, meaning sense, empathy, storytelling ability and symphonic power, six progressive teaching modules are formed. In addition, relying on student start-up companies and the local manufacturing industry chain, practical teaching projects are implemented and a dynamic evaluation mechanism driven by business data is established. The results of this course show that the students' job adaptation period is shortened and the satisfaction of enterprises is significantly improved, providing a model for the reform of vocational education courses in the digital economy.
Copyright (c) 2025 Xueyi Lin (Author) https://creativecommons.org/licenses/by/4.0
The Application of AI in Aesthetic Resource Allocation
This review explores the emerging role of artificial intelligence (AI) in the allocation of aesthetic resources across multiple domains, including media, design, urban planning, and cultural heritage. It begins by defining the concept of aesthetic resources and identifying key challenges in their distribution, such as subjectivity, resource limitations, and diverse audience needs. The paper then outlines the foundational technologies — such as machine learning, computer vision, and generative models — that enable AI to interpret and generate aesthetic content. Through a survey of practical applications, the review highlights AI's capacity to enhance personalization, support creative collaboration, and broaden access to aesthetic experiences. It also examines critical challenges, including bias in training data, ethical concerns regarding authorship and censorship, and the limitations of current AI judgment frameworks. Finally, the review presents future directions, emphasizing the need for multimodal intelligence, interdisciplinary cooperation, and a more nuanced understanding of aesthetic value in sociocultural contexts. Overall, the paper argues that while AI offers substantial benefits in optimizing aesthetic resource allocation, its responsible development requires ongoing reflection and cross-disciplinary engagement.
Copyright (c) 2025 Fang Han (Author) https://creativecommons.org/licenses/by/4.0
Exploring Visual Art Therapy as an Educational Tool: The Impact on Emotional Development and Creative Learning Outcomes for Students Aged 12-18
Emerging evidence demonstrates Visual Art Therapy's (VAT) significant role in adolescent development, particularly in enhancing emotional regulation and creative thinking. Studies reveal measurable improvements in psychosocial functioning through art-based interventions showing an 18% increase in emotional regulation scores. These findings gain particular relevance in China's high-pressure academic environment, where traditional education systems often overlook holistic development. The integration of VAT into Chinese schools requires thoughtful cultural adaptation. Western therapeutic approaches must be reinterpreted through local lenses — for instance, adjusting color symbolism to align with Chinese cultural meanings, where red signifies celebration rather than danger. Incorporating traditional Chinese artistic practices, such as ink wash painting and calligraphy, could further enhance engagement and therapeutic value. Successful implementation hinges on strategic curriculum design that positions VAT as cognitive and creative skill development rather than clinical intervention, thereby reducing potential stigma. Teacher training programs that combine art education with basic counseling competencies will be essential for sustainable adoption. Assessment methods should blend established tools like the Strengths and Difficulties Questionnaire with locally relevant measures of academic stress and wellbeing. Pilot programs in diverse school settings will be crucial for evaluating effectiveness and scalability. By bridging artistic tradition with contemporary psychological science, VAT presents a promising pathway to nurture both emotional resilience and cognitive flexibility in China's youth.
Copyright (c) 2025 Rui Wang, Chencheng Mao (Author) https://creativecommons.org/licenses/by/4.0
The Impact of Field Cognitive Styles on Performance Outcomes in Peer Review of Translation
This study investigates how learners with different field cognitive styles perform in peer review of translation. Conducted over a 15-week empirical period with 50 sophomore students majoring in non-English disciplines, the research reveals several key findings. Despite differences in cognitive styles, learners generally demonstrated a high degree of acceptance toward peer feedback. No significant correlation was found between cognitive style and translation proficiency before the peer review activities; however, a significant relationship emerged afterward. Peer review proved beneficial for all learners, regardless of cognitive style, with field-dependent learners exhibiting particularly notable improvement. These findings offer pedagogical insights into the integration of cognitive style awareness into translation instruction, enhancing learning outcomes from both instructional and student-centered perspectives.
field-dependent/independent cognitive styles
Copyright (c) 2025 Yan Zhang (Author) https://creativecommons.org/licenses/by/4.0