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Background and Aim: At present, in the reform of higher education, the cultivation requirements for innovative people are increasing day by day. The learning results and desired characteristic behaviors of college students in ideological and moral education in many universities are not satisfactory. Student's learning attitudes and learning participation are poor and the ability of self-discipline and adaptability are generally weak. So in order to solve the problems, in this study, the blended cooperative learning instructional model was employed to improve the learning achievement and desired characteristic behaviors of college students. The objectives of this research were: 1) To compare the learning achievement of college students before and after learning through the Blended cooperative learning instructional model. 2) To compare the desired characteristic behaviors of college students after learning through the Blended cooperative learning instructional model with a criterion set at 65%. Materials and Methods: The sample used in this study was 30 year 1 student in Zhoukou Vocational and Technical College, Zhoukou City, Henan Province. They were selected by cluster random sampling. The research instruments were: 1) Six lesson plans of an Ideological and moral education course based on blended cooperative learning. 2) A learning achievement test paper. 3) A student's self-assessment 4) A teacher observation form. The researcher used the Ideological and moral education test paper to conduct pre-test and post-test on the sample. Then the pre-test data and post-test data were analyzed. The statistics used to analyze data were mean, standard deviation, t-test for dependent samples, and t-test for one sample. Results: The results of the study were as follows: 1) The learning achievement mean scores of students' protest were 16.13, S.D. = 3.25 and the posttest of students' learning achievement was M = 19.93, S.D. = 2.75. The result showed that after learning through a blended cooperative learning model in the classroom, posttest scores of students' learning achievement were greater than pretest scores at 0.05 level of statistical significance (t = 9.58, p = 0.000 < 0.05). The average scores of the study developed increasingly higher than the pretest. 2) The Self-assessment mean scores of 30 students' desired characteristic behaviors after learning through the blended cooperative learning model was 106.77 from full marks of 155 and the standard deviation was 6.20 which was statistically higher than the criterion of 65% at 0.05 level of statistical significance (t = 94.30, p = 0.000 < 0.05). The observation form mean scores of 30 students' desired characteristic behaviors after learning through blended cooperative learning model was 44.57 from full marks of 60 and the standard deviation was 4.16 which was statistically higher than the criterion of 65% at 0.05 level of statistical significance ( t= 7.33, p = 0.000 < 0.05). Conclusion: Through comparative analysis of learning achievement and desired characteristic behaviors scores before and after learning through the blended cooperative learning model in the Ideological and moral education course of first-year students in Zhoukou Vocational and Technical College, it revealed that students' learning achievement and desired characteristic behaviors have been significantly improved. Therefore, it is feasible to adopt a blended cooperative learning instruction model, which is helpful to improve the learning achievement and desired characteristic behaviors of the first-year students at Zhoukou Vocational and Technical College.

Background and Aim: China's economic and societal development, education reform, and increasing demand for quality education, independent colleges' advantages waned. Issues like "schools within schools," lack of independence, unclear property ownership, and weak internal governance arose, necessitating restructuring and new directions. Thus, this article examines Edvantage Group's response to independent college restructuring through dynamic capabilities theory, analyzing bottleneck issues, exploring measures taken for reform and development, and investigating a sustainable development path post-restructuring. Materials and Methods: Through semi-structured interviews and practical investigations, this paper analyzes the development strategy of the independent college under Edvantage Group. Results: the group's development presents a dynamic and evolutionary growth process, and dynamic ability is the key ability for the group to gain a foothold in the market and gain development advantages. Under the background of the current government's efforts to promote vocational education, the Group should incline its internal resources more to vocational colleges and technical schools. To give full play to its advantages, seize opportunities and make up for its disadvantages, it is necessary to improve the internal governance system, improve the system construction, strengthen and stabilize the teaching staff, enhance the social influence of the group, further promote the restructuring of internal resources of the group and improve the utilization efficiency. Conclusion: The transformational development challenges, private education groups need to find a distinctive, high-quality, and sustainable path to development. Dynamic capabilities are crucial, and this paper takes the case of Edvantage Group, investigating its development strategy based on dynamic capability theory.

Background and Aims: This paper aim to investigate that teachers in special education schools have poor teacher resilience, mainly in the form of psychological stress that leads to mental health problems and consequent poor teaching effectiveness. Methods: Through the quantitative approach, this paper investigates the phenomenon. Results: The results suggest that special education schools should develop a comprehensive support system for in-service teachers in their administration based on the interaction of the systems within, between, beyond, and the cross system. Conclusion: It is hoped that through the adaptation of classroom teaching methods and materials to the realities of special education, collaboration between general education teachers and special education teachers, and the establishment of a school culture that respects individual differences, the aim is to enhance the teacher resilience of teachers in special education schools.

Background and Aim: Physical activity is an important means to promote the comprehensive and healthy development of children's bodies and minds. The national health strategy and population policy adjustment, the development of kindergartens, and the deterioration of children's physical health have all worked together to bring unprecedented opportunities for the development of children's sports in China. The purpose of this paper is to study the background information of the contents of the curriculum of preschool physical education ability of year 4 students and develop the curriculum to improve the preschool physical education ability of year 4 students. Materials and Methods: The researcher has studied the literature on the development of physical education teachers' physical education ability curriculum to cultivate year 4 students' physical education ability from the aspects of the curriculum development process, components, implementation, and evaluation, and has studied the quality of students' teachers from textbooks, academic documents, and related research. The researcher also used a simple random sampling method to have 4 teachers as a sample. The population is 8 expert teachers in physical education. The research instruments of this study are an interview questionnaire on preschool's physical education ability and lesson plans. Results: Research findings: 1) The 6 components of the course include principles, objectives, content, instructional strategies using situational teaching methods, materials, and evaluation. 2) Preschool physical education ability which includes: 2.1) General ability, 2.2) Special ability, and 2.3) Application ability. After that, the researcher designed and completed the training course components of preschool physical education, and then evaluated the quality by five experts. The IOC value was between 3.80-4.00, and the interrater reliability value was between 0.77-0.79> 0.5. The course components were modified according to the experts' suggestions. Conclusion: The components of the course which include 6 components could improve the preschool physical education ability of year 4 students effectively.

This paper is a summary of my doctoral dissertation; it investigates the recent developments and reforms launched by Cameroon Higher Education policymakers to upgrade and align this sector to the needs of the country's socio-economic development and suggest strategies built from China's successful experience. This qualitative work was done in the broad discipline of comparative education and therefore compared and shared some best practices that China has accumulated in reforming its HE system. As a developing country assuming a different development model or certain independence from the Western model, China constitutes an example that can only inspire Cameroon differently. Considering this systemic difference with the West, including in its Higher Education (HE) system, the adoption of successful Chinese practices in this research provides new and original perspectives on HE. Findings from document analysis and participants' perceptions have shown in the study that Cameroonian authorities, in their recent HE policies have stressed on professionalization, curriculum reform, university entrepreneurship, and on university's third mission. On the Chinese side, strategies in reforming its HE sector were elaborated around prioritization of the HE sector development, a vigorously governmental promotion of the National System of Innovation (NSI), a strategic structuration and organization of the HE sector in poles for more efficient investment, the introduction of market model mechanisms in resources distribution, management, and a permanent effort to align HE to the national development strategies and needs. Among the strategies suggested for Cameroon, this research has insisted on strengthening the NSI, strategic restructuring of HE in poles, the development of public vocational and technological HEIs, and a substantial financial allocation based on market-type mechanisms.

In this paper, through a personal narrative discourse, I explore the influence and the contribution of my cross-cultural study experience in China on my development as a young researcher. Through the Chinese academic culture, I learned some best practices that I consider essential for the blossoming and development of a student. Nonetheless, I also face some challenges such as language problems, communication with teachers, and even with classmates. Despite the issue of language and cultural disparities that were significant upon my arrival, I have managed to adapt and learn from Chinese society, teachers, and students. Also, the challenges that I had to overcome were not comparable to the knowledge acquired, and the rich experience that I have accumulated throughout the years spent in China. Through this personal narrative discourse, the different metaphors used to depict our academic life experience in China can enable the reader to have a kind of educative outlook.