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Background: Personalised medicine (PM) has been fostered by technological and medical advances, but all stakeholders, including healthcare professionals, citizens and policy makers, should achieve adequate health literacy to promote PM implementation. The "Integrating China in the International Consortium for Personalised Medicine" (IC2PerMed) project, funded by the International Consortium for Personalised Medicine, focuses on this issue by highlighting the need to educate healthcare professionals and empower citizens. Within the aforementioned project, building on a mapping of European and Chinese policies in PM, experts in the field of PM participated in an online workshop and a following two-round Delphi survey, in order to identify the priority areas of intervention for healthcare professionals' education and curricula, engagement and empowerment of citizens and patients., Results: Nine experts completed the survey and reached a consensus on seventeen priorities: seven were related to health professionals' education and curricula, whereas ten on citizen and patients' awareness and empowerment., Conclusion: These priorities emphasized the importance of education and health literacy, multidisciplinary and international collaboration, public trust, and consideration of ethical, legal, and social issues. The present experience highlights the relevance of the involvement of stakeholders in informing decision-makers, developing appropriate national plans, strategies, and policies, and ensuring the adequate implementation of PM in health systems., (© 2023. The Author(s).)

This paper mainly studies the cultivation of applied talents of music majors in colleges and universities based on internet remote technology. By analyzing the definition and development of internet remote technology and discussing the present situation and challenges of cultivating applied talents of music majors in colleges and universities, this paper puts forward a scheme of applying internet remote technology to cultivating applied talents of music majors in colleges and universities. In practice, this paper designs and constructs the distance teaching mode, optimizes the curriculum and teaching mode, and makes case analysis and evaluation. The results show that internet remote technology has obvious advantages in cultivating applied talents of music majors in colleges and universities, which can improve students' learning and learning satisfaction. Finally, this paper discusses the application prospect of internet remote technology in the cultivation of applied talents of music majors in colleges and universities and puts forward prospects and suggestions.

This paper explores the challenges of language and cultural maintenance through education among one immigrant ethnic group, the Uyghurs within Turkey, where the Uyghur population has grown in recent years. Uyghurs are a Turkic-speaking Muslim ethnic minority group of some 10 million people within China, originating from China's northwest Xinjiang Uyghur Autonomous Region. Data for the paper are based on ethnographic research conducted in Istanbul, where the Uyghur population in Turkey is the largest. The paper illustrates how the local and global environment impact how culture is constructed, and that identity construction and language maintenance projects are not ideologically neutral. It contributes to the understudied link between language, ethnicity, politics, and education by exploring the ways in which the Uyghur community in Istanbul uses non-formal education to maintain and transmit their language and cultural traditions in their host environment.

Cosmopolitanism and nationalism are often presented in binary terms, as standing in opposition to each other, especially with regards to education. In this paper, we establish a framework for studying education policy today through the lens of a concept we have developed: 'cosmopolitan nationalism'. Many education systems around the world are grappling with and simultaneously integrating both cosmopolitan and nationalist elements in policy objectives, curricular content and pedagogic approaches. Through an in-depth analysis of three country examples -- China, the US and Israel -- we outline four different manifestations of education policy that can be explained by employing the analytical lens of cosmopolitan nationalism: (i) the increasing prominence and visibility of the International Baccalaureate within these three public education systems; (ii) reforms of specific curricula elements and pedagogies legitimised with reference to approaches assessed as globally leading through international assessments; (iii) efforts to promote national education systems as international beacons of best practice; (iv) creation of alternative education provisions that are promoted globally for very specific purposes and populations. We argue that, given our heterogeneous sample of case study countries, and careful analysis of these, a cosmopolitan nationalism lens offers important insights into education policy-making today which has the potential to be applied in other contexts.

Information technology is a significant action to promote education informatization. Currently, there are numerous literature studies on information technology education, but existing research lacks a comparative summary of the research status, research hot spots, and research trend of information technology in China and abroad from an overall perspective. Therefore, this paper selected the information technology education literature collected by China National Knowledge Infrastructure (CNKI) and Web of Science Core Collection (WoS) from 2000 to 2021 as the research object and used bibliometrics to analyze the literature characteristics, core forces, research hot spot, and frontier trend of information technology education in China and abroad. The results showed that: (1) The discipline literature of information technology education showed a fluctuating growth trend, in which the growth rate of foreign literature was faster, and the scale of Chinese literature was slightly smaller; Both Chinese and foreign literature involved pedagogy, computer, and other disciplines, with the characteristics of multi-disciplinary integration. (2) The United States was the leading country in this field, followed by China, with the total literature accounting for more than 50%, ranking the leading position in the world; China Audio-Visual Education and Computers & Education were representative journals in China and abroad. (3) Foreign research focused on information technology, education, science, attitude, model, perception, experience, self-efficacy, Internet, etc. China's hotspots included information literacy, computational thinking, curriculum standards, application contexts, teaching models, subject integration, etc. Foreign research focused on both theory and practice, while China focused on the theoretical nature of the subject, but the degree of practice was insufficient. (4) Student participation, technology integration, teaching innovation, Internet +, core literacy, and artificial intelligence (AI) have been popular until now, constituting the discipline frontier in information technology education.

This commentary centers on one of the insightful articles in this Special Issue: "Curriculum Hybridization and Cultural Glocalization: A Scoping Review of International Research on Early Childhood Curriculum in China and Singapore" [EJ1342945], authored by Yang and Li (2022). The commented article provides insights and directions regarding early childhood curriculum policy and practice in China and Singapore. Aligning with Yang and Li's (2022) findings, this commentary further paints a new three-component framework (the foreground, the background, and the middle ground) for understanding and harmonizing the global-local dissonance in the early childhood curriculum landscape. Leveraging both hindsight and foresight, this commentary also provides insights for policy and practice to advance a harmonious early childhood curriculum landscape in China and Singapore as well as in other societies confronted with similar predicaments.

This article illustrates how the dual processes of autobiographical reflection and academic study ("currere") have contributed to my understanding of the spirituality of education. It begins with a short autobiographical account of my experience as a secondary school student which serves as a reference point for the rest of the paper. I then endeavour to untangle the multi-stranded concept of spirituality, based on a synthesis of appropriate literature. From this synthesis, I identify three constructs which, for me, have been most salient in the development of my understanding of the concept of spirituality of education: transcendence, sense of self and attunement. There follows sequential analysis of the how these constructs have contributed to my understanding, together with clarification of the coherence across them.

In this paper, a comparative evaluation of the undergraduate program of Chemical Engineering curriculums of Chinese and Ethiopian universities was performed. The study employed systematic qualitative methods to synthesize the current qualitative researches into an explanatory process. To comprehend the Chemical Engineering curriculum structure in two countries, a survey of courses from each country institution is presented. Since both countries use harmonized chemical engineering curriculum with their respective institution, top university from each country was taken as a representative sample, Tsinghua University (THU) from China and Addis Ababa University (AAU) from Ethiopia. The major aspects in the comparison were the lengths of the programs, measurement of student workload, practical curriculum, and the ratio of general, core, compulsory and non-compulsory courses. At the THU, the minimum length for the undergraduate program is 4 years, whereas at AAU a minimum of 5 years is expected. While general education courses occupy 70% of the total credit in the THU curriculum showing more emphasis on general courses, the AAU curriculum gives more focus to core courses by allocating 70% of its total credit. The THU curriculum proves to be more flexible, offering more elective courses at different stages of the program; the AAU curriculum has provided the chance for a range of specialty streams offering elective courses in the final year of the program. Thus, it is highly appreciable for both countries' universities to optimistically add more courses to their present curriculum based on their socio-economic trait, cultural backgrounds, national demands, and resource availabilities.

To reclaim Indigenous epistemologies and Indigenous ways of producing knowledge (e.g., Shahjahan, 2005b; Smith, 2013), I use a series of vignettes, short biographical reflections, photographic narratives, poetry, journal entries, and memoir to explore what curriculum as embodied lived experiences (e.g., Au et al., 2016; Gonzales, 2015; He, 2003) might look like for transnational Indigenous peoples. Specifically, I use multimedia storytelling to share my lived experiences as an Uyghur woman as well as my process of healing my wounds through story medicines (K. Anderson, 2011). While my lived experiences are the sources of my theorizing in this article, these stories are not mine alone. I suspect my feelings will resonate with others who share similar political challenges to mine, and join the conversation of what it means to be an Uyghur in the current global landscape. This article constitutes a reflection on an emerging transnational curriculum of Uyghurness through an arts-based inquiry. The practices of curating the fragments of multimedia life-writing activities that shape this transnational curriculum have helped me better understand what education can be for the local Uyghur people and Uyghurs in the diaspora who have been, who are, and who have yet to (be)come.

It has been controversial whether the matching of learning styles with teaching environment has improved the teaching effects. This paper constructs matching modes by choosing Sternberg's three learning styles (liberal leaning, internal scope and global level) and adopts curriculum comprehensiveness and instructing modes. The research, based on data of off-line teaching collected from 456 college students in China, finds that: (1) direct effect: three learning styles have significant effects on eight dimensions of learners' cognitive information processing (CIP); (2) matching effect: the alignment of learners' liberal leaning and instructing modes has a direct impact on the eight dimensions of learners' CIP; the alignment of learners' global level and curriculum characteristics has a direct impact on the 7 dimensions; the alignment of learners' internal scope and instructing modes have no significant direct impact on the 7 dimensions; and (3) moderating effect of the mandatory use of IT (MUIT): MUIT may restrain or strengthen effects of some matching modes on some dimensions of CIP. The key conclusion is that whether personalized instructing based on learners' characteristics can improve teaching results requires the selection of appropriate matching modes. Not all matching modes have matching effects, and matching effect is influenced by MUIT.

This article is based on some of the results of the cooperative project "A Practice Study on Information-based Teaching" started and accomplished by Hubei University and other secondary and primary schools. This paper elaborates on the connotation of edutainment and explores ideas and design strategies of primary school Chinese curriculum from the perspective of edutainment. Enlightened by the idea of edutainment, this paper makes an in-depth analysis of and demonstrates the nature, grounds, and strategies of the informatization of primary Chinese curriculum to discuss the design and development of course materials in information-based teaching and new ideas of information-based teaching practice.

Gao L.-L., Chan S.W.-C. & Cheng B.-S. (2012) The past, present and future of nursing Education in the People's Republic of China: a discussion paper. Journal of Advanced Nursing 68(6), 1429-1438. Abstract Aim. This article presents a discussion of nursing education development in the People's Republic of China in its historical, economic and sociopolitical contexts. Background. China has a population of 1·3 billion with about 2·18 million nurses. With the recent surging economic and social development in China, nursing education has undergone transformation changes in the past two decades. Data sources. Online bibliographical databases from 1990 to 2010 were searched including CINAHL, MEDLINE, Wan Fang Data and Chinese National Knowledge Infrastructure. Search terms included nursing education, China and development. Methods. Thematic analysis and narrative synthesis were used to identify and report themes from literature. Results. Database searches yielded 1674 papers, and 34 met the inclusion criteria for review. The standard of nursing education varies greatly in different parts of China, because of its huge size and population, with pre-registration programmes offered at the secondary, associate degree and baccalaureate level. Multi-level nursing education is one of the major barriers for professional development. There is a need to upgrade the pre-registration education to at least associate degree level. There is also a need to enhance graduate nursing education at master and doctoral level to prepare advanced practice nurses, nurse scientists and nursing faculty. Conclusion. The challenges for nursing education development in China are echoed and encountered in many parts of the world. The experience in China and the lessons learned would be relevant to developing countries. Nursing in China must continue to develop in parallel to international trends. Promoting communication and maintaining international links are important for the global development of nursing practice. [ABSTRACT FROM AUTHOR]

The paper objectively reviews the current situation of English teachers' face and politeness unconsciousness in the Chinese English language classroom teaching. At the same time it analyzes the reasons for the lack of face and politeness. "English Curriculum Standard" calls for human concern that teachers should give students a complete respect, pay more attention to affective education from view of teachers, view of students and view of evaluation. Face and politeness principles in the second language acquisition also need teachers to protect students' self-esteem, give students a suitable evaluation and encourage their autonomous English learning. On this basis, the paper probes into the relationship between students and teachers, and several suggestions on how to give students' face and politeness are raised.

This paper regards the mechanical curriculum teaching as a design problem and uses environment-based design (EBD) method to solve it. First, environment components and their relations of the mechanical curriculum are found out by recursive object model (ROM). Then, conflicts in the teaching process are identified by analysing the above relations. Finally, solutions for solving these conflicts are generated. The proposed method is applied to mechanical manufacturing technology foundation (MMTF) curriculum with 217 students in grade 2016 in China. The solutions used in MMTF include decreasing the mental stress of students, developing more experimental projects, applying real cases and projects, adopting variety of assessments and so on. Compared with the performance of students in grade 2015, the average attendance rate and final scores are both increased, and three of the four achievement values of graduation attributes are risen. The practical example illustrates the EBD method is effective in improving curriculum teaching.

The enrolment of Chinese middle-class children in elite international kindergartens is a big education industry in China. Our paper is situated in the broader sociology of elite schooling which has yet to fully explore how middle and upper middle-class parents are increasingly sending their children to elite international kindergartens. We present a case study from Shenzhen, China with a view to showing how the curriculum and the routine of its practices are used to cultivate the elite child for competitive advantage in the educational rat race in China. The approach of Bourdieusian accumulation of capital theory is used to unravel the categories of capital embedded in the curriculum. We term these 'start-up capital' which has exchange value for students to gain competitive advantage in their application to key primary schools and their onward schooling trajectories in China. Our case study provides a window into how social advantage and class are reproduced as soon as the child sets foot in an elite international kindergarten.

Due to the deteriorating investment environment, many real-estate companies in China have started transferring their business out of the construction industry. This leads to the shrinkage of the design market and also architects' salary. A great number of architects have switched career to maintain the same living quality as before. Meanwhile, architectural education in China is not able to integrate itself with emerging science and technologies, losing possibilities to explore new employment channels for its graduates. There is a huge gap between qualities needed in the current or future labour market and the architectural education in schools. An online survey was conducted to investigate the current state of architects' career shifting, trying to expose the problem mentioned above. In the second part of this paper, education missions from 50 universities are analysed and detailed education curriculums from three top universities are scrutinised. At the end, the education boundary is suggested to be reconstructed from three aspects: integrating the emerging technologies; reducing unnecessary content; and training in self-learning skills.

Industrial design (ID) undergraduate education in China is seen as a new rapidly growing discipline over the past 40 years. China's ID education is not well known in the West due to several barriers: language, the Great Firewall of China which blocks out most of the Western websites and a 12-h time difference. All Chinese ID curriculum and program information are available in Mandarin. The Ministry of Education administers all Chinese design education as well as ID scholarships and faculty exchange grants and its website and documents require translation. The Great Firewall of China blocks 90% of Western websites including Google making it difficult for Western Scholars to access accurate information about the size and shape of the Chinese ID education landscape. China has a historical relationship between the ID schools in China and the United States. Chinese students are studying or alumni of every American ID program. China and USA share similar program types, dual-track admissions for art and design streams, and academic calendars. In this paper, a model was developed to clarify the features of ID undergraduate education in China and USA, and a survey of eight ID schools was processed. Four aspects were comparatively discussed: (1) types of ID education; (2) ranking, evaluation, and certification of ID schools and programs; (3) curriculum, credits, course features, and yearly schedules of schools; and (4) influences coming from the culture and globalization process. Based on the analysis, the similarities and differences in ID undergraduate education between the two countries are discussed. Results show the dual-track modes in China and USA are different. It is mainly reflected in the management and enrollment, curriculum organization, and cultural environment. Implications for the localization, openness, and globalization to ID education are finally discussed together with several directions for future development. The findings are valuable to USA and Chinese ID departments and faculty, researchers, staff and visiting scholars. It is also useful for university administrative units such as registrars, admissions, international offices and exchanges to understand each other.

China's rapidly expanding university system aims to balance quantity and quality through a variety of measures, including internationalization. This paper employs data from a survey of 1264 students from 39 higher education institutions in order to understand students' view on institutional approaches to internationalization. The data show that "the Project 985" universities (elite research universities in China) have used internationalization to sustain two objectives: elite education and innovative research for quality, because there are high levels of agreement on three indicators with internationalization of these universities: student and faculty mobility, internationalizing curriculum and program, and international research collaboration and partnership. In "the Project 211" universities (second-tier research universities), the data show that internationalization activities are highly related to curriculum reforms and faculty mobility. While the other degree-offering universities provide less opportunity for internationalization, the non-degree-offering institutions find their distinct way for institutional internationalization by providing more "international internship" opportunities. Our analysis also indicates that institutional internationalization is disciplinary oriented. In disciplines like law and art, students do not think that many activities are taken for internationalization by their institutions, while such disciplines as economics, management, and education have a higher level of internationalization. The paper will explain these findings in detail.

Although engineering education has played important roles in China's growing power and influence on the world stage, engineering education policy since the Reform and Opening-up in the late 1970s has not been well documented in current English-language scholarship. Informed by historical and sociological studies of education, engineering and engineering education, this paper attempts to address this scholarly gap by relating contemporary Chinese engineering education policy-making to its broader historical, cultural and ideological contexts. Based on analysis of policy documents and reports released by the Chinese government and engineering schools, and drawing on prior scholarship of Chinese (engineering) education policy, this paper employs the concept of "past/forward" as an analytic lens to interpret and understand four major areas of engineering education policy change in contemporary China: institutional reform, disciplines and majors, training objectives, and curriculum reform.

Recent education reform in China reflects the global trend of education policy borrowing from Anglophone countries such as the USA. The reform in China essentially advocates shifting from knowledge reproduction and didacticism to knowledge construction by students through a learner-centredness approach. Aware of the trend of borrowing policy from "Western" countries, some educators in China use the proverb "the West wind has overpowered the East wind" to describe this phenomenon. This paper examines the cultural factors that influence education policy borrowing in China by drawing upon Johnson's metaphors of the "politics of selling" and the "politics of gelling". This paper argues that there exist fundamental cultural differences between Western and Chinese perspectives on the nature and transmission of knowledge that make education policy transfer in China challenging. This paper further proposes that China borrow education policy judiciously by integrating foreign and indigenous sources of knowledge, teaching and learning.

In China, geography education in primary schools (grades 1 to 6) has not been emphasized, although some scholars have done research in this area. In order to deepen the understanding of primary geography education in China, this paper examines its history, current situation, and future trends. The authors used the method of document analysis and review of associated literature, interviews, and a survey instrument to collect data from 55 primary schools. The data suggested that geography education is not significant in primary schooling, the quality of teachers is limited, and geography curriculum resources have not been fully developed.

This paper explores the relevance and significance of the Practical in Schwab's the "Practical 1" paper in relation to the reconstruction of pedagogics as an educational discipline in China. It begins with employing Schwab's 'medical" framework--in terms of "symptoms," "diagnosis" and "prescription"--to analyse the crisis in Chinese pedagogics, and then articulates what is entailed in reconstructing pedagogics in terms of the Practical as a solution to the crisis. The paper next examines the construction of "life-practice" pedagogics by Professor Ye Lan and associates--a remarkable undertaking which in many respects instantiates the Practical, while not influenced by the thinking of Schwab. It concludes by linking the Practical to the European "Pädagogik" tradition and Chinese educational wisdom concerning theory development.

Purpose: The purpose of this paper is to provide an understanding of principal preparation and training in China by providing a background discussion of principal preparation in a number of countries. As an illustration, it provides an overview of the curriculum used in the initial preparation of school principals at Beijing Normal University. Design/methodology/approach: The paper draws mainly on writing and research from China, Australia and the USA to explore principal preparation and training in China. Findings: In addition to providing a rich description of principal preparation in China, the paper's main findings comprise seven key challenges that confront China as it endeavours to provide quality principal preparation. These challenges include China's diversity and uneven social, cultural and educational development; limited resources in some regions throughout China; the place and importance of study tours for principal preparation; the teaching approach used to train principals; the process used for assessing principal learning during their training programs; the limited transfer of learning from the classroom to the school environment; and the timing of training for principals. Practical implications: Each of the challenges arising here raises important practical implications for developers of principal training programs. Originality/value: The paper paints a picture of principal preparation in China and raises a number of issues and challenges with which it continues to grapple. Of note is that China is not alone in facing some of these ongoing concerns.

This paper argues against the description of the common approach to English language teaching in the People's Republic of China (PRC) as mimetic and epistemic by exploring the pedagogical practices that primary English language teachers in the PRC adopt for implementing the affective dimension advocated in the new (2001) English language curriculum. The paper starts by presenting how "affect" is construed in the English language curriculum. It then examines how, guided by their beliefs, eight primary English language teachers from the less socioeconomically developed regions of Guangdong--a province in the South-eastern part of the PRC--address the affective dimension promoted in the curriculum through the employment of entertaining tasks and activities as effective learning tools in a context constrained by limited resources, late start of English instruction and little exposure to the target language outside the classroom. Interviews, documentary analysis and lesson observations are used to examine the teachers' pedagogical practices. The paper concludes by challenging the depiction of teachers in English foreign language classrooms in the PRC as taking a textbook-dependent, teacher-centred, and transmission-oriented approach in their classroom instruction. (Contains 2 tables.)

The paper explores the introduction in Tibet Autonomous Region (TAR) of the new Chinese curriculum for basic education. In contrast to many previous initiatives since 1949 the present reform attempts to change not only what is taught, and by whom, but fundamental notions of how learning is best facilitated. The paper considers the connections between the reform and current directions in international education policy, and seeks to explore the ways in which the values inherent within this approach to teaching and learning relate to the practices that characterise Chinese/Tibetan classrooms. It is suggested that the meaning attributed to education at the local level shapes profoundly the types of cultural production that can emerge from it. International and national reform efforts must be and are always mediated through such understandings. In the case of Tibet, where often incompatible interests are at play, the impact of national level reform is unpredictable and uneven. (Contains 2 notes.)

This paper reports the findings of a pilot study which adopted an ethnographic approach to investigate the cultural features of the Chinese kindergarten curriculum by means of "semi-participant" observations, semi-structured interviews, daily conversations and open-ended questionnaires in two Chinese kindergartens. The paper first introduces the debate over teaching and learning in the early years in Western contexts. It then demonstrates that the curriculum in Chinese kindergartens is mainly implemented by means of teachers' formal collective teaching. Children seem to be taught to learn; their spontaneous learning interests are welcomed but seldom developed in depth. The preference among teachers for this formal collective teaching, coupled with their perception that this teaching is required in their particular situations, creates a tension between teaching and children's learning. The shift in parents' views of education, from an over-emphasis on children's knowledge-based study to support for children's harmonious overall development, also contributes to this tension.

The rapid development of modern economy has put forward higher requirements for financial engineering education. This paper analyzes the status and problems in undergraduate financial engineering education in china, such as indistinct training objective, rigid curriculum structure, and superficial teaching methods, etc. and puts forward suggestions to improve undergraduate financial engineering education in China.

This paper discusses a neglected aspect of English in China, its impact on ethnic minorities and their languages. It begins with an overview of the current situation of the minorities and their languages then, based on fieldwork conducted in Jilin and Guizhou Provinces, it shows two trends: English currently has a limited presence in minority areas and there is a strong desire to learn it. However, achieving additive bilingualism is made difficult by lack of minority cultural content on the curriculum and lack of educational resources. It is argued that the context approach (Bax, 2003) can be used to help overcome these difficulties and as a guide for further research. (Contains 6 footnotes and 1 table.)

Aims: The study aimed to develop and psychometrically evaluate a measurement scale for identifying and assessing the hidden curriculum in undergraduate nursing education., Background: The hidden curriculum is a general term for educational information that exists outside of the teaching program and mainly affects students' knowledge, emotions, behaviors, beliefs, values and professional ethics. However, a specific instrument to comprehensively define and assess the hidden curriculum in nursing education has not yet been developed in China., Design: A descriptive and explorative study design was used., Methods: We developed the initial scale through a literature review, focus group discussion, Delphi expert consultation and pre-survey. From February to April 2023, the data were collected from a convenient sample of 512 nursing students enrolled in five medical universities in China to conduct exploratory factor analysis and confirmatory factor analysis for validity testing. In addition, reliability analysis was conducted by calculating Cronbach's alpha coefficients, split-half reliability and test-retest reliability. The nursing students' responses were evaluated using a five-point Likert scale., Results: The Hidden Curriculum Assessment Scale in Nursing Education (HCAS-NE) was formulated, consisting of 4 dimensions and 35 items. Exploratory factor analysis extracted four factors, with a cumulative variance contribution rate of 66.863 % and confirmatory factor analysis indicated that the fit indices values of the scale structure model met the criteria for an ideal level. the Cronbach's α coefficient of the scale was 0.965, the Guttman split-half was 0.853 and the test-retest reliability was 0.967., Conclusion: This study demonstrated that the Hidden Curriculum Assessment Scale in Nursing Education (HCAS-NE) has ideal reliability and validity, which provides a valid and reliable tool for identifying and assessing the hidden curriculum in nursing education., Competing Interests: Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 Elsevier Ltd. All rights reserved.)

Background: Painting is the foundational expression across all art forms and is one of the key creative practices for fostering students' aesthetic ability and creativity within fine arts courses. Collaborative painting in the form of socially shared regulation of learning (SSRL) can be recognized as an effective strategy for enhancing creativity in both individual and group work. However, the absence of contextual experiences and collaborative spaces poses challenges for students in cultivating their creativity in painting. Objectives: The present study explores students' creativity, socially shared regulation (SSR) and positive painting behaviours using an SSRL‐based collaborative painting approach in the metaverse (Meta‐CP). Methods: Via a quasi‐experimental design, a total of 40 Chinese students in fifth grade were recruited and were randomly divided into an experimental group and a control group, with 20 students utilizing the Meta‐CP approach, while the remaining 20 students followed the conventional SSRL‐based paper‐and‐brush collaborative painting (C‐CP) approach. The Meta‐CP approach not only offers an authentic painting context and a collaborative space but also facilitates the collaborative process through the SSRL framework. The data collection included students' creative tendency, painting works and painting process. Results and Conclusions: The Meta‐CP approach effectively enhances students' creativity concerning adventure, curiosity and imagination, as well as results in the creation of more distinctive and logical artistic works. Furthermore, the approach significantly improved the quality of students' SSR. Additionally, students utilizing the Meta‐CP approach displayed more positive painting behaviours compared with those employing the C‐CP approach. Lay Description: What is already known about this topic:Collaborative painting is an effective strategy for enhancing creativity.Socially shared regulation of learning (SSRL) fosters collaborative learning.Students in collaborative painting may lack a contextual and synchronized painting space.The metaverse benefits in terms of contextual experiences and collaborative spaces. What this paper adds:Using an SSRL‐based collaborative painting approach in the metaverse (Meta‐CP) is effective in improving students' creativity.The Meta‐CP approach has the potential to improve students' quality of socially shared regulation (SSR), and positive painting behaviours. Implications for practice and/or policy:The metaverse provides an immersive synchronized painting space for art education to stimulate students' creative potential.The metaverse with proper learning strategies (e.g., SSRL) provides an effective collaborative learning environment for creation. [ABSTRACT FROM AUTHOR]

Purpose: In this era of global education reform, teacher professional learning (TPL) has emerged as a key factor in efforts to create sustainable school improvement. The same holds in Mainland China where ambitious curriculum reforms have been undertaken since 2000. The purpose of this paper is to examine the role of learning-centered leadership (LCL) and teacher trust (TT) in fostering TPL in Chinese schools. More specifically, the authors examined two research questions: (1) What is the nature of the relationship of LCL to TT and professional learning?; and (2) How LCL practices influence TT and professional learning. Design/methodology/approach: The study employed a cross-sectional survey design. The authors collected survey data from 1,259 teachers in 41 primary and secondary schools in three different Chinese provinces. The research employed confirmatory factor analysis to confirm the measurement model and structural equation modeling to examine interactions among the three main variables. Findings: The results affirmed a positive association between LCL and TPL, and highlighted TT as a significant mediator in this relationship. Additional analyses distinguished between the effects of different dimensions of LCL on TT and TPL. Although the results of these analyses were broadly consistent with prior findings reported in the literature, divergent findings also emerged. More specifically, there was a limited use and no significant impact of "leadership modeling" on either TT or professional learning. Research limitations/implications: The authors suggest that this pattern of leadership practice is linked with features of China's institutional cum socio-cultural context. The authors recommend the use of qualitative and mixed methods studies capable of gaining further insight into relationships. Practical implications: These findings in Mainland China reaffirm the efficacy of school-level leadership that builds a safe, trusting but focussed environment for teacher learning in the workplace. This is a potentially significant finding in a society where the use of top-down directives and reliance on legitimate authority by leaders can rob teachers of the motivation and initiative that undergirds sustainable professional learning. The findings, in concert with those of other scholars, suggest that "building trust" represents a useful strategy for principals who seek to establish productive learning environments for their teachers. Originality/value: The value of this study lies in two areas. First, this is one of a growing but still limited set of quantitative empirical studies of school leadership in Mainland China. Second, the study tests the nature of mediation in the relationship between leadership, trust and TPL, a topic of relatively recent vintage in the educational leadership literature.

The article presents the concept of rhetorical agency to understand and analyse the parallel and paradoxical agencies teachers are offered, and limited by, under discourses of globalisation within education. The paper identifies typical arguments, reactions, narratives and metaphors of globalisation. It discusses some of the consequences these have on the premises of teacher agencies locally, nationally and globally. The article raises normative questions on the kind of agencies that are necessary for teachers in an open and glocalised world. It suggests new interpretations of the "bildung" tradition as a constructive rhetorical agency to respond to and balance the needs of local, national and global interest in education.

With the rapid development of globalization, the advanced oral Chinese curriculum becomes more and more important in international education for the foreign students of the senior class in China. Aiming to address the problems in the teaching of oral Chinese curriculum, this paper uses the literature method, comparative analysis method, and survey method to study the advanced oral Chinese teaching mode under the constructivism theory. With the guidance of constructivism theory, this paper concludes and provides three teaching modes including scaffolding mode, interactive mode, and task-based mode by analyzing oral Chinese teaching cases. The construction of the three teaching modes can do more effective functions on the advanced oral Chinese curriculum for the international education teachers to use. [ABSTRACT FROM AUTHOR]

The English language curriculum (ELC) in China has undergone numerous changes since its modernisation movement in the late 1970s. The recent English language syllabus (2001) marks a new direction by incorporating "emotion and attitude" as one of the ELC's key domains. The implication is that the deep-rooted principle of learning a western language solely for instrumental purposes is extended to embody an integrative and intrinsic orientation as well. This paper explores the shaping of this new domain by studying the 2001 English language syllabus for what the domain entails. A prestige EFL (English as a foreign language) textbook, "PEP Primary English 6A," is also analysed to examine the extent the domain is addressed in the textbook in three aspects, namely the types of activities included, the language forms presented and the teaching strategies recommended. It is found that the target objectives of the domain are addressed adequately through the range of affect-related activities in the textbook. The language presented in the textbook is, however, relatively "emotion-free" and the recommended teaching strategies in the accompanying teacher's guide do not reflect all the strategies advocated in the syllabus for developing positive affective factors. Implications of the findings are discussed. (Contains 2 tables and 3 notes.)

Citizenship is a complex and multidimensional concept. There has been a tendency to compare traditions of citizenship in the West with those in the East, captured by a stereotype that depicts the West as individualistic and the East as collectivist. The purpose of this study is to investigate what kind of citizenship is exhibited by Chinese university students, including both their civic perception and their civic participation. Using a recently developed distinction between "thin" and "thick" citizenship, the findings from both quantitative and qualitative data analysed in this study reveal that Chinese university students tend towards thin citizenship, as they demonstrate positive civic attitudes yet lack strong evidence of participatory citizenship. The paper also discusses the impact of Confucian and other Chinese traditional value systems on typical views of citizenship held by Chinese students, and offers the suggestion that the citizenship education curriculum should incorporate experiential learning.

In this paper, we employ quantitative and qualitative content analysis to investigate the nature of humanistic value content in the Chinese language arts curriculum and whether or not this varies across old and new versions of the textbooks. Our findings illustrate the various dimensions of humanistic value content in the Chinese language arts curriculum and suggest that there is as much variation across different versions of the new textbooks as there is between old and new versions of the curriculum.

This paper compares Fu Jen University in Beijing and Aurora University in Shanghai--the two comprehensive Catholic universities located in the two largest cities of China in modern history--and analyzes four aspects: identity, educational idea, curriculum, and campus culture. It was found that the differences between Aurora and Fu Jen resulted from the different viewpoints of the following three essential issues: future reflections, attitude to local culture, and concern for Chinese society. The three differences between Aurora and Fu Jen in viewpoints embody the successive eras of Chinese Catholicism: the colonial era and the indigenized era. (Contains 2 tables.)

This paper explores cultural production in online internationalised education. The analysis samples interactions in a Masters of Business Administration (MBA) unit offered online by an Australian university to a student group including enrolments through a Malaysian institution. Part of the curricular content was a consideration of how different cultural contexts shape management practices. The analysis highlights moments where ethnic/national cultures or cultural differences were invoked in texts to enrich this curriculum by design. In this case study, such "student subsidy" was actively encouraged as a vicarious asset made possible with the internationalised student group. To this end, small mixed groups for assessable online discussion were allocated to precipitate such cultural interchange. The analysis displays who voiced what claims about whose culture, the grounds for legitimating such claims, and the kinds of cultural categories thus produced. The discussion then reflects on the degrees of insulation typically produced between cultural categories and how this failed to reflect or engage with the students' interconnected worlds within the enterprise of online internationalised education. (Contains 2 figures.)

Current approaches to science-technology-society (STS) education focus primarily on the controversial socio-scientific issues that arise from the application of science in modern technology. This paper argues for an interdisciplinary approach to STS education that embraces science, technology, history, and social and cultural studies. By employing a case study of traditional papermaking technology, it investigates how the interactions between technology and science can be explored in an authentic societal and cultural context across a historical time span. The term technology-society-science (TSS) is used to represent an alternative approach to linking technology, society, and science that aims to redress the imbalance between science and technology, and to resolve the tension between two diverging goals of STS education. The educational implications of this alternative approach to STS education are discussed. [ABSTRACT FROM AUTHOR]

Although researchers and practitioners have discussed the concept of Global Englishes (GE), the degree of GE's influence in the practical use of English is much wider and deeper in the real world than in the field of education. Mainstream ELT practices tend to adhere to native and fixed norms, which are regarded as the central problems in ELT from the perspective of the GE paradigm. Although a GE-oriented pedagogy has been discussed, studies on curriculum in the Chinese ELT context from the GE perspective are relatively rare. This paper aims to investigate the extent to which the National English Curriculum (NEC) in China reflects GE-oriented phonology and cultural learning. The study adopted a content analysis in which the NEC statements on phonology and cultural aspects were identified and discussed. After reporting the findings, the paper further discusses some pedagogic implications about curriculum and language teaching from the GE perspective. [ABSTRACT FROM AUTHOR]

This paper analyses the integration of the Sustainable Development Goals (SDGs) in the revisions of China's primary, secondary and high school curriculum standards. Employing a word frequency analysis of SDGs‐related keywords across ten disciplines, the study reveals an increasing trend in SDGs integration, particularly in Physical Education and Health, and Biology, but notes a lack of growth in the Arts discipline. Key findings include the widespread presence of SDG3 (Good Health and Well‐being) and SDG11 (Sustainable Cities and Communities), with a notable absence of SDG5 (Gender Equality) and SDG12 (Responsible Consumption and Production). This study suggests enhancing SDGs coverage in Arts education, broadening the scope to include underrepresented SDGs and promoting a balanced integration of all SDGs across disciplines. It emphasizes the critical role of Geography Education in addressing global challenges and advocates for interdisciplinary teaching methods. The study highlights the importance of regular assessment in curriculum standards to ensure effective SDGs integration, aiming to align China's educational framework with global developmental objectives for a sustainable future. Education emerges as a potent agent for promoting Sustainable Development Goals. [ABSTRACT FROM AUTHOR]

Recently, China's Ministry of Education has established a new department to regulate extracurricular tutoring for the purpose of reducing students' excessive academic burden. In this paper, we provide empirical evidence that academic competitiveness among students is a key driver of the extracurricular tutoring fever. Using the China Education Panel Survey (CEPS) data, we show that when their competitors attend extracurricular tutoring, students keep up with the actions of competitors, generating the peer effect of extracurricular tutoring. This effect is more pronounced for students with stronger competitive preferences. However, this irrational imitation behavior does not improve students' academic performance. [ABSTRACT FROM AUTHOR]

This paper presents findings from an investigation of nature-based practices, from the perspectives of 10 academics/educators from six nations. Participants engaged in a focus group exploring the prevalence and inclusion of nature in social work practice and education. While the study focused on individual members' experiences and perspectives, the findings highlight important context-specific factors for including nature within social work to reconnect humans with nature for health, well-being, healing, and justice. An Integrative Environmental Model for social work is proposed to assist future practice and education. [ABSTRACT FROM AUTHOR]