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The objectives of this research are to study: (i) the history and development of knowledge of Yiwulv Mountain Manchu paper-cutting art, and (ii) the process of designing and developing digital media for learning about cultural heritage. This research used qualitative research methods. By studying documents and collecting field data by surveys, interviews, observations, group discussions, and workshops. The data was elicited from a group of 40 participants. The analysis was based on the objectives and the results were presented in a descriptive analytical manner. The results are as follows: (i) The art of paper-cutting is related to history and culture. There is a unique cultural identity of the Manchus on Yiwulv Mountain. The way of conveying knowledge is told orally. Currently, there is a problem due to the age of paper-cutting artists and lack of inheritance. Therefore, it is necessary to find ways to protect them as well as transfer them to youth and those who are interested. (ii) The art of paper-cutting is applied with 3D animation technology to inherit and learn the art of Yiwulv Mountain Manchu paper-cutting. The teaching materials created can be explained in detail from the perspective and content. The design combines virtual tour technology to make it interesting. Learners study through digital media and computer systems, which makes it convenient to access information.

We examined how a group of Chinese undergraduate students understood paraphrasing and source use conventions for research paper writing in English. Prior scholarship has generated valuable insights about novice second language (L2) writers' unconventional source use practices, but little is known about how these writers interpret and understand source use expectations for English academic writing. We followed a group of nine Chinese undergraduate students for an academic term as they learned to paraphrase and write with sources for their research paper assignments. Drafts of students' papers were collected and rounds of text-based interviews were conducted where students were asked to explain their source use decisions. Findings showed that the students actively and constantly referenced their source use knowledge of Chinese essay writing to help make sense of source use expectations for English academic writing, although their understanding of English academic source use as well as their rendition of culture may likely be viewed by expert academic writers as 'insufficient' or 'inadequate'. We conclude by highlighting the importance of foregrounding learner voice and acknowledging the legitimacy of the interpretations of novice L2 writers as intercultural informants in the teaching of English academic source use.

Abstract Background The advent of Personalized Medicine (PM) holds significant promise in revolutionizing healthcare by tailoring treatments to individual patients based on their data. However, its successful implementation requires the seamless integration of innovative technologies and presents formidable challenges in terms of sustainability. To tackle these challenges head-on, the International Consortium for Personalized Medicine (ICPerMed) was established, and the IC2PerMed project, as part of this consortium, seeks to foster collaboration between the European Union (EU) and China in the field of Personalized Medicine. Based on the results collected by the project, the objective of this study is to discern the key priorities for the implementation of Personalised Medicine concerning Information and Communication Technologies (ICT) and Big Data and digital solutions, with a particular emphasis on data management and protection. Methods A Delphi survey was conducted to gather expert’s consensus on the main priorities for actions on Information and Communication Technologies (ICT) and Big Data and digital solutions in the field of Personalized Medicine. Results The survey identified seven priorities in the area of Big Data and digital solutions, including data interoperability, standards, security measures, and international partnerships. Additionally, twelve priorities were identified for the innovation-to-market process, emphasizing cost-effectiveness, need assessment, and value definition in resource allocation. Conclusions The effective implementation of new technologies in Personalized Medicine research and practice is essential for the advancement of healthcare systems in both the European and Chinese contexts. The identified priorities play a pivotal role in promoting the sustainability of health systems and driving innovation in the implementation of Personalized Medicine. Addressing challenges related to data interoperability, standards, security, international collaboration, cost-effectiveness, and value assessment is of utmost importance in order to propel the progress of Personalized Medicine in healthcare systems.

During attempts to prevent and control the COVID-19 pandemic in China, higher education programs shifted their traditional educational models to online models. This paper aimed to explore how Chinese universities organized online teaching and learning during the pandemic. It investigated the factors affecting the implementation of online teaching and provided policy recommendations for improving the quality of education in the post-pandemic period. The primary data for this study came from in-depth interviews with nine students and five teaching and administrative staff at eight major universities in mainland China. Literature was obtained in both English and Chinese from January 2020 to September 2021. Peer-reviewed journals, policy reports, and university documents regarding online education in Chinese universities were reviewed, and their challenges and countermeasures were investigated. The paper found that the implementation of online education was affected by various sources, including technologies, teachers' teaching skills, network information literacy, and students' learning motivations and self-directed learning skills. Based on the insiders' views, the paper suggested that to promote the quality of online education in the post-COVID-19 pandemic, higher education institutes and programs could develop their infrastructure construction, improve teachers' quality of teaching, and focus on students' learning motivations.

Purpose: Chinese Educators, referred to as "Jiaoyujia" [Chinese characters omitted] in Chinese, are esteemed individuals dedicated to education with extensive expertise in theory and practice. Despite their influential pedagogical research, they have received limited scholarly attention. This study aimed to fill the gap by focusing on Jilin Li's [Chinese characters omitted] contextualized teaching research informed by Chinese educational traditions. Design/Approach/Methods: A case study format was adopted, and data were thematically analyzed using NVivo 12. In light of Kuan-Hsing Chen's "Asia as method" idea, the analysis drew particular attention to the Asian resources employed in the pedagogical studies of interest. Findings: Focusing on how Educators utilize diverse educational traditions, this paper presents three functions of Chinese educational traditions applicable to Li's case. The chosen case study demonstrates that elements of Chinese educational traditions still actively inform Educators working in a modern Western-style education system. This paper analyzes how Li combined Chinese and foreign traditions and reveals an element of subjectivity with its own strengths and deficiencies. Originality/Value: This study is the first to present and analyze the phenomenon of Chinese educational traditions informing pedagogical studies conducted by Chinese Educators, an influential group that scholars usually overlook in modern China.

As humanity reaches the 5.0 industrial revolution, education plays a critical role in boosting the quality of human resources. This paper reports bibliometric research on emerging TiP during 1993-2022 in the educational field to analyse its development on any level of education during the last three decades. This study employed a Scopus database. The findings are that the trend of TiP publication in educational fields has tended to increase every year during the past three decades and conference paper became the most published document type, the USA is the country which produces the most publications; "Students" being the most occurrences keyword and total link strength. The publication of the TiP is ranked to the Quartile 1, which implies that a publication with the cited performance is a publication with credibility because the publisher has a good reputation. Researchers can find the topics most relevant to other metadata sources such as Web of Science, Publish, and Perish.

The present study aims to identify the most productive countries, journals, authors, institutions and the most used keywords in the field of special education during 2011-2020, based on the WoS database. The widespread effects of the papers and how they are related were analyzed with the bibliometric analysis method. The findings of the study showed that the USA is inarguably the most productive country, followed by England and Australia. On the other hand, there was a very strong positive correlation (r = 0.929) between the number of papers published by countries and their h-index, a similar finding was also found to be present between the countries' h-index and GDP per capita (r = 0.790). Moreover, it was found that the journals with the highest quartile (Q1 and Q2) in the field of special education published significantly more papers than the journals with the lowest quartile (Q3 and Q4). Matson, JL (USA), Sigafoos, J (New Zealand) and Lancioni, GE (Italy) were determined as the most prolific authors, respectively. Autism, intellectual disability, and Down syndrome were the phrases most frequently used as keywords. Our findings provide key information regarding the developments that the research direction of special education field has recently taken. This study also serves a potential roadmap for future studies.

The practice of Corrective Feedback (CF), which is situated within a Second Language Acquisition (SLA) Paradigm, is currently positioned towards an accuracy-orientated delivery based on native speaker norms. This is despite the recognition in different areas of linguistic research that there is considerable variation in the way that English is spoken around the world. This paper argues that the epistemological assumptions and methodological approaches to investigate CF within an SLA paradigm have various underlying weaknesses that undermine research findings. These findings purport to provide support for an accuracy-orientated CF in the English classroom. However, it is suggested in this paper that a meaning-orientated CF would be more reflective and beneficial for students given the transformative changes that have occurred to English over the past 30 years. This perspective is discussed in relation to one teacher's approach to CF who participated in a larger project which examined CF conducted in a British-Sino University.

A standalone literature review was conducted to ascertain the extent and status of research on the practical inclusion of Chinese music in Western educational contexts. The study identified a body of journal articles and postgraduate theses on the topic. The papers were analysed to discern what might constitute best practice classroom approaches to teaching and learning Chinese music. Based on the review's criteria for inclusion -- papers were in English, praxis-oriented, peer-reviewed and published over the past three decades -- the study found that the number of publications was limited (19) and that in terms of established pedagogical approaches they engaged, some gaps existed, certain pedagogies were minimally represented and some were perhaps too recent to have been trialled. Even so, the study concluded that while best practice is an elusive notion, Chinese music forms and styles appear to be compatible with a range of educational settings and Western-oriented music teaching and learning approaches.

Background: The advent of Personalized Medicine (PM) holds significant promise in revolutionizing healthcare by tailoring treatments to individual patients based on their data. However, its successful implementation requires the seamless integration of innovative technologies and presents formidable challenges in terms of sustainability. To tackle these challenges head-on, the International Consortium for Personalized Medicine (ICPerMed) was established, and the IC2PerMed project, as part of this consortium, seeks to foster collaboration between the European Union (EU) and China in the field of Personalized Medicine. Based on the results collected by the project, the objective of this study is to discern the key priorities for the implementation of Personalised Medicine concerning Information and Communication Technologies (ICT) and Big Data and digital solutions, with a particular emphasis on data management and protection. Methods: A Delphi survey was conducted to gather expert's consensus on the main priorities for actions on Information and Communication Technologies (ICT) and Big Data and digital solutions in the field of Personalized Medicine. Results: The survey identified seven priorities in the area of Big Data and digital solutions, including data interoperability, standards, security measures, and international partnerships. Additionally, twelve priorities were identified for the innovation-to-market process, emphasizing cost-effectiveness, need assessment, and value definition in resource allocation. Conclusions: The effective implementation of new technologies in Personalized Medicine research and practice is essential for the advancement of healthcare systems in both the European and Chinese contexts. The identified priorities play a pivotal role in promoting the sustainability of health systems and driving innovation in the implementation of Personalized Medicine. Addressing challenges related to data interoperability, standards, security, international collaboration, cost-effectiveness, and value assessment is of utmost importance in order to propel the progress of Personalized Medicine in healthcare systems. [ABSTRACT FROM AUTHOR]

Introduction: Over the last decade, the emergence and spread of personalized medicine (PM) have defined a substantial revolution in healthcare. In principle, healthcare system sustainability is challenged by the investments required for research and development, as well as the adoption of PM techniques in routine clinical care. The "Integrating China in the International Consortium for Personalized Medicine" (IC2PerMed) EU-funded project aims to integrate China into the "International Consortium for Personalized Medicine" (ICPerMed). IC2PerMed aims to align the EU and China's research agendas in this field to enable a swift development of approaches in the EU and China with strong leverage upon EU-Chinese collaborations. Methods: Within this project, we first mapped relevant policies on PM in both the EU and China, and then we involved European and Chinese experts in PM in workshops and Delphi surveys in order to identify relevant priorities for the implementation of PM in sustainable healthcare. Results: As a result of this process, we identified nine overarching priorities, each addressing specific aspects of the sustainability of healthcare systems and PM implementation, with the main goal of supporting policymakers in integrating PM approaches in the EU and China. Discussion/conclusion: The implementation of PM in health systems is appealing in terms of improved accuracy in diagnostics, treatment, and prevention of disease, as well as reduction of the side effects resulting from inefficient use of drugs. Research, development, and implementation of needed techniques require time and resources that can slow the adoption of PM in healthcare systems. The nine priorities we identified address some of the most critical points, trying to lay the foundations for a comprehensive approach. [ABSTRACT FROM AUTHOR]

The number of international schools hit the 6,000-mark in 2012, and the 13,000-mark in 2022. In spite of continuous growth and diversity of provision, paradoxically some literature continues to paint a largely negative sociological imagination, associating the arena with micro-politics, high turnover, and increasing precarity. At the same time, the social reality of working in the arena remains under-reported and under-theorised. The largest number of international schools are now in China, where two-thirds are of the 'non-traditional' type. Our paper focuses on the experiences of two expatriate teachers in that relatively new field. In order to address the questions of 'how do teachers cope?', and 'what strategies do they adopt?', our paper delves into the under-reported social reality of 'cliques'. By adopting a 'positive sociology' lens of inquiry, we begin to address the role that cliques-formation might have in dealing with precarity and insecurity, especially that of 'friendship precarity' caused by constant transitions and short-term contracts. It can be seen that cliques offer a natural, quick, and practical solution to addressing precarity, helping over time to create resilience, and should not be viewed solely within a negative sociological imagination.

Chinese has a rich and diverse vocabulary of terms, especially verbs, expressing power relationships. This paper selected 25 power relationship terms from the Chinese Proficiency Scale for International Chinese Education, and used a true-false format to test the differences in acquisition between international students from Confucian cultural circles and those from non-Confucian cultural circles. The study found that: (1) The acquisition levels of both groups are generally behind that of ordinary vocabulary; (2) There is a significant difference in the acquisition levels between the two groups, with the former performing better than the latter; and (3) There is a significant difference in the acquisition of these terms in administrative and family settings between the two groups, with the former performing better than the latter, but there is no significant difference in the acquisition of terms in other settings such as education. In response to these findings, the paper used interview data to provide mutual confirmation, and applied theories related to learning input, language transfer, and cultural circles to analyze and interpret the results. Finally, the paper made targeted suggestions for the teaching of power relationship terms.

Yulin Normal University preschool education major existing children's game course instructional model more in passing test knowledge and practice test skills, students used to passively accept knowledge, rarely use critical thinking to treat knowledge, with a critical eye to question, thinking, and discovery, long-term students will not be able to adapt to the needs of the new era of social development of survival ability and professional competitiveness. Therefore, the objectives of this study were (1) to study the factors affecting the development of critical thinking ability, (2) to develop an instructional model based on experiential learning theory and six thinking hats, and (3) to compare the critical thinking ability of Third Year college students before and after the instructional model of experiential learning theory and six thinking hats. The sample group was 30 students from preschool education majors at Yulin Normal University. The research was conducted in three steps: studying the factors that affect the development of critical thinking ability, developing the instructional model, and the experimental and improvement process. The research instruments were a questionnaire about factors that affect the development of critical thinking ability, an interview form about factors that affect the development of college students' critical thinking ability, an observation form about student behavior, an interview form about opinions on teaching, lesson plans, and a critical thinking ability test. The study's results were 1) the main factors affecting the development of critical thinking ability include the instructional environment, the teachers, and the students, respectively, 2) the instructional model based on experiential learning theory and six thinking hats was developed consisting of four core components: a) principles, b) objectives, c) learning process, and d) results, and 3) after the implementation of the instructional model based on experiential learning theory and six thinking hats, the critical thinking ability scores of the students were higher than the critical thinking ability of the students before the experiment, with a statistical significance of 0.01 level. Finally, this paper strives to develop a based on Experiential Learning Theory and Six Thinking Hats instructional model to improve the critical thinking of preschool education students at Yulin Normal University.

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.

Background: STEM literacy has increasingly become a significant educational goal worldwide. Teachers' STEM literacy is of utmost importance in mediating students' learning. Although many teacher preparation programs are being structured to accommodate the changing educational landscape there is still limited understanding of how teachers engage with STEM. Purpose: The purpose of this paper was to provide a comprehensive framework for tracing teachers' STEM literacy which can be adapted for empirical investigations. The paper provided both a theoretical framework which consists of STEM knowledge, ability and attitudes and a methodological approach for tracing teachers' STEM literacy. Sample: This study was conducted with 97 compulsory education teachers (48% female) in China. Overall, 66.0% of the participants taught science in primary and secondary school, 16% taught technology and 17% taught mathematics. Design and methods: The study was guided by two research questions: (a) What were the relationships between the elements of in-service teachers' STEM literacy? (b) What differences, if any, were there in in-service teacher' STEM literacy in terms of their subject background and gender? A pilot study confirmed the validation and reliability of the research tool. A series of t-tests and analyses of variance were performed to identify the status quo and any significant differences in teachers' STEM literacy. Pearson Correlation analysis was conducted to measure the strength of the relationships between each two variables. Conclusions: The results suggested that the "Teachers' STEM Literacy Survey" was valid and reliable for examining teachers' STEM literacy and indicated (a) teachers performed well in the discipline knowledge (especially in scientific knowledge), but problem-solving ability (PSA) and STEM career interest (CI) were limited; (b) gender differences existed in teachers' self-efficacy to PSA. Mathematics teachers had relatively lower confidence in PSA and (c) CI might have no correlation with teachers' understanding of STEM knowledge and STEM ability. the Teachers' STEM Literacy Survey

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.

The rapid advancement of digital technology has not only affected the world of work but also students' learning. Digital learning competence (DLC) is one of the essential skills students need for effective learning in a digital environment. Despite the significant presence of secondary vocational school students in China, constituting one-third of the high school demographic, research on their digital learning needs remains sparse. Addressing this gap, this paper attempted to propose the elements and structural model of digital learning competence for secondary vocational school students (V-DLC). A corresponding questionnaire was compiled, and an analysis was carried out with 872 valid survey data of secondary vocational school students achieved by convenient sampling. A five-factor model for the V-DLC was established through exploratory and confirmatory factor analyses, cross-validity, and criterion validity tests. This paper suggests that evaluating students' digital learning competence in secondary vocational schools can be achieved by considering the dimensions of cognitive processing and reading, technology use, thinking skills, activity management, and will management, combined with students' learning experiences in school and other fields. Given the global focus on digital learning competence, this framework will pave the way for empirical research on digital learning and guide the enhancement of student learning ability in vocational settings, adapting to the digital era. Furthermore, transitioning to a digitalized vocational education system is essential for preparing students for a digitally-driven workforce, aligning with modern job market demands and global trends.

Teaching is challenging and has long been vexed by teacher stress, burnout, and attrition. Framing through a positive perspective, this paper investigates teacher resilience to a form of structural challenge, that is, neoliberalism. The paper quantitatively models the resilience process of a sample of 2219 Chinese inclusive education teachers who develop professional competence and manage burnout despite the structural constraints brought about by neoliberalism. The analysis highlights the role of teacher agency in the resilience process. The paper calls for proactive policy and research response to the neoliberal tendency that deprofessionalises teachers.

Purpose: This paper aims to explore the potential of implementing an action competence teaching model as a framework for achieving sustainable development goals (SDGs) in higher education. The paper seeks to draw insights from the students on the potential of this teaching model. Design/methodology/approach: The study adopted a quantitative research design in exploring the potential of an action competence teaching model. This study used self-report measures to obtain insights into the objective of the study. Findings: The action competence teaching model was seen as useful in equipping students with knowledge about a problem, confidence and willingness to act. However, some issues like the design of the projects, teamwork and instructional practices were identified and discussed. Originality/value: To the best of the authors' knowledge, this study is the first to implement an action competence teaching model to help draw insights from students on its potential. This paper documents certain aspects of action competence that require attention before being implemented in higher education. This information so far lacking in scientific literature contributes to ongoing discussions on SDGs while unveiling strengths and weaknesses to be considered.

Landscape garden design is an important design foundation course for undergraduate students of landscape architecture in China, but the current classroom teaching has the problem of limited spatial dimension of the course. This paper proposes a virtual scene model construction method through the computer software with the creation of the need to display the scene. This virtual reality technology has immersive, interactive, and risqué characteristics. This paper focuses on the key points of virtual reality technology, discusses the specific implementation method of virtual reality technology in the "landscape garden design" course, and introduces the interactive control principle. The results of the research show that virtual reality technology to assist teaching can cultivate students' spatial thinking and enhance students' spatial simulation experience, greatly reducing the cost of traditional teaching.

The innovation capability largely determines the initiative for future development of a region. Higher school is the main position for training innovative talents. Accurate and comprehensive assessment of innovation cultivation capability is an important basis of higher schools for continuous improvement. Thus, this paper focuses on assessing innovative talent cultivation capability. First, by CIPP model (Context, Input, Process and Product Evaluation), an assessment indicator system is built, consisting of 89 indicators in 21 categories. Then, based on indicator characteristics, this paper uses public data statistics, database retrieving, student survey, teacher survey, support personnel and expert investigation, to collect indicator values. After this, by a powerful machine learning algorithm, gradient Boosting regression tree, a capability assessment model is established. And based on collected data, established model is compared with several regression models in innovative talent cultivation capability assessing. Results confirm the performance superiority of our solution.

Underlying thematic analysis are a few fundamental human cognitive processes, such as categorizing, prototyping and metaphorical mapping. By unpacking these basic processes of human cognition, this paper hopes to provide a cognitive basis for thematic analysis as a foundational method in data analysis for qualitative research. In particular, it hopes to address the gap between qualitative methodologists' assumption of thematic analysis as a subjective, creative and flexible process and editors/reviewers' expectation that thematic analysis shall be objective, reliable and rigorous. By consciously and purposefully applying these cognitive processes, thematic analysis can be subjective and yet disciplined, creative and yet rigorous, flexible and yet reliable. The ultimate goal of this paper is to demystify, delineate and further demarcate the thematic analysis process for young and novice qualitative researchers.

There is growing evidence to support the normalisation of performativity. However, what has been less remarked on are the tensions that emerge when teachers seek to implement performative learning in a post-performative teaching context. This paper draws on interviews with 9 Chinese teachers undertaking Cambridge's Professional Development Qualification (PDQ) within the context of private language schooling in China to nuance the notion of performativity. Findings show that tensions can still emerge when differing performative modalities intersect. In this instance, the modalities refer to teachers' performative learning and their teaching context (a private language school that deploys performative technologies). This finding suggests that performativity does not take on a global form, but might be seen as a loose assemblage of technologies that are often in tension. This paper also shows that even when a programme focuses on critical reflection, the focus can still be on neoliberal notions of performativity, with critical reflection being given a new meaning in the neoliberal agenda to mean something different from its customary transformative meaning.

This paper addresses the roles of job position in relation to early childhood leadership (ECL) and school type as a potential moderator of this relationship in China. A sample of 918 research participants, including 149 principals/vice-principals, 108 middle leaders and 661 teachers, was investigated. A three-factor model of ECL including staff management and development (SMD), peer learning and support (PLS) and communication with parents (CP) was used. By conducting linear regression analyses, it was found that the higher the job position an individual held, the more ECL practices he or she performed. The interaction terms (job position × school type) were statistically significant related to SMD and CP but not statistically significant related to PLS. In the case of public school type, the relationship between job position and CP became slightly negative. For private school type, however, it showed a curve-linear relationship. This paper indicates that teachers rarely participates in school-level decision-making due to the top-down management structure, especially in public preschools. It also suggests that the traditional preschool management system leads to preschool teachers in China are socialized as followers with no responsibilities outside classrooms.

Purpose: Microteaching is a teacher training method based on microclasses (groups of four or five students) and microlessons lasting no more than 5-20 min. Since it was first explored in the late 20th century in experiments at Stanford University, microteaching has evolved at the interdisciplinary level. The purpose of this paper is to examine the networks found via an analytical bibliometric study of the scientific output related with microteaching in teacher training, through a study and examination of the Web of Science database. Design/methodology/approach: This research was conducted with the VOSviewer tool for content analysis through data mining and scientific network structure mapping by means of the normalisation technique. This technique is based on the association strength indicator, which is interpreted as a measurement of the similarity of the units of analysis. Findings: Two hundred and nine articles were thus obtained from the Web of Science database. The networks generated and the connections among the various items, co-authorship and co-citation are presented in the results, which clearly indicates that there are significant authors and institutions in the field of microteaching. The largest cluster is made up of institutions such as Australian Catholic University. The most often-cited document is by Rich and Hannafin. Allen (1968), who defines microteaching as a technique based on microclasses and microlessons, is the author most often cited and has the largest number of connections. Research limitations/implications: This research's limitations concern either aspects that lie beyond the study's possibilities or goals that have proved unattainable. The second perspective, which focuses on skill transfer, contains a lower percentage of documents and therefore has a weaker central documentary structure. Lastly, the authors have also had to bear in mind the fact that the scientific output hinges upon a highly specific realm, the appearance and/or liberalisation of digital technologies and access to those technologies in the late 20th century. Originality/value: This research shows that microteaching is a promising area of research that opens up vast possibilities in higher education teacher training for application in the realm of technologies. This paper could lead to several lines of future research, such as access to and the universal design of learning from the standpoint of different communication and pedagogical models based on microteaching.

Educational reform in China has brought about many Western educational approaches for teachers to consider as part of their pedagogy. An example of this is the theory of multiple intelligences (MI theory). This paper presents how a theory grounded in a Western context is locally reconceptualised by kindergarten teachers who grew up in a different context. A qualitative case study was selected to investigate seven kindergarten teachers' understandings of MI theory in China. Three methods were employed to gather data; semi-structured interviews, field observations and documentation. Evidence from the three sources were analysed using a thematic approach. This paper reports contextual factors that had an influence on the teachers' understandings of MI theory and thus its implementation, and argues that the introduction of new educational theories or approaches should be grounded in the local context in which the teaching will be embedded.

Purpose: The number of universities offering Master of Translation and Interpreting (MTI) in China has increased to 316 in 15 years. This paper aims to take a closer look at the production patterns of experimental report theses in terms of total number, distribution across universities, supervision model and research content, reflects on the problems and suggests improvements, provides a reference for MTI education in China and beyond. Design/methodology/approach: This paper presents a bibliometric analysis of the published final theses of experimental reports for the MTI in China between the years 2012 and 2022, the period during which this type of thesis was produced, to identify the production patterns of these theses. Findings: The number of experimental reports published by the nine leading universities accounts for 80% of the total 296 papers. The uneven development is also reflected in the supervision model and research content. Most universities can structure the main content of theses according to the suggestions of the MTI Guidance Training Outline. However, there are still deficiencies in the areas of experimental design, experimental validity, research questions and academic standards. Originality/value: This paper reflects on the problems of MTI theses of experimental reports. Also, suggestions are made for linking top-level design and university education, for joint progress in faculty development and talent training and for integrating industrial aspects and international visions, to provide a reference for MTI education in China and beyond.

Based on the purpose of improving the communication power of the computational intelligence short videos of China Communist Youth League, this paper takes six typical computational intelligence short video IDs and their popular computational intelligence short videos of the Communist Youth League at the provincial level as the research object investigates the characteristics along with the influencing factors of communication power from four aspects: expression form, content presentation, title text, and local characteristics through content analysis of Communist Youth League computational intelligence short videos. China communist youth league is the organization of young people between the ages of 14-28 which is run by chinese communist party with the purpose of training upcoming party members as well as officials. These six specific IDs of Communist youth league are selected as these accounts have consistently excellent performance in the ranking of government affairs TikTok accounts, and they have certain typicality and research significance. The novelty of this paper is an empirical analysis of Computational Intelligence short video communication. The methodologies that are included in this research are Release frequency that describes video update frequency, word frequency analysis that describes the keywords to follow in the short videos and statistical analysis of coding strategies. These Analysis were carried out through content and case study which was done using python 3.0's pandas, snownlp and other functional packages. The criterias which are used to evaluate the videos are views, likes, content, video format, form of expression, title form, local specialities show the engagement of the viewers in content as well as it helps in reaching the audience. Through the research, it is found that the computational intelligence short videos' communication power of the provincial Communist Youth League is related to video duration, expression form, video content, title text, local characteristics, and audience psychological behavior, but has no obvious positive correlation with title form. The advantage of computational intelligence short videos of the provincial Communist Youth League is that the party media has clear positioning, rich content, and innovative forms, but at the same time, there are some problems, such as unclear "youth" features, lack of local characteristics and audience interaction. This paper refines the characteristics of excellent computational intelligence in short videos of the Communist Youth League and puts forward countermeasures and suggestions for the shortcomings.

The massification of higher education has dramatically changed the association between credentials and jobs in advanced countries, while its impacts in transitional economies have received less academic attention. To address this research lacuna, the paper utilizes rich information from China's national surveys of college graduates from 2003 to 2019 and multiple waves of census data to explore the temporal and spatial effects of tertiary education expansion on college graduates' job sorting. Regression results from the fixed effects model and the two-stage least-squares model indicate that, on the temporal dimension, the higher education expansion has weakened ties between college credentials and quality jobs over the past 20 years. Recent graduates are more likely to work in informal, non-urban, and non-public sectors, and the college earnings premium has also declined. There is a persistent gap in employment outcomes between bachelor's and associate degree holders. On the spatial dimension, the growing enrolment size leads to skill sorting towards low skilled regions. The study argues that the dynamic effects of college credentials may be explained by labour market flexibility and cohort crowding after higher education expansion. This paper calls for a critical reflection on the merit of further massification of higher education in developing economies, regarding its potential impacts on intergenerational inequality and regional inequality.

This paper addresses the perceptions and mechanisms of doctoral student job decisions regarding the pursuit of careers in the government sector in China. Through the lens of social cognitive career theory (SCCT), we analysed 30 semi-structured interviews that had been conducted with doctoral students from two prestigious Chinese universities who wish to work as civil servants. This study describes doctoral students' understanding of careers in government employment from the perspectives of work content, promotion channels and professional norms. The mechanisms influencing student career choices include personal goals, self-efficacy, outcome expectations and environment. The clear goal of political ambition and work--life balance directly drives doctoral students to choose government institutions for employment. The diploma signal of doctoral degree itself and academic training give doctoral students a high sense of self-efficacy, which is necessary for their choice of employment in the government. Occupational safety, occupational benefits and occupational value constitute the expectations of positive outcomes providing doctoral students with good feedback. In the current environment, the labour market situation and the impetus of universities combine to form a push force and the preferential recruitment policies of the state form a pull force, which jointly promote doctoral students to make decisions to work in government sector. In this paper, the fact that the Chinese government introduced the 'special selected graduates' scheme for doctoral students from prestigious universities in hope of recruiting intellectual elites to improve the quality of civil servants and the modernization level of social governance. Universities encourage PhD graduates to enter the government, hoping that this would enhance their social influence and reputation, thereby safeguarding their status as prestigious universities. From an institutional perspective, the process of doctoral students becoming civil servants can be said to be a form of cooperation between the government and universities.

In an attempt of curricula improvement, many seek to create new approaches that would help develop the necessary knowledge within a shorter period of time. The primary purpose of this paper is to investigate the role of interactive piano teaching in distance learning. The paper suggests new learning approaches to interactive piano instruction. The training programme is based on interactive groups, the Flowkey application, technical and psychological aspects, improvisation, changing role positions, and the development of self-control. The programme results showed that 83% out of 120 students demonstrated a high level of knowledge, and only 2% showed a low level, which was explained by absenteeism. 28% out of 120 students learned to recognise melodies, 27% improved rhythm and tempo, 25% gained two-handed playing skills, and 20% out of 120 students developed improvisation skills. The results have scientific value for researchers engaged in studying various training programmes.

The persistent gender inequalities in higher education are an ongoing concern among academics. This paper investigates how male and female academics perceive the need for gender-related changes to support academic women's career advancement in China. Drawing on 40 interviews with male and female academics at a leading Chinese research university, this paper finds that attitudes among male academics were overwhelmingly negative toward the necessity for gender-related changes, whereas the female academics' responses varied. Two underlying issues cause the relatively similar degrees of unwillingness of men and women to make gender-related policy changes at universities. First, these academics had a strong belief in merit-based rules for promotion, which embedded gender blindness in the name of 'fairness'. Second, the power of individual choice was the determining factor for women's career progression, although both men and women acknowledged that their traditional cultural beliefs were rooted in processes and practices that systematically disadvantaged women. The findings expose academics' low expectations for the successful creation or implementation of institutional policies that support academic women's career development, considering that male academics did not support gender-related changes, and female academics were not united in their perspectives. In addition, socio-cultural norms were a critical obstacle. The findings suggest that the successful implementation of any gender policies must meet two conditions: they should stress equal opportunities for both sexes and should not jeopardize the perceived 'fair' meritocracy in academia.

This paper reports on a study that examined the process of two international doctoral students' academic socialisation in Chinese universities. Drawing on the concept of academic socialisation and social network analysis, we analysed multiple types of data, including study-abroad social network questionnaires, concentric circles interviews, reflective journals, and observational field notes over six months. The analysis of findings revealed that doctoral supervisors acted as the most influential agents in guiding the participants' academic socialisation. The participants also enacted agency to engage in a self-directed socialisation process during which they strategically appropriated resources to cope with various challenges. By unpacking the multi-layered relationships in the participants' networks, this study provides insights into the dynamic and intricate processes of international research students' academic socialisation. Implications are briefly addressed to support international students' experiences in postgraduate research programmes for successful academic socialisation.

Power relations and change have become two of the most important foci of intercultural communication education and research. This paper contributes to these two elements by problematising and operating an analytical framework from outside the "West," the Chinese notion of Zhongyong (the "Golden Mean"). Based on a dialogical analysis of focus groups collected during an art course, the paper shows that Zhongyong can expand and complexify our understanding of interculturality, looking into how e.g. the students balance otherness with otherness (or not), as well as make use of reflectivity and criticality (or not) to implement potential change when cooperating.

While enjoying the respect and prestige in some countries, in others, despite being a significant educational sector, vocational education continues to suffer from low status and negative societal sentiments. Vocational education in China has been positioned at the bottom of the educational hierarchy, absorbing the 'left-over' students with 'less good' academic records. Addressing the research gap concerning the limited philosophical discourses about the academic/vocational divide from non-Western traditions, this paper seeks to explore the philosophical and historical heritage of the academic/vocational divide and how Confucianism may contribute to this divide and shaped the hierarchy of work in China. The Confucian literati, as 'the privileged other', determined the social rank of 'those who labour with their strength' and 'those who labour with their minds' through the Imperial Examination System. By using institutional logics theory, the paper explores how the legacy of these views may have negatively impacted on the standing of occupations and vocational education in contemporary Chinese society and argues that an alternative philosophical orientation is needed to counter the long-standing consequences for vocational education.

This paper analyses the Chinese party-state's production of visual racism towards Uyghurs as a discursive foundation for its ethnic policy, as globally reproduced and disseminated by non-state actors. The paper draws from theoretical literature on the relationship between visual politics and affect, stressing the need for visual literacy to reflect on how images emotionally affect audiences' identities and insecurities. It focuses this analysis on education texts in China's post-2012 'de-extremification' and 're-education' campaigns, specifically on how images tell stories about life-or-death security issues that define Chinese identity. Chinese education about Uyghurs tends to frame Uyghur identities as racialised, culturally external existential threats to be defeated by state violence or teaching them to be Chinese. However, Uyghurs' own visibility strategies in global advocacy counter the party-state's imagery by centring their lives and experiences. The article shows how these strategies can be used as resources for teaching about Chinese politics and society.

Global science is set to experience different times in the 2020s. China surpasses the USA in terms of the number of scientific papers in 2020 in most scientific databases. This scenario is expected to have implications not only in East Asia but also beyond the region. Against this backdrop, this paper investigates the scientific influence of the US-China competition on six major Muslim-majority science systems. Multiple data sources are used to collect data for the bibliometric analyses, which include the trend analysis of collaboration patterns, discipline-based collaborations, authorship patterns for responsibility in collaborations, and citation premium of collaborations with the USA versus China. All the analyses consistently demonstrate that the USA is losing its scientific influence on the selected Muslim-majority science systems to China. Analysis results indicate an astonishing increase in collaborations with China-based scientists in the last decade. Half of the selected Muslim-majority science systems collaborate more with China-based scientists, whereas the other half collaborate more with the USA in 2021, indicating a fifty-fifty split. The collaborations with China-based authors garner higher citation premiums for the selected Muslim-majority science systems than the collaborations with the USA.

Translanguaging goes between linguistic and/or modal boundaries and beyond them (Li, W. (2011a). Moment analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain. "Journal of Pragmatics", 43(5), 1222-1235. https://doi.org/10.1016/j.pragma.2010.07.035). The appearance of this new concept marks a significant development of multilingualism studies. This paper is based on an empirical study of creating a translanguaging space and positive 'classroom climate' (Gabrys-Barker, D. (2014). Success: From failure to failure with enthusiasm. "Studies in Second Language Learning and Teaching", 4(2), 301-325. https://doi.org/10.14746/ssllt.2014.4.2.7) by allowing for students' emotional expression and supporting their emotions to benefit EFL (English as a Foreign Language) learning in the Chinese context. The visual data are multilingual and multimodal student-made artefacts called "emotional curves" completed by newly registered university students as descriptive homework of their emotions about English learning in the classroom. These emotional curves create a translanguaging space where students adopt multiple linguistic and semiotic resources to express emotions and identities freely and creatively. The multimodal discourse analysis of emotional curves is combined with (auto)ethnographic observations and interviews, which shed light upon the emotional motivation for translanguaging and manifest effective teacher-student communication owing to the teacher's 'emotional scaffolding' (Park, M. H. (2014). Increasing English language learners' engagement in instruction through emotional scaffolding. "Multicultural Education", 22(1), 20-29.) strategies. Theoretically, this paper highlights the transformative power of translanguaging space and clarifies emotional representations of translanguaging theory. Pedagogically, this study advocates acknowledging and scaffolding students' emotions to establish better teacher-student relationships and create a flexible translanguaging space and harmonious classroom climate.

This paper narrates the concept of Sustainable Peace Leadership and examines how three prominent Peace Activists from South and Southeast Asia measure up to the concept. The article will consider the works and ideas of Mohandas K. Gandhi (Mahatma Gandhi), Lhamo Thondup (The 14th Dalai Lama), and Nguyen Xuan Bao (Thich Nhat Hanh). Mahatma Gandhi was instrumental in achieving Indian independence from the British Empire. The Dalai Lama is the spiritual leader of the Tibetan people and has managed a difficult relationship with the Chinese government following the occupation of Tibet. Thich Nhat Hanh was a Vietnamese Buddhist monk, peace activist and is known as the 'father of mindfulness'. The paper identified several characteristics of Peace Leaders. These include being a charismatic leader who motivates their followers to achieve their goals in a non-violent and inclusive manner. Peace leaders meditate and spend time developing inner peace which then leads to outer peace. The paper also asserts that peace leaders are capable of recognizing the humanity in their opponents and seek a mutually beneficial solution. The three chosen individuals are all recognised as being charismatic leaders who were prominent peace leaders. All were deeply spiritual and practiced meditation and other inner work on a regular basis. They stressed the humanity in their opponents, based on their religious beliefs and the concepts of non-duality and interdependence.

The medical field is facing a physician-scientist shortage, threatening future medical research and development. Medical institutions can contribute to developing physician-scientists by stimulating students' involvement in research. In this study, a medical undergraduate teaching module to develop research skills and encourage interest in research was held in Chongqing, China. Undergraduate medical students at Chongqing Medical University completed research skills training. Before and after the training, an online, anonymous, self-reported questionnaire was administered. The self-reported questionnaire investigated students' demographic characteristics, students' perception of attitudes toward conducting research, research skills (e.g., identifying and utilizing information, critical appraisal of literature, paper writing, and understanding of research), and feedback on scientific research training. The module was implemented with 25 students from July 2019 to October 2019, and 96.0% (N = 24) of participants responded to the questionnaire both prior to and after the training. In the evaluation of research skills, results showed that use of appropriate tools for research (Z = -3.340, p < 0.01), students' ability to undertake a focused literature search (Z = -3.40, p < 0.01), identifying and utilizing information (Z = -3.34, p < 0.01), and paper-writing skills (Z = -3.49, p < 0.01) were significantly improved after the undergraduates participated in the scientific research training. A qualitative analysis of the feedback showed that students found that the training helped to enhance their knowledge, improve their study scores, and motivate them to conduct research in the future. Early scientific research ability training strengthened the research skills of medical undergraduates and motivated them to pursue research.

Global science is more networked and connected than ever before. The rise of research collaborations occurs not only in the established Euro-American science systems that hold 'central' nodes in the globally networked science, but also in other parts of the world as science systems pluralise and multipolarise. Yet, research collaborations between traditionally non-central science systems are understudied. This paper examines factors leading to increased research collaborations between scientists in China and Turkey, two "traditionally" non-central science systems. A multiple regression analysis was conducted using an original dataset of 2256 collaborative papers and 605 China-based and Turkey-based scientists. The analysis reveals the statistically significant role of in-person mobility to the other system in increasing research collaborations. Additionally, being male instead of female and working in a university instead of a research institute are statistically significant predictors of increased research collaborations. The paper adds further nuances to the literature, suggesting that having obtained a PhD abroad or being in a large city may not lead to increased collaborations among traditionally non-central systems, although they may increase international collaborations at the conflated global level.

The spread of English and its increasing importance in intercultural encounters have challenged essentialist perspectives of culture in English language teaching. In addition to using English as a means of communication, students are expected to develop intercultural awareness, which allows them to analyse and reflect on their intercultural encounters and to participate in social activities. Such a need draws great attention to language teachers' perceptions of and engagement in intercultural teaching. As a narrative inquiry, this paper examines the reflections of English language practitioners who have returned from an overseas study experience and have become English language teachers in China. It focuses on their study abroad experiences, encompassing both their achievements and challenges in the context of intercultural learning, and examines how these experiences have influenced their current involvement in intercultural teaching. The findings help shed light on the shifts in teachers' perceptions of intercultural encounters and how the processes of making sense of intercultural experiences inform their orientation towards intercultural learning. The paper considers the importance of helping teachers use their experiential understanding of language and culture to generate a critical pedagogical stance to promote intercultural education.