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This research aimed to (1) study the current situation and existing problems of undergraduate students 'understanding of intangible cultural heritage, (2) develop a curriculum of intangible cultural heritage based on experiential learning theory, and (3) compare undergraduate students' understanding of intangible cultural heritage before and after teaching. The sample group was 50 students who were selected to attend the Intangible Cultural Heritage curriculum in the spring semester of 2023. The research tools were (1) Lesson plans (2) a Questionnaire on the current situation and existing problems of undergraduate students 'understanding of intangible cultural heritage, (3) an Interview form on the current situation and existing problems regarding students' understanding of intangible cultural heritage, (4) understanding intangible cultural heritage test, (5) Observation of Students' Behavior form, and (6) Interview form on opinions about teaching. This study was conducted in three steps: (1.) The study on the current situation and existing problems of undergraduate students 'understanding of intangible cultural heritage, (2.) The development of a curriculum of intangible cultural heritage based on experiential learning theory, and (3.) The experimental and improvement of curriculum. The results of the study showed that: 1) The current situation and existing problems of the intangible cultural heritage of college students have three aspects: students, teachers, and the school environment. The most important current situation and existing problems of undergraduate students 'understanding of intangible cultural heritage was the school environment aspects. 2) The Curriculum of intangible cultural heritage based on experiential learning theory includes 6 elements: Principle, Goal Contents, Learning process, Learning resource, and Evaluation. The learning process consisted of 4 steps: (1) Concrete Experience, (2) Reflective Observation, (3) Abstract Conceptualization, (4) Active Experimentation 3) The curriculum based on experiential learning theory can improve undergraduate students' understanding of intangible cultural heritage.

Bronze drums, esteemed artifacts saturated in cultural significance, have been integral to the heritage of ethnic communities in Southwest China for centuries. This study aims to investigate the educational and literacy perspectives regarding bronze drums in contemporary learning resources within the region. Conducting fieldwork in Guangxi, Guizhou, and Yunnan -- renowned for their rich bronze drum culture we engaged six key informants selected for their cultural proficiency and educational involvement. Interviews and documentaries were used to gather first-hand information about the cultural significance of bronze drums, how they were categorized by gender, and how they changed from being passed down orally to being written down formally. Findings highlight bronze drums as invaluable resources for contemporary education, emphasizing their role in cultural preservation and literacy development. This research encourages the utilization of cultural traditions as effective tools for education and heritage preservation, ensuring the continued relevance of Southwest China's unique heritage in a rapidly evolving world.

Chengdu's popular music, with its profound historical and cultural significance, serves as an educational resource at the intersection of music, literacy, and cultural education. This research aims to propose guidelines for the teaching resource of Chengdu popular music for fostering literacy and cultural education. Located in the culturally diverse Sichuan Province, Chengdu boasts a rich tapestry of musical traditions, from folk to hip-hop, making it an ideal research site. Two key informants, experts in folk and hip-hop music, provide valuable insights into Chengdu's musical evolution. Data analysis involves thematic analysis of questionnaires and interviews, offering a comprehensive understanding of the city's music culture. The study reveals Chengdu's historical role as a cultural crossroads and the evolution of its pop music into a distinctive force within China's music landscape. Advocating for the integration of Chengdu popular music into educational curricula, this research emphasizes the need for well-structured teaching resources to capture its cultural authenticity. The benefits of cultural education include fostering diversity appreciation, enhancing cultural understanding, promoting literacy skills, cultivating emotional intelligence, strengthening cultural identity, and inspiring creativity and expression. Chengdu popular music offers a transformative approach to fostering cultural literacy, empowering students to thrive in a globalized world.

Parental involvement in learning, entertainment, emotion, and daily care is crucial to the growth and development of children. Due to the increasing significance of educational attainment in China, parental involvement in child learning is receiving ever-increasing weight and is now the most prevalent of the four aspects. In the wake of the implementation of the Double Reduction Policy, family education has encountered new obstacles, resulting in a shift in parental involvement in education. In the framework of policy execution, the learning involvement of parents of senior students merits special consideration, as they are burdened with the upcoming enrollment in secondary school. The objective of this essay is to describe the current state of parental involvement in learning under the new policy and investigate the causes of existing problems. Also presented are suggestions for enhancing the effectiveness of parental involvement in child study.

Purpose: China recently proposed a series of important policies intended to reform and improve the quality of medical education on the national level. This paper presents the findings of a national survey of China's medical schools conducted to review the development of undergraduate medical education over a five-year period (2013-2018). Design/Approach/Methods: The National Center for Health Professions Education Development implemented the China Medical Education College Survey. Approximately 64% of the targeted medical schools participated in the survey, constituting a representative sample of higher education institutions offering educational programs in clinical medicine in China. Findings: Following new policy orientations, medical schools showed positive developments in terms of the types of medical education programs offered, teaching and assessment methods, medical education resources, participation in accreditation, and quality of incoming students. However, the survey also revealed several worrying trends, including the coexistence of various types of education programs, significant regional differences in educational resources, dominance of traditional teaching and assessment methods, inconsistencies in quality, and an increase in graduates seeking employment in professions outside healthcare. Originality/Value: Findings of the first national survey of China's medical schools show that there is still a long way to go to ensure high quality and efficient medical education on a national level.

International branch campuses (IBCs) are becoming an alternative to domestic higher education institutions. Through interviews with Chinese undergraduates at a British IBC in China, this article examines the choice of a British IBC, using a combined model as the conceptual framework. It finds that the factors both affecting college choice and impacting study abroad influence the choice to study at an IBC, because of the nature of IBCs as foreign presences in the host countries. Academic achievement and supply of resources are necessary but not sufficient conditions for the choice of IBC. Further, students choose IBCs over other universities with similar entry requirements because of their capital and habitus, represented by their socio-economic status. Both students and their parents hope to leverage their accumulated cultural capital to reproduce their cultural capital, or to convert their existing economic capital into cultural capital. Moreover, social capital affects the choice to study at an IBC, and its impacts depend on the volume, strength and quality of the social network. Parents are the most influential persons, impacting the choice of IBC with their capital. Last, institutional characteristics, particularly as a gateway to studying abroad, attract students to study at IBCs.

The involution of family education is a significant issue in China's current basic education and has brought certain heavy burdens and negative impacts to both parents and students. Using the desk research method, this paper describes the manifestations of family capital embeddedness in the process of family education involution, analyzes its causes, and explores countermeasures to address it. The study suggests changing traditional social concepts and regulating the governance of out-of-school educational institutions, balancing the allocation of educational resources among schools, reforming the evaluation mechanism of school education, and enhancing parental cognitive levels and abilities to make rational decisions about education.

As a result of the rapid advancement in information and communication technologies, learning cyberspace has become a channel for teachers to share learning resources. This study explored the influencing factors of learning resource sharing in teacher learning cyberspace. The study sample consisted of 363 high-quality teacher learning cyberspaces that had received platform awards from 2015 to 2019, among which 41% of cyberspace owners were male (N = 149) and 59% were female (N = 214). The number of space-associated friends, space follows, space followers, space messages, resources spread, space visits, community contributions, external rewards, the proportion of original resources and uploaded resources, which were collected by the web crawler technology were taken as measurement dimensions. The results of structural equation model indicated that trust positively correlated with learning resource sharing, while self-efficacy and reciprocity were not significantly related to learning resource sharing. In addition, it was shown that trust affected self-efficacy and reciprocity dramatically. Based on this, the trust level of teachers in learning cyberspace can be improved by adding the function of friend circle, setting up effective incentives, and copyright protection mechanisms to facilitate teachers' learning resource sharing.

"Research Findings": Online Teaching Video Cases (OTVCs) are an increasingly utilized digital learning resource for training pre-service preschool teachers (PPTs). This study employed an integrated framework integrating the Technology Acceptance Model (TAM) and the Expectation Confirmation Model (ECM) to examine the factors that influence PPTs' perceived learning performance and satisfaction, as well as the interactive relationships among these factors. Survey participants (N = 269) were randomly sampled from seven normal universities and colleges in Shandong province (China). A partial least squares structural equation modeling approach was used to test the study's hypotheses. The findings of this study demonstrate that the actual usage of OTVCs significantly affects PPTs' learning performance and subsequent learning satisfaction, which in turn is directly influenced by expectation confirmation and learning performance. "Practice or Policy": As such, this study highlights the potential of OTVCs as an effective digital learning resource for PPTs. The proposed framework combining TAM and ECM can largely explain PPTs' learning satisfaction with OTVCs. Teacher educators are encouraged to provide PPTs with applicable video-based instructional cases to optimize their learning experiences.

With the development of information technology and the internet, preschool education needs more innovative thinking and methods to promote its development. However, current preschool education faces many problems, such as limited resources, uneven educational quality, and difficulty in achieving personalized education, which seriously affect children's physical and mental health and social adaptability. Therefore, this paper selects preschool education innovation in the "internet plus" era as the research object. This paper will use literature review and empirical research methods to analyze problems and explain the theoretical basis; put forward teaching, management, service innovation; and at the same time promote educational system reform, optimize resource allocation, strengthen teacher construction, improve teaching quality and other pre-school education innovation strategies in the "internet plus" era. The research results can provide reference and inspiration for innovation in preschool education.

Aim/Purpose: This study aimed to identify primary school teachers' perceptions of leveraging social media-based microlearning to improve students' English-speaking abilities. Background: The value of social media as an effective educational tool for English language learning has been recognized by educators in higher education in China. However, there is a lack of investigation into primary school teachers' perceptions of using social media to improve English in China, especially English speaking, which has long been a weak component for Chinese EFL learners. Microlearning, as an effective learning approach for training, has been effectively adopted in various fields. Therefore, exploring the Chinese primary school teachers' perceptions of social media-based microlearning to improve students' English-speaking abilities may contribute to innovative learning for EFL speaking. Methodology: This study served as a case study, particularly a single-case design, in investigating how in-service Chinese primary school teachers perceived the role of social media-based microlearning in improving students' speaking skills. Data was gathered through an online qualitative survey and analyzed via Thematic Analysis using NVivo 14. Twenty participants were recruited through convenience sampling from a primary school in Chengdu, Sichuan, in southwest China. Contribution: This study contributed to the awareness of using social media-based technologies to improve Chinese college students' English-speaking abilities by providing the teachers' perspectives. Findings: The analysis yielded several subthemes for the six primary themes, namely Disparities, Affordances, Drawbacks, Challenges, Suitable Content Types, and Helpful Suggestions. Specifically, the affordances of social media-based microlearning included Flexibility in Learning Pace, Accessibility and Convenience, Diverse Learning Resources, and Authentic Language Exposure. Additionally, there are five suitable content types: Multimedia-based Stories and Content, Practical English, Popular Channels, and Learning Skills. The analysis of drawbacks and challenges indicated that the learner-centered design of social mediabased microlearning still needs improvement. Lastly, focusing on the creation of a supportive learning community, several subthemes were listed for Helpful Suggestions. Recommendations for Practitioners: The findings revealed that social media-based microlearning is a promising approach to English-language learning in primary schools. Relevant guidelines, challenges, and suggestions found in this study should also be taken into consideration for effective application. Recommendations for Researchers: For researchers in the field of instructional technology, it is essential to realize that this study primarily focuses on teachers' perspectives in terms of the use of social media-based microlearning for learning, which means that incorporating the viewpoints of students and experts may be necessary for an in-depth needs analysis. Impact on Society: Leveraging social media-based microlearning to enhance students' English-speaking abilities presents advantages and disadvantages. Yet the potential for effective social media-based English learning, if well designed, becomes promising. Future Research: More empirical studies investigating social media-based microlearning modules on students' English speaking should be conducted for future research, along with integrating new technologies or teaching paradigms, such as social mediabased collaborative learning.

This study investigated the effects of interactional, motivational, self-regulatory, and situational factors on university students' online learning outcomes and continuation intentions during the COVID-19 pandemic. Data were collected from 255 students taking a business course at a university in southern China. Hierarchical multiple regression analyses revealed that while family financial hardship caused by COVID-19 was a marginally significant negative predictor of students' learning outcomes, learner-content interaction; instructors' provision of e-resources, course planning, and organisation; and students' intrinsic goal orientation and meta-cognitive self-regulation were significant positive predictors with the latter two sets of predictors mediating the effects of learner-instructor and learner-learner interactions, respectively. Multinominal logistic regression analyses showed that learner-instructor interaction, learner-content interaction, and private learning space were significant positive predictors of students' intentions to continue with online learning, but learner-learner interaction was a significant negative predictor. These findings point to the differential effects of various types of interactional and situational factors on learning outcomes and continuation intentions, and the instructor- and learner-level factors that mediate the effects of learner-instructor and learner-learner interactions on learning outcomes. They contribute to our understandings of emergency online learning and provide implications for facilitating it.

The aim of this study is to identify the most prolific countries in the field of special education and to discuss the widespread impact of their papers by taking into account the country's h-index. Through a bibliometric analysis, the data were collected in the Web of Science Core Collection category "Education, Special" in the Social Science Citation Index during 2011-2020. The 25 most prolific countries in the field of special education were determined in terms of paper productivity, and it was seen that the leading country was undisputedly the USA (54.42%). Meanwhile, a strong positive correlation was found between the h-index and the number of papers published by the countries (r=0.864). On the other hand, when the ranking in terms of the number of papers was reconfigured by the h-index, it was relatively changed. The possible reasons for this change for the countries with the most changing rankings were discussed by considering some definitive criteria such as the journal quartiles, the percentage of international and domestic, and the percentage of open access papers. This study reports a positive correlation between the quality and quantity in the field of special education for the publications of countries. It has been shown that where the positive correlation deviates, then especially, the journal quartiles, the percentage of international collaboration and the percentage of open access papers have a significant effect. The bibliometric findings may be useful to enrich the discussion about the widespread impact of papers and debate whether the use of h-index is acceptable for cross-national comparisons.

Southwest Guizhou Autonomous Prefecture has been at the forefront of developing digital education for China's ethnic minorities. The prefecture uses the Jinzhou Educational Cloud Platform, which is based on improved digital infrastructure, to improve teachers' digital instruction competencies, raise school precision management levels, and promote inter-school collaboration and sharing of high-quality educational resources. In this study, we examined the prefecture's paths to developing internet- and ITenabled minority education and described their successes to provide insight into the deep integration of information technology and education in minority regions.

Work environments are pivotal to teachers' professional development. However, effective instruments assessing teachers' perceived work context are still lacking. The principal aim of the present study was to validate a Work Environments Inventory for Teachers (WEIT) constructed using the Job Demands-Resources (JD-R) model. Two studies were implemented on two independent samples totaling 696 (232 for Study 1 and 464 for Study 2) schoolteachers in Mainland China. Both exploratory and confirmatory factor analyses were employed to cross-validate the WEIT. The external construct validity of the WEIT was estimated through investigating its connection with the Thinking Styles in Teaching Inventory. Findings indicated that the WEIT is an adequate measure to map the characteristics of work environments for schoolteachers. Limitations are discussed and implications for future studies are suggested.

The aim of this study is to advance understading of teachers' and researchers' work, in particular its cultural specificities, from a resource perspective by exploring the issues and challenges faced during the translation of a theoretical framework, the Documentational Approach to Didactics (DAD), from Western (English and French) to East Asian languages (Chinese and Japanese). A basic assumption is that the challenges encountered while translating are driven by the cultural and linguistic differences that exist between the West and East. Adopting the perspective of the "Anthropological Theory of the Didactic" (ATD), we frame the translation work as a transposition process of research praxeology (a model of the researchers' practices and knowledge) from a Western to an Eastern institution. We investigate this process to identify cultural elements at different levels (school, society, civilization, etc.) using the ATD framework. After translating a DAD article into Chinese and Japanese separately, we then worked collaboratively to identify similar or diverse translation issues and investigated their origins. Consequently, the results revealed a considerable difference between the West and East, and ample similarities between China and Japan, especially in terms of the researchers' work and its relationship with the teachers' work.

In tracing two Chinese rural middle school classes for 3 years, this study found the positive impact of adopting the algorithm-based mobile short video platform Douyin on rural adolescents' intrinsic motivation. The application's broad adoption has reshaped the social processes supporting adolescent users' intrinsic motivation and spontaneous pursuit of life possibilities. In the online interaction based on algorithms, the rural adolescents discover and govern themselves during the algorithms-driven exploration and expression; they also conduct informational and emotional reciprocity with an algorithmic collectivity emerging from clustering technologies. In the offline interaction with the living community, the platform-state digital economy agenda has intervened and coordinated the local cultural attitudes towards youth development with an entrepreneurial solutionism. This study adds to the previous less empirically addressed issue of the rising algorithmic short video service and intrinsic motivation, and puts forward an ecological explanation concerning the national policy, platform business, and the user's self-consciousness.

This study explores how blended classroom teaching (the integration of online courses with face-to-face instructions) equalizes educational outcomes across regions. We point out that besides the medium function, ICT can also transmit educational resources across regions, and the resource transmission function facilitates the equalization of educational inequality across regions. Specifically, the model illustrates that blended classroom teaching transmits educational resources and increases the teaching resources in the underdeveloped regions. Thus, the number of high school graduates increases with more human capital from teaching services and less from student endowment; the investigation of 24million high school students in 31 regions in China from 2013 to 2019 reveal substantial differences in the graduation rates between developed regions and underdeveloped regions, but the gap narrows significantly along with the fast increase of network multimedia classrooms; and the regression analyses find the number of high school graduates is significantly positively associated with network multimedia classrooms in underdeveloped regions, and with teachers in senior ranks in developed regions. All the findings are consistent with the model predictions.

The use of increasingly popularized information technology to improve education poverty and then promote the balanced development of education has become the development trend of world education. On the road to poverty alleviation, China has firmly grasped information technology to encourage school reform in areas with scarce educational resources. Among them, "Triple Classroom" was the accurate result of the deep integration of education, teaching, and information technology. Driven by the "Triple Classroom" project, the Shi Shi Middle School in Chengdu, Sichuan Province, built the online open course with the "Shi Shi Xiang Yun (SSXY)" online school as a platform. Thus, they send high-quality educational resources to areas with scarce educational resources and effectively promote education quality improvement in marginal areas.

Comprehensively improving the quality of education in resource-poor areas is an urgent challenge to achieve balanced development of basic education in China. In the process of educational development in resource-lacking areas, information technology has: (1) changed the traditional teaching mode and teaching environment, (2) provided high-quality educational resources, (3) promoted the professional development of teachers, and (4) promoted the overall improvement of education quality. Southwestern Guizhou Prefecture in Guizhou Province, China, has become a typical case in using information technology to promote education quality improvement in areas with scarce educational resources. This article explores educational information technology in the region as an example to discuss how to grasp the regional characteristics and local needs in the layout of information technology, integrate information technology into teaching practice, and steadily improve the overall teaching quality of the region.

In the current climate of pursuing educational equity, the construction of educational community is a worthwhile experiment in achieving equitable development of urban and rural education. Establishing a multi-channel cooperation mechanism between urban and rural schools and giving full play to the existing high-quality educational resources are feasible and efficient ways to reach quality and equity education. Based on the technology of Internet plus satellite live broadcasting and its own resource advantages, No.1 Middle School of Zhengzhou constructed an educational community across time and space, which effectively promotes balanced development of education in the region and has enhanced the overall educational level there.

Owing to the context in which higher education institutions function, models of sustainable leadership have not been applied to this area. Yet China is now the world's second largest economic entity, and higher education plays an integral role in the country's development. In August 2015, China's State Council published the "Overall Plan for Coordinately Advancing the Construction of World First-class Universities and First-class Disciplines." This paper reviews and analyzes research and theories related to effective leadership and sustainable leadership, which is applied in education and higher education institutions, especially in China. The current challenges of double first-class universities in China will be determined. Under this situation, according to two eras of literatures on effective leadership and sustainable leadership in higher education, the author will develop a model of sustainable leadership for leaders in double first-class universities in China.

The purpose of this paper is to highlight the joint effort of the Chinese Government and the educators in reacting to the threat of COVID-19 in China to keep learning continue while schools close. The sources of data in this paper are from the most current reports of the Chinese Government, newspapers, televisions and the latest published journal articles. These reports cover the challenges, the immediate actions of the Government and the stakeholders during the toughest COVID-19 period in China. The paper also includes the Post COVID-19 Plan of the Chinese Government to bring normal learning back after the pandemic. The courageous acts of the Chinese Government and the educators to save Chinese education during the pandemic have significant implications to educational planning worldwide.

Teachers' self-directed professional development (i.e., professional development implemented by teachers on their own) has been considered a useful channel of overcoming external constraints in under-resourced contexts, where external support for teachers may be limited. However, almost no research has focused on how such development could be achieved through open educational resources (OERs), which have been acknowledged for their free and convenient access and for their complementary role in buttressing the instructional content of in-class teaching. In response to this gap, this study adopted a qualitative case study approach that tracked a secondary teacher from an under-resourced vocational school in China and explored the trajectory of her self-directed professional development through OERs. Through qualitative analyses of data sources (e.g., the teacher's reflections, interview responses and field notes on teaching activities), this study reveals that the teacher's OER-based self-directed professional development involved a process of battling diverse factors in and outside the classroom, including her prior expectations of OERs and the vicarious teaching experiences that she gained while implementing self-directed professional development. The teacher gradually constructed her malleable and critical understanding of OERs as crucial resources in sustaining her self-directed professional development. This study concludes that OERs were useful in the process of the teacher's self-directed professional development, despite the complexity of their use.

Purpose: This policy review paper is an analysis of the Double Reduction Policy (DRP) of China that was promulgated in July 2021. It looks into its rationale as well as different stakeholders' early reactions to the policy. Design/methodology/approach: Critical policy analysis (CPA) method was used to identify (1) the artefacts, such as language, objects and acts, that were significant carriers of the DRP; (2) communities of meaning, interpretation, speech and practice that are relevant to the DRP and its implementation; (3) the local discourses relevant to the DRP; and (4) the tension points and their conceptual sources (affective, cognitive and/or moral) by different DRP stakeholders. As per the comparative education field, this paper compares the pre-DRP and post-DRP periods to tease out how the policy affects different stakeholders of education. Findings: The DRP in China could be attributed to diverse factors such as demography, socialist economic and developmental visions and manpower structure. The implementation of the DRP has generated uneven reactions among different stakeholders and geographical regions both in speed and scale. While education stakeholders have no choice but to adopt the policy, they face challenges derived from a sudden halt of private educational resources and subsequent increased duties of parents and schools. Originality/value: The significance of this early policy analysis lies in offering an insight into education development in China by analysing and deliberating the DRP from different perspectives.

The deficiency of educational resources is typically held as one of the major impediments to the educational development of Tibetans in China. Even though the Chinese state has committed to supportive policies and providing resources to the region, the academic performance of Tibetan students remains low. The current study examines how students' family life affects their academic performance in schools. Based on the fieldwork in two Tibetan-serving boarding schools in Northwest China, we found that family absence and family education have a profound impact on Tibetan children's academic learning. Drawing on the sociology of education literature, we analyzed the tri-factors of family socioeconomic status (SES), family structure, and values. Our analysis revealed that even with an increased level of resource input, family factors contributed to Tibetan students' disappointing academic achievement. Our analysis suggested that well-intended educational policies cannot entirely substitute for the disadvantages caused by an absent family.

Differences in socioeconomic status have long been one of the major contributing factors to household educational investment, which is also a key concern in related research. Utilizing Panel Study of Family Dynamics (PSFD) datasets from 2003 to 2004, in this study we examine family investment in children's education in southeast China and Taiwan, two core economic players in east Asia, with mainland China presenting much more social inequality than Taiwan, based on Gini coefficient measures. Our findings reveal that the different levels of parental investment in education are consistent with socioeconomic disparities, which vary significantly both quantitatively and qualitatively among mainland Chinese families from diverse social class backgrounds, but this gap appears to be narrowing among households in Taiwan. Parents' level of education and income, deemed as the main class-based indicators, continue to be the determining factors in how families obtain and construct educational access, resources and opportunities for their offspring.

This paper is designed to explore the current status of Chinese EFL teachers' use of digital resources in doing research and its influential factors. It classifies digital resources into six types aligned to the research process and uses the revised TAM to find out and explain its influential factors. A total of 180 teachers were investigated via the online questionnaire. The results show the Chinese EFL teachers' use of six-type resources is at an intermediate low level. Among them, the type of resources for getting data analysis software is most frequently used; the type of resources for managing literature is least frequently used. However, teachers' intention to use the resources is relatively high. Frequency of doing research, facilitating condition (FC), and perceived ease of use of resources (PEOU) are the direct predictive factors for EFL teachers' actual use of digital resources (AU). Self-efficacy in using resources, ICT skill, and FC are significant direct predictors of PEOU, and they are indirect predictors of AU.

Purpose: Given the less mature homeschooling ecosystem in China, together with the similarity of purpose, the current study examined the lived experiences of curricular choice making in the USA and China and categories of respective families (homeschools), as a way of understanding curricular flexibility. In addressing these features, based on an updated model of curricular flexibility as it applies to homeschooling, the authors examined the aspects of who, what, when, where and how to see if this context offers new light. The authors then consider ways in which the model can be further updated for greater analytical clarity and accuracy. The purpose of this paper is to address these issues. Design/methodology/approach: A descriptive case study was conducted in the Xi'an city of China and the Seattle metropolitan area of the USA. A survey and two rounds of semi-structured interview data were collected from ten homeschooling families in both contexts. Findings: The study found families' adjusted curricula for different motives, as they navigated differing societal contexts, and curricular flexibility in homeschooling contexts was theorized as standardization and structuring strategies and social dimensions, and family preference patterns were identified. Chinese homeschooling families had comparatively less variety of available resources and freedom to homeschools compared to American counterparts, and they operated with the awareness of a standard national curriculum and its social implications. Originality/value: This study elaborates on a little-discussed topic -- the overall curriculum of each homeschool and motives influencing changing curricular choices during the process of homeschooling. And it is the first paper to use the model to explicitly define curricular flexibility in the homeschooling context, thus extending the existing theoretical discussion of curricular flexibility.

In the context of the COVID-19 pandemic, emergency remote teaching (ERT) in vocational colleges has become a point of attention in the academic community. This study adopts qualitative research methods, including content analysis and multiple case studies, to examine the implementation path and encountered problems of ERT in vocational colleges. It examines 326 textual materials and 37 teaching cases related to ERT during a period of home isolation in 89 vocational colleges in Province J, China. The findings revealed that vocational colleges have developed an adaptive path to the construction of ERT spaces, guided by the principles of usability, usefulness, and ease-of-use. The study identified problems related to the construction and implementation of ERT activities. Furthermore, vocational colleges have developed diverse and pragmatic strategies, forming an integrated approach to ERT. This study provides insight on improving the resilience of the higher vocational education system in response to educational crises.

Whether or not offering undergraduate educational technology (EdTech) programs has been discussed in the field of educational technology. Some researchers suggested offering EdTech programs at the undergraduate level. This study answered this question by examining how Chinese undergraduate EdTech students perceived their satisfaction with their programs and what factors affect their satisfaction. We conducted a survey investigation with more than 3000 undergraduate EdTech students from more than 100 Chinese universities that offered bachelor's degrees in EdTech. We performed descriptive and inferential analyses (Multiple Regression Modeling and Multilevel Linear Modeling). The results indicated that (1) the overall undergraduate EdTech students' satisfaction with their programs has much room for improvement; (2) students were generally less satisfied with the resources or facilities that their programs provided and with their employability; (3) students' career goals after the undergraduate study were highly centralized to teaching in K-12 schools or obtaining a higher degree; (4) their satisfaction was affected by multiple factors such as region, universality level (ranking), university funding status, students' academic grades, their willingness to enroll in EdTech programs, and their educational internship experience. Implications are discussed, and suggestions for the program satisfaction improvement are provided.

This qualitative study explored the emotional trajectories students experienced when faced with open educational resources (OER) that expanded the learning available from a required textbook. Data included students' reflections, group discussions, and interviews, along with field notes which were collected in a classroom at a Chinese university in one semester. The study showed that students' initial positive emotions arose from their understanding of their own learning needs. Their positive emotions toward the conjugated use of OER and a textbook fluctuated over the semester but were gradually enhanced through their involvement in classroom practices (e.g., knowledge building and teacher mediation). Through the process, students' positive and negative emotions respectively facilitated and hampered their learning practices; however, negative emotions were not always detrimental--they also facilitated students' learning. Students' emotions gradually stabilized in the direction of being positive, especially in tandem with: (1) achievement of sufficient knowledge gained through OER-based textbook use and teacher-mediated learning; and (2) their augmented confidence in proficiently using the new knowledge to navigate their practices.

This paper reports on the first stage of an international comparative study for the project "'Digital educational architectures: Open learning resources in distributed learning infrastructures--EduArc,'" funded by the German Federal Ministry of Education and Research. This study reviews the situation of digital educational resources (or (O)ER) framed within the digital transformation of ten different Higher Education (HE) systems (Australia, Canada, China, Germany, Japan, South Africa, South Korea, Spain, Turkey and the United States). Following a comparative case study approach, we investigated issues related to the existence of policies, quality assurance mechanisms and measures for the promotion of change in supporting infrastructure development for (O)ER at the national level in HE in the different countries. The results of this mainly documentary research highlight differences and similarities, which are largely due to variations in these countries' political structure organisation. The discussion and conclusion point at the importance of understanding each country's context and culture, in order to understand the differences between them, as well as the challenges they face.

"School's Out, But Class's On", i.e. "suspending classes without stopping learning", specifically refers to China's education and teaching activities during the postponement period during the COVID-19 pandemic prevention and control. This was an emergency measure to prevent and control the pandemic in the field of education in China, and it was also a continuation of school education in this special period. During the pandemic period, how school education should operate has become a topic of social concern. I herein discuss the origin and connotation of the concept of "School's Out, But Class's On", analyze the challenges of "School's Out, But Class's On" to school education, and then put forward measures for schools to respond to "School's Out, But Class's On" and explain the practical significance of "School's Out, But Class's On" for school education.

With the advancement of China's economic and social development and urbanization, the scale of out-of-town migrant workers has been expanding. Following this, migrant worker children's education problem has become increasingly prominent and has gradually become a focus of education research. This paper reviews recent studies on migrant worker children's acceptance of compulsory education, and summarizes its existing education problems, aiming to provide direction and support for further promoting education equity and sustainable development of urban and rural education.

Online education is a hot topic that is widely concerned in various countries today. In the era of mobile internet, countries around the world have made various effective attempts at online education, but online education is more of a supplement to school education, and large-scale normal online education lacks cases. The "School's Out, But Class's On" campaign launched by the Chinese government during the COVID-19 epidemic created a large-scale, normal online education application. We analyzed the background of this large-scale online education, clarify the foundation of large-scale online education, and reveal the impact of the largest online education activities on society and education.

During the COVID-19 epidemic, how to use online education platforms to teach and ensure the effectiveness of home study for students is a topic of concern for many high schools. During the epidemic, Guiyang No.1 Middle School used the information management platform, based on the actual situation of the school, combined multiple resources, and rationally used the online education platform to guide and teach, which effectively guaranteed the implementation of "School's Out, But Class's On" i.e. suspending classes without stopping learning. Based on the practical exploration of Guiyang No.1 Middle School, we explored the strategies of using educational platforms to guide teaching during the epidemic.

"School's Out, But Class's On", i.e. "suspending classes without stopping learning", specifically refers to China's education and teaching activities during the postponement period during the COVID-19 pandemic prevention and control period. This was an emergency measure to prevent and control the pandemic in the field of education in China, and it was also a continuation of school education in this special period. During the pandemic period, how school education should operate has become a topic of social concern. I herein discuss the origin and connotation of the concept of "School's Out, But Class's On", analyze the challenges of "School's Out, But Class's On" to school education, and then put forward measures for schools to respond to "School's Out, But Class's On" and explain the practical significance of "School's Out, But Class's On" for school education.

Many studies have addressed the needs and challenges of international students in their host countries; however, there is relatively less work on the potential contributions these students make to their curricula. This article presents a bibliographic analysis of the academic references (n = 7,273) used by Chinese students to construct their final essays on the theme of education and international development at a leading global university based in the United Kingdom. It examines (1) what knowledge resources are used in their essays; and (2) what the characteristics and patterns of these choices are. When allowed to construct their own essays, Chinese students appear to choose to use a significant proportion of Chinese knowledge resources within English academic essays. This use increases when their lecturers and tutors explain and accept the value of non-English academic resources. This article then discusses the implications of this result for lecturers.

The concepts of Open Educational Resources (OER) and Open Educational Practices (OEP), regarded as two pillars of the broader open education movement, have been evolving since the concept of OER was first coined in the 2012 Paris Declaration. Several research studies have been conducted to investigate the impacts of OER and OEP adoption and implementation in universities. However, most of those studies have focused on western and developed countries, and little information is known about developing countries, especially Asian ones. Particularly, China was one of the first Asian countries to adopt open education and its related strategies following the MIT OpenCourseWare conference in Beijing in 2003. This study conducts a systematic literature review to investigate the current state of the art of OER and OEP in China. The findings show that several governmental, organizational, and institutional initiatives have been launched to facilitate OER adoption in China. They also show that while several OEPs have been implemented, there is still a continuous need to work on these practices and further investigate their impacts on learning outcomes and behaviors, as no current reviewed study has done so. Finally, a generic framework of OER and OEP challenges is presented along with recommendations to further enhance the adoption of OER and OEP in China.

Sustainability has been incorporating multiculturalism in music education (MME) for decades, but the dialogs of MME in China has always focused on school education, neglecting community-based music education. The cultural-political context of this study is in Xijiang, southwest China, where is a Miao-dominated community integrating Miao, Han and other ethnic cultures. This study employed a mixed-method approach with a convergent parallel design that combined a survey with qualitative methods including casual conversation, semi-structured interview, and documentary analysis. Findings revealed that despite the promotion and inheritance of Miao's music are highly valued, and the interest of minority ethnic communities in engaging in music learning and performance remains considerable, the sustainability of multicultural music education in Xijiang is in question. Problems are attributed to inadequate and unequal educational resources, devaluation of state institutes, shortage of teachers, and high illiterate rate. This article contributes to theorizing on sustainability in multicultural music education within a multicultural background in southwest China, by identifying the stakeholders in the education system and drawing on the empirical evidence on the truly needs of communities. The implications of the study include improvements in the development of multicultural music education.

International students' mobility is increasing day by day around the world. As a result, many international postgraduate students enroll in Chinese universities for higher studies and exchange programs every year. The more international postgraduate students enrolled, the more challenges and problems encountered by local universities. This paper uses the questionnaire survey and interview method to explore the problems in cultivating and managing international postgraduates at Chinese universities in Wuhan, China. The study aims to identify the cultivation and management problems and present the corresponding countermeasures through the questionnaire analysis of 553 international postgraduates from the five universities. The study finds the four main problems in the cultivation and management of international postgraduates at local universities are (1) limited English resources and fewer faculty who deliver a lecture in English, (2) insufficient student-supervisor interaction, (3) lack of academic guidance on campus, and (4) inadequate campus facilities. In order to overcome these challenges, universities have to build a sound curriculum system and enhance the internationalization of teachers, increase the academic and social interaction among students and supervisors, arrange seminars and workshops and strengthen the development of language environment products, including four information platforms. The study has implications for the policymakers, professors, and university administrators to cultivate and manage international postgraduates. This research can also be regarded as a reference for the cultivation and education of international postgraduates in other countries.

Corresponding to the party-state's expressed ambition to build a just society, Chinese citizenship education involves educating students for social justice. This paper critically examines the discursive subject of social justice in official citizenship education by analyzing school textbooks and interviewing schoolteachers. It sheds light on the discursive construction of social justice primarily through narratives of justice rather than injustice. Drawing upon the notion that injustice is distinct from and has priority over justice in moral and political philosophy and social theory, this paper argues that the positive discursive construction of social justice enables the party-state to manipulate social consensus and manufacture depoliticized, individualized and authoritarian citizenship. Seeing the lack of opportunity to teach and learn social injustice as epistemic injustice in itself, the paper suggests that education for social justice should be oriented as education against social injustice in China and beyond.

Open Educational Resources (OER) in higher education cannot be put into practice without considering institutional contexts, which differ not only globally but also within the same country. Each institutional context provides educators with opportunities or limitations where Open Educational Practices (OEP) and OER for teaching and learning are involved. As part of a broader research project, and as a follow-up to national perspectives, an international comparison was conducted, based on institutional cases of nine different higher education systems (Australia, Canada, China, Germany, Japan, South Africa, South Korea, Spain, Turkey). Aspects regarding the availability of infrastructure and institutional policies for OER, as well as the existence of measures directed at OER quality assurance and at the promotion of the development and use of OER were covered. The resulting theoretical contribution sheds light on an international comparative view of OER and points towards country-specific trends, as well as differences among institutions. These aspects could provide an impetus for the development of institutional guidelines and measures. In line with international literature on the topic, recommendations are derived to promote/enhance the use of OER in teaching and learning in higher education at the institutional level.

This study investigates how to cultivate high-level innovative relents by the integration of science and education in China from a strategic policy perspective. Specifically, why should scientifically research and education be integrated to cultivate innovative talents has been explored in this study. Theoretical analysis of the integration of scientific research and education to cultivate innovative talents has been offered, systematically. New challenges of the integration of scientific research and education to cultivate innovative talents include the historical issues of the dual-track development of scientific research and education system; institutional issues of the separation of research and education systems; resource problem of lacking complement between scientific research and educational resources and positioning problem of insufficient coordination between scientific research and educational input. In addition, suggestions on the strategic pathway of integrating scientific research and education to cultivate innovative talents have been examined in the last part.

A survey was conducted of 7,111 primary and secondary school teachers nationwide using an online questionnaire during the COVID-19 epidemic. The results show that national and provincial online education resources and platforms have played a leading role during the COVID-19 epidemic, but it is difficult for existing resources to meet actual needs. Online teaching modes are diverse, but the participation of primary and secondary school teachers in online educational research is seriously inadequate. There have been evaluations of online teaching, but the evaluation method and teacher participation rate do not give cause for optimism. Online teaching has achieved clear results, but the problems and difficulties that it faces should not be ignored. Given this, this article proposes some countermeasures, such as building up online education resources, adopting multiple online teaching evaluation methods, and establishing online teaching incentives and compensation mechanisms. [Translation by Desmond Cheung.]