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The consideration of students' emotional and psychological health is crucial to facilitate effective teaching and grading practices. This study set out to shed light on the interplay between self-esteem (S-E), cognitive-emotion regulation (CER), academic enjoyment (AE), and language success (LS) in artificial intelligence (AI)-supported online language learning. To this end, the foreign language learning self-esteem scale, the Cognitive Emotion Control Questionnaire, the foreign language enjoyment scale, and a researcher-made test were distributed to 389 English as a foreign language learners in China. Screening the data with confirmatory factor analysis and structural equation modeling, the effects of S-E, CER, AE, and LS were identified and quantified. These results highlighted the important function that online courses assisted by AI perform in enhancing students' CER and AE. This implied that students who have cultivated a robust sense of self-efficacy are adept at effectively regulating their cognitive and affective processes in AI-supported language learning. Possible improvements in language education are discussed, as are the study's broader implications.

The transformative impact of advancements in educational technology, particularly those powered by artificial intelligence (AI), on the landscape of education and the teaching profession has been substantial. This study explores the repercussions of AI-powered technologies on teachers' autonomous behavior, digital burnout, and professional development. The study involved a cohort of 320 high school teachers in China segregated into control and experimental groups. The experimental group received instructions on AI-integrated applications and how they might be used in education. However, the teachers assigned to the control group did not receive information on the use of AI educational applications. Three distinct questionnaires probing autonomous behaviors, digital burnout, and online professional development were administered, and the ensuing data were analyzed using independent sample t-tests. The findings elucidate a discernible positive impact of AI-integrated technology intervention on teachers' professional development and autonomous behaviors. The incorporation of AI-enhanced tools facilitated an augmentation in teachers' professional growth and bolstered their independent and self-directed instructional practices. Notably, using AI-integrated technology significantly reduced teachers' susceptibility to digital burnout, signifying a potential alleviation of stressors associated with technology- mediated teaching. This research provides valuable insights into the multifaceted effects of AI-powered technologies on educators, shedding light on enhancing professional competencies and mitigating digital burnout. The implications extend beyond the confines of this study, resonating with the broader discourse on leveraging technology to augment the teaching profession and optimize the learning environment.

This article aims at exploring the correlation of student' perceived parental expectations, academic self-efficacy and academic engagement based on the expectancy value theory. Specifically, this study innovatively integrated the parental expectations, academic self-efficacy and academic engagement from students' perspectives into one model and explored the relationships between them. This study adopted quantitative questionnaire survey, including three instruments. This study adopted the Living up to Parental Expectation Inventory, Academic Self-Efficacy Scale, and The Utrecht Work Engagement Scale for Students to assess students' perceived parental expectations, academic self-efficacy, and academic engagement. Quantitative data was analyzed by descriptive statistical technique and referential statistical technique. Results showed that there is a moderate significant positive correlation between student's perceived parental expectations and academic engagement, and similarly, there is a moderate significant positive correlation between academic self-efficacy and academic engagement. The results of hypothesis testing found that hypothesis on the direct significant effects of students' perceived parental expectations on academic engagement has been rejected, indicating the mediation effects of academic self-efficacy.

This study, which is quasi-experimental in nature, looks into how language learners' willingness to communicate and engagement in English as a foreign language (EFL) classrooms are affected by Duolingo. The control and experimental groups comprised two complete classes with forty EFL students. To compare learner engagement and communication willingness scores before and after treatment, the study used independent samples t-tests. The results demonstrated the groups' initial homogeneity by showing no discernible differences prior to the intervention. The results confirmed the effects on learner engagement, which showed significant gains in affective, cognitive, and behavioral domains, indicating Duolingo's beneficial impact on engagement in general. Furthermore, the significant effect sizes observed confirmed Duolingo's contribution to improved language attitudes, engagement, and communicative confidence. Compared to the control group, the experimental group's willingness to speak, read, write, comprehend, and communicate generally improved in a manner that was statistically significant. The significant effect sizes demonstrate how well Duolingo works to improve different aspects of willingness to share. The study emphasizes the pedagogical tool's adaptability and encourages teachers to integrate Duolingo for a comprehensive and technologically enhanced language learning experience. Practical implications arise for EFL teachers who use online learning resources.

Artificial intelligence (AI) has undergone considerable advancement in the contemporary period and represents an emerging technology in higher education. Cultural contexts significantly shape individuals' perceptions, attitudes, and behaviors, particularly in the realm of technology acceptance. By adopting a cross-cultural lens, this research explores the potential variations across Chinese and international students from diverse countries in terms of attitudes and their behavioral intentions toward AI use. With a technology acceptance model (TAM) framework, the research used a survey approach, employing questionnaires as the primary means of data collection. The data were then analyzed through structural equation modeling and descriptive statistics. A substantial discrepancy was found in the prevalence, attitudes, and behavioral intentions toward AI use between Chinese and international students. Findings further revealed a stronger effect of perceived ease of use on both attitudes and behavioral intentions among international students compared with their Chinese counterparts. Findings suggest that cultural backgrounds and prior technological exposure play intricate roles in shaping perceptions of AI technology. The study emphasizes the need for tailored educational strategies to regulate diverse cultural perspectives, provide language-specific support, and ensure user-friendly interfaces. These insights contribute to the evolving discourse on technology acceptance in higher education and offer practical implications for educators and institutions toward optimizing AI integration in pedagogical practices.

Th? cr?ativity and g?n?ral cognitiv? d?v?lopm?nt of stud?nts ar? gr?atly aid?d by music ?ducation. In China, th? gov?rnm?nt has tak?n action to nationaliz? th? curriculum in r?cognition of th? valu? of music ?ducation and to ?nsur? that childr?n across th? country r?c?iv? consist?nt, ?xc?ll?nt music training. This study aim?d to ?xamin? th? impact of stud?nt motivation on acad?mic achi?v?m?nt. Furth?rmor?, it ?xplor?d th? m?diating rol? of stud?nt motivation and th? mod?rating rol? of saxophon? t?aching m?thods. Th? study includ?s a sampl? of 375 coll?g? stud?nts in China and us?s a quantitativ? cross-s?ctional d?sign. Th? acc?ptanc? and int?gration of culturally appropriat? music curricula, t?aching strat?gi?s, and ?ducational r?sourc?s ar? r?f?rr?d to as nationalizing music ?ducation. Und?rstanding th? ?ff?cts of nationalization on stud?nts' l?arning r?sults r?quir?s a thorough und?rstanding of stud?nt motivation and acad?mic succ?ss in th? music classroom. Th? principal data coll?ction tool for this study is a surv?y qu?stionnair? that ?xamin?s th? nationalization of music ?ducation, saxophon? t?aching t?chniqu?s, stud?nt motivation, and acad?mic accomplishm?nt. Th? gath?r?d data ar? ?xamin?d using statistical t?chniqu?s lik? PLS-S?M and mod?ration analysis. Th? r?sults of th? study d?monstrat?d a dir?ct and favorabl? r?lationship b?tw??n music ?ducation and acad?mic p?rformanc?. Furth?rmor?, it was discov?r?d that stud?nts' motivation play?d a m?diating rol? in this association, indicating that incr?as?d l?v?ls of motivation amplifi?d th? b?n?ficial influ?nc? of music ?ducation on acad?mic achi?v?m?nts. Mor?ov?r, it was not?d that t?aching mod?s play a mod?rating influ?nc?, wh?r? th? us? of ?xp?rim?ntal t?aching m?thods amplifi?s th? impact of music ?ducation on acad?mic accomplishm?nt, ?sp?cially in practical and cr?ativ? ar?as. This r?s?arch ?nhanc?s th? curr?nt und?rstanding by pr?s?nting ?mpirical ?vid?nc? of th? compl?x conn?ction b?tw??n music ?ducation, stud?nts' motivation, and t?aching m?thods.

The objective of this study was to ascertain the efficacy of music therapy in alleviating anxiety among university students. This is achieved by employing the theory of planned behaviour. A survey comprising 350 participants was disseminated to evaluate their subjective norms, perceived behavioural control, attitudes, intentions to engage, and actual involvement in music therapy, as well as their degrees of anxiety. The information gathered was examined using structural equation modelling. The findings validated that favorable attitudes, robust subjective standards, and elevated perceived behavioral control fostered students' inclination to engage in music therapy. In addition, it is unsurprising that students who intended to participate ultimately followed through and carried out the task. The structural equation modelling analysis ultimately demonstrated that engaging in these sessions significantly decreased students' levels of anxiety. While effective in the examined context, the research acknowledges geographic and demographic limitations, suggesting the need for broader investigations. This study adds to the growing evidence supporting the integration of music therapy into mental health services, particularly for university students facing academic stressors.

Few existing research examines the relationship between transformational leadership and professional learning communities. This study aims to explore the relationship between transformational leadership and professional learning community components from the perspective of teachers in the Chinese context. A total of 385 primary school teachers participated in the questionnaire survey. This quantitative study used the 12-item Multifactor Leadership Questionnaire and the16-item PLC scale. The structural equation model showed a good fit. The results showed that transformational leadership had a significant positive effect on professional learning community. Moreover, it has a significant impact on all four components of PLC, namely, organizational learning, shared responsibility, reflective dialogue, de-privatized practice. Transformational leadership conflicts with Chinese Confucian culture on some core features, which provides valuable cases for research on the applicability of transformational leadership in different contexts. At the same time, it also provides empirical evidence for the study of the relationship between transformational leadership and professional learning communities.

Recognizing the roles that English vocabulary, social interaction, academic performance, and learning motivation play in language learning can be useful in chiefly enhancing EFL language acquisition. This research explores the challenges that the pre-college EFL students encounter while expanding their word learning knowledge, communicating in the social setting, academically performing, and maintaining learning motivation. To address these challenges, the study explores how a collaborative mobile learning approach can be used to address the challenges and improve language learning for pre-college EFL students. A total of 326 students participated in the study. Data were collected by using a self-developed survey questionnaire with predefined questions to avoid inconsistency in responses. Using the PLS-SEM approach on the collected data, the study identified several significant relationships among the accepted collaborative mobile learning approach, social interaction, motivation to learn English, and the outcome knowledge of new English vocabulary. However, the experiment established that motivation to learn predicted the relationship between mobile collaborative learning and increases in effective vocabulary scores in English as well as academic performance. These significant findings show the essence of creating a spirit of collaboration and a learning environment that focuses on mobile learning, students, and their motivation for effective learning of EFL language goals among pre-college students. As such, this study has important implications for teaching and learning processes in general and valuable implications for the teaching and learning of EFL in particular, offering practical suggestions as to how the educational process could be improved for learners, educators, educational administrations, and policymakers.

This study investigates the relationship between academic procrastination, self-control, time management, and academic self-efficacy among vocational college students. Grounded in self-control theory, the study utilized convenience sampling to conduct an online survey of 994 students from vocational colleges in Henan Province, China. Descriptive analysis, correlation analysis, and hierarchical regression analysis were performed on the data using SPSS. The data revealed that self-control has a negative and significant impact on academic procrastination; time management plays a partial mediating role between self-control and academic procrastination; academic self-efficacy can play a partial mediating role between self-control and academic procrastination; time management and academic self-efficacy play a chain mediating role between self-control and academic procrastination.

Modern society is complex and ever-changing. To adapt to this situation, the level of education must be continuously enhanced, and college students who are about to enter society are the group that needs the most attention. As a creative and effective teaching organizational form and teaching strategy, the cooperative learning method plays an important role in education and teaching. This article research aims to achieve the following two goals: (1) Compare students' learning abilities after the cooperative learning method and traditional teaching method. (2) Compare students' core competencies after the cooperative learning method and traditional teaching method. The participants in this study were students studying physics at Guangxi Normal University for Nationalities in China. It includes a control group consisting of 30 students and an experimental group consisting of 30 students. The research tool used a Likert scale question, and the data were analyzed using normal distribution and standard deviation. The research results show that students' learning ability and core competencies after the cooperative learning method are better than traditional teaching method (P<0.01).

Purpose: The purpose of this study is to investigate the effects of instructional methods based on Constructivist theory and cooperative learning on first-grade students' mathematical learning achievement and social awareness. Method: A natural sample of 30 children aged 6-7 years old was cluster-randomized into an experimental group. Mathematical Learning Achievement Tests and Social Awareness Assessment Scale were used to assess mathematical learning achievement and social awareness before and after 15 sessions of instruction based on Constructivist theory and cooperative learning. Results: 1) After a certain period of learning or training, the experimental group showed improvement in Mathematical Learning Achievement (M=20.6, SD=1.40). Compared to the pretest, there was a significant improvement in students' performance in the posttest (t (29) = 12.51, p < 0.05). 2) After a certain period of learning or training, the experimental group showed improvement in Social Awareness (M=16.5, SD=1.14). Compared to the pretest, there was a significant improvement in students' performance in the posttest (t (29) = 17.88, p < 0.05). Conclusion: The instructional methods based on Constructivist theory and cooperative learning can enhance first-grade students' mathematical learning achievement and social awareness.

Purpose: This study provides an overview of the changes and developments of the sociology of education in China as it enters the new era as well as its future outlook. Design/Approach/Methods: This study combed and analyzed research in the field of the sociology of education in China during the period from 2012 to 2022 on three issues--educational fairness, rural education, and educational reform--to clarify the field's research characteristics and trends. Findings: In the new era, scholarship on the sociology of education has shifted to focus on achieving high-quality education, modernization, and digitization as new avenues for promoting educational fairness, rural education, and educational reform. As a result, research on the sociology of education in China has employed broader perspectives, adopted a more reflexive approach toward research objects, and embraced more humanistic values. Originality/Value: This study compiles research on the sociology of education in China in the new era and identifies that the field is moving toward a highly integrative approach. The findings provide useful references for learning and understanding the sociology of education in China.

Purpose: This study investigates the role of the engineering education environment created by the implementation of the "Plan for Educating and Training Outstanding Engineers" (PETOE) on the professional capability development of engineering students from the perspective of students' experience. Design/Approach/Methods: This study uses data from the National Engineering Student Survey and multiple regression analysis to explore the role of institutional resources and support, teaching reforms, and interpersonal interaction on the professional development of engineering students. Findings: The opportunities for on-campus practical activities provided by the institution, content of the teachers' teaching, teaching methods, comprehensive coursework assessment, and interpersonal interactions contributed to the development of students' engineering competencies, with limited contributions from research-based teaching methods. Internship opportunities and international exchange environments were negatively associated with the development of engineering skills in an "unexpected" manner. Originality/Value: Focusing on students' experiences of engineering education reform, this study comprehensively evaluates the implementation of there form measures adopted under PETOE. Furthermore, it assesses how corresponding changes in the general educational environment relate to students' professional capability development. Thus, this study addresses an important research gap in educational reform--the lack of domestic empirical studies in China.

Purpose: This article examines the use of English medium instruction (EMI) for teaching Japanese as a foreign language (JFL) by non-native speakers with a focus on multilingual classrooms. It also explores teachers' positive and negative beliefs about using EMI in classroom settings for JFL instruction. Methods and procedure: 274 non-native Japanese language teachers from around the world (57 countries) voluntarily participated in a survey, answering a questionnaire on Google Forms and Jotform. Both qualitative and quantitative methods were employed. The research instrument was piloted before the main study and was found to be effective and adequate to elicit the desired data. The research questions aimed to identify whether there were any relationships between the use of EMI and the multilingual classroom. Findings: The results showed a clear correlation between the extensive use of EMI and the multilingual character of JFL classrooms. Translanguaging turned out to be a common practice adopted by non-native Japanese teachers regardless of the primary language of instruction. The article concludes that EMI can be a valuable tool for JFL instruction in multilingual classrooms. Based on the investigation of the teachers' beliefs, the results showed a changing positive attitude towards English employed in JFL classrooms. Implications for research and practice: The findings can be used to further investigate EMI in JFL instructional practices in multilingual classrooms, improve the quality of JFL instruction and facilitate the integration of multilingual education into foreign language teaching. Future research can explore the effectiveness of EMI in different JFL contexts and investigate the impact of EMI on students' language learning outcomes.

Psychological crisis intervention is a critical aspect of mental health education. A case study is present on the psychological crisis resulting from academic pressure among graduate students and the use of the Satir model is proposed for crisis intervention. Additionally, there are recommended to strengthen life and frustration education for graduate students, emphasize the importance of training graduate tutors in mental health knowledge and skills, assist graduate students in improving their mental resilience, and enhance their interpersonal skills.

The preservation and transmission of cultural knowledge about bronze drums in Donglan County, Guangxi, China, is crucial for protecting a valuable cultural heritage that has been passed down through generations. In Guangxi, Guizhou, and Yunnan, several ethnic groups, such as the Zhuang, Buyi, Miao, and others, still include bronze drums in their cultural practices. These drums function as visible connections to ancient customs and are actively conserved through on-site visits and recordings of performances. Donglan County in Guangxi is crucial to this effort, as it has been officially designated as a national-level zone for the protection of both cultural and ecological resources starting in 2023. This project emphasizes the dedication to protecting intangible cultural resources, with cooperation between communities and educational institutions guaranteeing the transfer of this cultural knowledge to future generations through education. The clear differentiation between male and female bronze drums, as well as their specific acoustic characteristics, contributes to the cultural wealth of this heritage. This is preserved through cultural events and educational programs, ensuring its lasting importance for future generations.

Purpose: This study re-examines the relationship between "jiao" (lit. teaching) and "xue" (lit. learning)-- the foundational education concepts in the traditional Chinese cultural context--to enlighten our contemporary understandings of education and educational research. Design/Approach/Methods: This study first lays its foundation on an etymological investigation. It then integrates two mutually connected approaches--"the classics" and "the self" as method--to present a comprehensive analysis. Finally, it critically reviews the methodology used in this study. Findings: The interdependency of "xue" and "jiao" has an etymological foundation, supported by canonical doctrines and verified by individualized experiences. The interpretation of "xue" as "xiao" (to imitate) describes the origin and process of education in which the junior imitated and followed the elder, while the extended interpretation of "xue" as "jue" (to awaken) stresses the effects and functions of education. In the classical Chinese context, greater significance was placed on "xue"--the keyword concurrently connoting the meaning of "teaching" and "learning" in the modern sense. It is misleading to narrowly render the originally meaningful word group "xuexi" as "learning" in modern English. Originality/Value: This study consults sources in multiple languages and integrates both "the classics" and "the self" as method. Based on this, the etymological investigation, canonical analysis, and experiential reflection are collated to provide a rich and deep discussion. By focusing on the core characteristics and the concepts they imply, this study also touches on the key characteristics of the hieroglyphic system and the unique way of thinking it represents.

Purpose: This study uses data from the 2019 China Institute for Educational Finance Research Household Survey to investigate expenditure on children's education in China. Design/Approach/Methods: Using descriptive and regression analysis, this study analyzes the level and structure of household expenditure on children's education, the associated disparities, and household financial burden. Findings: The average household expenditure on regular full-time education nationwide was RMB 8,139 per child, accounting for 10.8% of total household expenditure. On average, 24.4% and 15.5% of elementary and high school students participated in out-of-school subject- and interest-oriented tutoring in AY 2018-2019, respectively. On an average, it costs a household approximately RMB 233,000 to educate a child from preschool to the undergraduate level. The total investments in regular full-time education nationwide were estimated to be RMB 6.2 billion--6.87% of the national Gross Domestic product. Moreover, based on an overview of various statistics on school funding, this study found that several years of public investments in compulsory education and rural schools have significantly reduced the disparities in school funding among income groups. Originality/Value: This research is the first report giving a comprehensive picture of household expenditures on education nationwide in China. It provides empirical evidence for exploring policy tools to realize the balanced development of education.

Teachers' discourse is instrumental in facilitating the emergence of students' scientific discourse. Many studies have shown that teachers' cognitive demand levels and discursive moves are the main factors in eliciting students' scientific discourse, but few focus on whole-class (non-grouped) teaching settings. This research explored the correlation between teachers' discourse strategies (the cognitive demand of questions and discursive moves) and students' scientific discourse quality in whole-class teaching without intervention. Applying the chi-square test, correspondence analysis, and content analysis, the study revealed the correlation structure between teachers' discourse strategies and students' scientific discourse quality. The teachers' lower (remembering and understanding) cognitive demand questions, primarily elicited students' low-quality (everyday discourse and elementary) scientific discourse responses. High (analyzing and creating) cognitive demand questions, primarily elicited students' high-quality (moderate and advanced) scientific discourse responses. The teachers' discursive moves also elicited students' high-quality scientific discourse, particularly following the teacher's high cognitive demand questions. High-control discursive moves (e.g., "providing opinion") elicited students' moderate scientific discourse responses, and low-control discursive moves ("allocation and organization") elicited students' moderate and advanced scientific discourse responses. Based on these findings, suggestions were made for science teachers.

Purpose: ChatGPT is a generative artificial intelligence (AI) technology that can solve multiple complex tasks. ChatGPT-4 can facilitate educational empowerment in China through technology to understand and generate Chinese text. Although ChatGPT's benefits have been widely discussed, its educational capabilities have not been systematically assessed. This study provides evidence of and insights into the educational applications of AI tools in China. Design/Approach/Methods: This study uses various tests to systematically assess the latest iteration of the AI chatbot ChatGPT-4, including the Watson-Glaser Critical Thinking Appraisal (WGCTA), Five Core Competencies Questionnaire, and written test of China's 2022 National Teacher Certificate Examination (NTCE). Findings: The WGCTA results suggest that ChatGPT requires strong critical thinking. Compared with the other four competencies, the tool showed a lower aptitude for creativity. Regarding its educational applications, ChatGPT performed well on the 2022 NTCE written test. As technology enhances, ChatGPT and similar AI tools have potential applications in China for lesson planning, student self-learning, classroom interaction, and checking assignments. Originality/Value: This study systematically tested ChatGPT at a logical level and assessed its core competencies and educational applications. The study innovatively used 2022 NTCE data to test ChatGPT, with results providing support for the application of generative AI in future curricula and instruction in China.

A central objective of science education is to foster a profound comprehension of fundamental scientific principles among students. Research has shown that a highly integrated knowledge structure is a key factor in achieving a deep understanding. This research has developed a friction force conceptual framework to model students' different understandings of friction force from a knowledge integration perspective. Utilizing the established conceptual framework, this study devised and implemented an evaluation of friction force among a cohort of 598 grade-10 students in China. The assessment outcomes were then analyzed quantitatively and qualitatively. The results show that the conceptual framework model effectively represents the knowledge structures of students at different levels of knowledge integration, and the students' understanding of friction force can be divided into three levels: novice, intermediate, and expert. Furthermore, emphasizing the passivity of friction force can help students gain a deeper understanding of the concept of friction force, thereby forming a more comprehensive knowledge structure. This study provides an effective strategy for students to progress from novices to experts.

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.

Pedagogical Content Knowledge (PCK) is crucial for effective teaching, but it is a complex and implicit knowledge, especially in chemistry education. Therefore, this study explores the use of the LBCD (Learning by Collaborative Design) model to support PCK development among pre-service chemistry teachers. This study adopted a one-group pretest-posttest experimental design, conducting the intervention with 210 participants. After data collection, the study first conducted exploratory and confirmatory factor analyses on the pre-and post-test data, confirming the good reliability and validity of the designed chemistry PCK questionnaire. Additionally, paired sample t-tests were used to measure pre-service teachers' PCK development in dimensions of CTO, KOA, KOC, KOL, and KOS. Furthermore, unstructured interviews helped to further clarify the participants' views of the effectiveness of the LBCD curriculum. The results showed that the developed chemistry PCK questionnaire and the LBCD model had a significant statistical impact on the PCK elements development among pre-service teachers, although the development of these elements was not balanced. Finally, the study provides suggestions for the measurement of PCK elements, as well as chemistry teacher education, such as applying the LBCD model to different teacher groups and testing PCK element models using the methods of this study.

Purpose: Accounts for failures of merit pay in educational settings were stagnated by the "political obstruction hypothesis," which blamed teacher unions for impeding the merit pay schemes from proper function. It required stronger evidence from both public and private schools to refute this hypothesis. Design/Approach/Methods: Accountability typology was conceptualized to uncover the power relations underpinning merit pay schemes, and teachers' motivational status was described from the perspective of Self-Determination Theory (SDT) to analyze the corresponding consequences. One public school and three private schools were purposefully sampled, and data included principal interviews, teacher interviews, school documents, and relevant policy documents. Findings: Our findings suggested an opposite conclusion to the "political obstruction hypothesis" that the more dependent on market, the more intense the conflict between external accountabilities and the nature of teaching. Thus, we supported the "nature of teaching hypothesis" that merit pay was inapplicable in educational settings due to the inherent contradictions between market accountability and professional accountability. Originality/Value: Policymakers and school administrators had been misled by the neoliberal initiative of borrowing merit pay into educational settings to promote the quality of teaching. Our findings provided strong evidence to refute this hypothesis and to restore the appreciation of professional autonomy.

This essay explores the integration of generative artificial intelligence (GenAI) into pre-service teacher education amidst contemporary debates on technology in education. It highlights the cautious stance taken by educational authorities, such as the Alberta Teachers' Association, which advises against involving students directly with AI tools. The discussion contrasts this cautionary position with global trends, noting advanced AI curricula in countries like China and Japan. Emphasizing the necessity for hands-on GenAI training for pre-service teachers, the essay advocates equipping future educators with the skills and knowledge to effectively incorporate AI into their practice. It calls for engaging students as partners in learning and rethinking traditional notions of plagiarism in a postplagiarism world where AI co-creation becomes common.

Comprehensive practice education is an integral part of the basic education curriculum, aiming to train students to connect textbook knowledge with real-world life through hands-on manipulations and in-person experiences in off-campus settings. In response to the challenges arising in the current enactment of the comprehensive practice curriculum in Chinese county-level schools, the Tianfu New District Educational Science Institute of China's Sichuan Province developed the "cloud-based study tour" model to leverage local cultural and social resources to advance comprehensive practice education. Strategies, such as digital empowerment and curriculum development partnerships, were adopted. This article focuses on expounding on the positive roles of the "cloud-based study tour" in supporting regionally balanced, high-quality practical education by fully utilizing digital technologies and partnerships in curriculum development.

This study examines the effort of one higher education college in China to see how it secures external funding resources to enhance its educational programs. The college is known for its success in getting external funding in addition to public revenue appropriations. The researchers took a case study approach by first reviewing the current literature to find out what has been done by other universities worldwide to secure external funding. Data in this study were retrieved by reviewing relevant documents in the college files. Additionally, five college administrators were interviewed to solicit their experiences in seeking external funding for the college. The findings of this study disclosed that the college administrators and staff have contributed tremendous effort to secure external resources to help achieve the college goals. The findings were also discussed relating to the current literature and the implications for educational planning.

In the existing literature, scholars have proposed various indices to measure the lexical richness (LR) of English as a foreign language (EFL) writing. However, there are currently issues of redundant indices and inconsistent usage. Attempting to address the research question of which indices are the most sensitive and effective ones to distinguish between different grade levels of Chinese university students' EFL writing, this study aims to put forward a refined and concise model of indices that can truthfully reflect LR in EFL writing. A total of 180 compositions were selected from a Chinese EFL learner corpus: "Spoken and written English corpus of Chinese learners." Scores of 28 LR indices of these compositions were computed using the software "Lexical Complexity Analyzer," "MATTR," and "Coh-Metrix." One-way ANOVA or Welch's ANOVA, depending on the variable's homogeneity of variances, was conducted for each index. Two criteria were applied to determine which index of a measure should be included in the refined model: whether the difference of an index is significant among different grade levels and the effect size of ANOVA. Based on the quantitative results of ANOVAs and qualitative human judgment based on literature, six indices of the six LR measures were included in the refined model: lexical density, lexical sophistication-I, verb sophistication-II, number of different words-expected sequence 50, corrected TTR, and squared verb variation-I. This refined model addresses the issues of redundancy and inconsistency in previous studies, providing a more accurate and efficient tool for assessing LR in EFL writing.

This study investigates the role of speaking the Jing language in the contemporary context of China's active engagement with Vietnam. Based on the fieldwork conducted in Dongxing Guangxi in January 2024, the study shows that the Jing language plays an important role in both maintaining the cultural heritage as pride and empowering the educational and employment trajectories as profit. More importantly, the capacity of speaking the Jing language can contribute to the social and medical communication between China and Vietnam. This can be manifested in terms of cultural communication with Vietnam and medical treatment for Vietnamese migrants. However, speaking the Jing language as pride is not always consistent with speaking the Jing language as profit. The internal differentiation within Vietnamese varieties may cause communication barriers for Jing speakers. The limited development of the Jing language also creates another layer of communication challenges for Jing people engaging in professional practices. How to mobilize the Jing language to facilitate the bilateral communication between China and Vietnam deserves our attention for future studies. The study has enriched the scope of the studies on language planning and policy in the borderlands. The study can shed lights on implementing language policy in China's border provinces and provide practical implications to facilitate the political and economic communication between China and other neighbouring countries for border prosperity and border stability.

This study applies the hermeneutical phenomenological approach, guided by Critical Race Theory, to explicate a nuanced understanding of the way Chinese international students' racial identity shapes the challenges that they faced during the pandemic and their experience of academic institutions' support during this time. The current study highlights the pervasive anti-Asian racism that directly and indirectly contributed to Chinese international students' negative experiences studying in Canada during the pandemic. The findings also highlight the lack of support from academic institutions, despite the rising anti-Asian racism faced by this group of students. Furthermore, this study calls attention to the consideration of race in developing support programs for racialized international students. Recommendations for universities to better support international students (Chinese or otherwise) are developed.

The large-scale online teaching amid the pandemic triggered increasing concern over online teaching management and quality assurance. Take the theory of Total Quality Management (TQM) as guidance, a Chinese higher education institution (CHEI) built a multi-level, multi-link, and multi-dimensional teaching quality monitoring system (Online Teaching Quality Assurance Measures) with full participation, whole process, and all-round development by innovating teaching quality management and monitoring mechanism, aiming to ensure the continuous improvement of talent training quality to realize the sustainable development of application-oriented undergraduate universities with quality improvement as the core. The effectiveness of online teaching quality was demonstrated through the Questionnaire of Student Evaluation of Online Teaching Faculty and students' academic performance (GPA) before and after the implementation of Online Teaching Quality Assurance Measures, guided by the principles of Total Quality Management theory. The results indicated that Online Teaching Quality Assurance Measures have a series of positive effects on online teaching in CHEI, and systematically guide online instructors as evidenced by outstanding ratings and feedback in course evaluations and students' academic performance. This study also revealed that CHEI's online teaching is facing some challenges, especially in the effort to promote learning interaction and teaching cooperation. The study underscored the importance of continuous improvement and provided some interventions in enhancing online educational practices, aligning with TQM principles. The findings are expected to make an important contribution to the field of online teaching quality management in higher education.

The objectives of this article were: 1) to investigate the components and indicators of Technology Leadership of Teachers in Public Art Education Management in Nanning; 2) to examine the current conditions, desired conditions, and the necessity for developing Technology Leadership of Teachers in Public Art Education Management in Nanning; and 3) to explore guidelines for fostering Technology Leadership of Teachers in Public Art Education Management in Nanning, Guangxi. The research sample comprised 7 participants. The study was divided into three steps: Step 1 involved examining the components and indicators, with qualified individuals evaluating their suitability. Step 2 entailed investigating the current situation using a multi-stage sampling method, with a sample group of 263 individuals. Step 3 focused on exploring guidelines for developing technology leadership among teachers, utilizing data from 6 individuals. Research tools included questionnaires, interviews, and assessments. Statistical analysis methods such as mean, standard deviation, and the analysis of necessary conditions (PNI modified) were employed for data interpretation. The research findings revealed that: 1) the components and indicators of technology leadership among teachers in educational management comprised 4 components and 40 indicators, namely: Technological vision with 10 indicators, Technological competence with 10 indicators, Technology professional development with 10 indicators, and Technology integration with 10 indicators, rated as highly appropriate overall. 2) The necessary requirements for developing technology leadership among teachers in educational management suggested the need for development across all components. 3) The guidelines for fostering technology leadership among teachers in educational management encompassed a total of 13 development strategies. The assessment of these strategies indicated a high level of appropriateness and feasibility.

Developing effective oral business English (OBE) curricula requires clearly understanding student needs. This study evaluated the speaking needs of Chinese English as a Foreign Language (EFL) undergraduates majoring in business English for specific purposes (ESP), aiming to inform the design of a teaching module that bridges the gap between current speaking abilities and the escalating demand for advanced communication skills in business contexts. A needs analysis questionnaire, reflecting the first phase of the ADDIE model (analysis, design, development, implementation, evaluation), was administered to 398 randomly selected participants using a quantitative, cross-sectional survey design. Results revealed that while students struggle with speaking errors and lack communication confidence, they favor interactive activities such as presentations, discussions, and role-plays. Concerns about current OBE pedagogy and materials highlight a need for more collaborative learning and teacher support. Statistical analysis using independent-samples t-test and one-way ANOVA showed no significant differences in speaking needs based on gender, age, years of English study, or English proficiency. However, a significant difference was reported between fourth-year and third-year students. This study offers some insights for developing more effective interventions to address the specific needs of Chinese business English undergraduates in Chinese ESP education.

Research on young English language learners has been gaining popularity in recent years, but to this day remains underdeveloped. The present study aimed to add to this body of research by exploring the effects of visual arts activities implemented via comprehension and compared to more commonly used flashcard activities implemented via comprehension-based instruction on young English language learners' vocabulary acquisition and retention. The study specifically focused on very young learners who do not have access to the English language outside of the classroom. This study employed a withinsubjects counterbalanced design with young English language learners (N = 47) with a mean age of three years and eight months. The results provided evidence that both instruction types are highly effective in the productive and receptive learning of vocabulary among young English language learners. Furthermore, the positive effects of visual arts activities implemented via comprehension-based instruction on vocabulary retention were found to be significantly higher than those of the production-based instruction.

Adopting a sequential mixed-methods approach, the current inquiry examined English major students' perceptions of the role of teacher confirmation and teacher credibility in enhancing their academic engagement in the Chinese context. In doing so, through WeChat messenger, three scales were provided to 1168 English major students chosen from different English as a foreign language (EFL) classes. For the sake of triangulation, 40 participants were invited to take part in interview sessions as well. The inspection of the correlations between the constructs indicated a strong association between student academic engagement and teacher confirmation as well as a close connection between student academic engagement and teacher credibility. This showed that the academic engagement of Chinese EFL students is tied to these teacher interpersonal behaviors. The contribution of teacher confirmation and credibility to Chinese EFL students' academic engagement was also examined using path analysis, which demonstrated that Chinese EFL students' academic engagement was predicted by teacher credibility and confirmation. Additionally, the interview outcomes proved the integral role of these two communication behaviors in increasing Chinese students' engagement. Findings may have some noteworthy implications for teacher educators and language instructors.

This study investigates the role of Yu Shuxi in the transmission and preservation of Pingdiao Sanxianshu, an intangible cultural heritage, within the context of literacy and education. By analyzing the cultural significance and pedagogical practices of Yu Shuxi's artistry, the research explores the impact of traditional folk arts on literacy development and cultural identity formation. Utilizing qualitative methods, including interviews with key informants and field observations in Baofeng County, Henan Province, the study captures the intricate relationship between individual biographies and broader educational practices. Data analysis reveals how Yu Shuxi's life story and teachings in Pingdiao Sanxianshu contribute to cultural preservation and literacy skills among learners, emphasizing the need for integration of traditional arts in modern education. The results indicate the potential of such arts to enhance critical thinking, linguistic abilities, and cultural literacy. Consequently, the research suggests collaborative measures across educational institutions, governmental policies, and community efforts to ensure the viability and relevance of traditional folk arts like Pingdiao Sanxianshu in contemporary society, maintaining their legacy for future generations.

Chinese Gu Shi Ci art songs are a genre that combines ancient Chinese poetry with music, reflecting profound emotional depth and cultural ethos. The primary objective is to investigate the integration of vocal techniques and musical literacy in the performance of Chinese Gu Shi Ci art songs. The study conducted at Nanchang University and the China Conservatory of Music involved interviews and observations with five key informants: professors, vocal coaches, professional singers, music educators, and opera performers. Data analysis included transcribing interviews, coding for recurring themes, and cross-referencing observational data. The findings reveal that precise vocal techniques, such as breath control and tone modulation, and a deep understanding of the poems' contexts significantly enhance performance authenticity and emotional resonance. The study underscores the need for an integrated curriculum in music education that combines technical skills with cultural and literary education. It suggests incorporating historical context modules, technical workshops, interdisciplinary approaches, performance analysis, and practical opportunities to foster a comprehensive understanding of Gu Shi Ci art songs. This approach can deepen students' appreciation and ensure the rich cultural heritage of these songs continues to resonate with contemporary audiences.

Chinese traditional calligraphy is an important part of Chinese culture, with rich cultural value, historical value, artistic value and educational value. Traditional calligraphy art has shown new characteristics in the current era. This research objectives are: 1) to study the historical development and cultural value of Chinese calligraphy; 2) to analyze the current situation and issues of Chinese calligraphy; 3) to identify the way in which inheritance and literacy of Chinese calligraphy art can be protected. This research adopts qualitative methods, collecting field data through literature document, surveys, interviews, observations, and group discussions. Our results summarize the multiple eras through which the historical development of Chinese calligraphy took place. Our study focused on the content and artistic styles of Chinese calligraphy, categorizing its development into four periods; namely (i) Primitive Society to 2070 BC, which is characterized by pictographic writing and primitive symbols, (ii) 2070 BC to 221 BC, the period of formation of written characters and invention of the writing brush and ink, (iii) 221 BC to 589 AD, characterized by the standardization of Xiaozhuan and the invention of papermaking, and (iv) 589 AD to 1905 AD characterized by development and refinement of the five script styles influenced by the imperial examination system. Our results also depict the current situation and problems of Chinese calligraphy and the problems it faces. Finally, the results also show the multiple ways in which Chinese calligraphy could be preserved. As an excellent cultural heritage, traditional Chinese calligraphy art will shine with new light in modern society.

The Dong Pipa, a traditional Chinese musical instrument, is a significant element of the Dong ethnic group's cultural heritage. The objective is to investigate the historical development of the Dong Pipa, a traditional Chinese musical instrument, in literacy functions and educational occasions. The research was conducted in Liping, Congjiang, and Rongjiang counties in Guizhou Province, Tongdao County in Hunan Province, and Sanjiang in the Guangxi Zhuang Autonomous Region. Two key informants and four casual informants, including national transmitters and experts in Dong Pipa music, were interviewed, and data were gathered through fieldwork, interviews, and observations. The analysis focused on the integration of the Dong Pipa into educational settings and its role in fostering cultural literacy. The results indicate that the Dong Pipa has played a dynamic role both historically and in contemporary times, contributing significantly to cultural transmission and education. The study suggests that incorporating traditional instruments like the Dong Pipa into modern educational practices can enhance cultural literacy and support preservation efforts.

The Xu Gongning Bianzhong, an ancient musical instrument dating back to the Western Zhou Dynasty, embodies China's rich cultural heritage. This study investigates the literacy transmission and development of Xu Gongning Bianzhong in Chinese universities, aiming to understand its preservation and development in traditional Chinese music education. Utilizing qualitative interviews, archival research, and thematic analysis, the research focuses on the School of Music at Pingdingshan University in Henan Province, China, as the research site. A total of 18 informants, including experts in Bianzhong reproduction and performance, students, and teachers, provide insights into the transmission process. Data analysis reveals structured classroom teaching, curriculum integration, and student experiences shaping Bianzhong's literacy. Results highlight historical findings, innovative teaching methods, and positive student feedback, emphasizing the instrument's cultural significance and educational impact. The study suggests a continued emphasis on immersive teaching practices, interdisciplinary collaboration, and cultural preservation efforts within higher education settings.

The Chinese Luoyang Quju Opera holds significant cultural importance in Henan Province. Despite its historical richness, this art form confronts challenges amidst modernization and evolving entertainment preferences. This study investigates literacy strategies for preserving and contemporaneously developing the Chinese Luoyang Quju Opera. The research in Luoyang engages performers, educators, and scholars through qualitative methods, such as interviews, field observations, and archival research. The findings underscore the necessity for systematic documentation, scientific preservation techniques, educational integration, governmental backing, and digital platform utilization to sustain this opera. Emphasizing a comprehensive approach to cultural conservation, blending traditional and contemporary methodologies to captivate new generations, the study recommends digital experience centers, social media outreach, curriculum inclusion, community initiatives, and cultural tourism programs. These strategies aim to uphold the enduring legacy of Luoyang Quju Opera in contemporary society.

Qi Lin Lantern Dance is a traditional Chinese cultural practice involving elaborate lantern displays and dance performances. The objective is to investigate the strategies used for literacy preservation of the Qi Lin Lantern Dance in Chinese schools. The study was conducted in Chinese schools, incorporating formal and informal interviews, observations, and focus group discussions. Four key informants, including cultural experts and educators, provided insights into the cultural and educational aspects of the Qi Lin Lantern Dance. Data analysis involved thematic coding and triangulation of multiple data sources. The research results indicate a positive correlation between Qi Lin Lantern Dance preservation and enhanced literacy skills among students, emphasizing the role of cultural engagement in educational practices. Suggestions include integrating cultural practices into school curricula, promoting cultural awareness, and fostering cultural sustainability by preserving intangible cultural heritage.

Bayu folk songs, rooted in the cultural heritage of the Chongqing, Guizhou, and Hunan regions in China, embody the essence of local identity and tradition. This study aimed to investigate the musical form and performance techniques of Bayu folk songs, offering insights into preserving and transmitting cultural heritage within educational contexts. Through interviews and observations conducted with 14 key informants from diverse backgrounds, including inheritors, local villagers, cultural center leaders, and relevant experts, the research examines the cultural preservation, musical diversity, and transmission challenges of Bayu folk songs within educational settings. The study's results are based on a thematic analysis of qualitative data collected through structured interviews and observation forms. These findings show how vital Bayu folk songs are for building community identity, keeping culture alive, and passing it down from generation to generation. The research underscores the importance of developing standardized guidelines, increasing access to educational resources, and fostering collaboration between academic institutions and cultural stakeholders to promote the preservation and transmission of Bayu cultural heritage within educational settings.

In this study, we investigated (i) the history, development, and current situation of Dong brocade in the Dong Autonomous County of Passage, Hunan Province, China, from the perspective of the historical development of the Dong ethnic group and (ii) the traditional re-invention of Dong brocade weaving techniques and the re-creation of the traditional educational literacy in the perspective of the intangible cultural heritage protection. This study is qualitative, mainly using the concepts of traditional re-invention and educational literacy, adopting two methods of data collection, namely, documentary research and field survey, and presenting them in the form of descriptive analysis. The results of the study show that the Dong people in China have a long history, and Dong brocade is a product of the social life and ecological environment of the local Dong people. With the development of the times and under different social demands, Dong brocade has been recreated in terms of the production process, raw materials, product types, and traditional education, and the literacy of Dong brocade has also been "recreated." This study explores how to promote the traditional re-creation of Dong brocade from the perspective of intangible cultural heritage protection and how to realize the educational literacy of Dong brocade in various ways with the support of the government, enterprises, and universities. This is of great value to the theoretical study of the living heritage of Dong Brocade and the Chinese government's promotion of the protection and development of minority cultures.

The objective of this study is to develop literacy engagement in Chinese students with varying language proficiencies through teacher-written corrective feedback. Drawing on Bandura's social cognitive theory and Boekaerts and Corno's self-regulation theory, the research aims to understand how corrective feedback influences literacy engagement and language proficiency. The study employs a qualitative analysis of student responses and reflective journals with quantitative measures of language proficiency and engagement metrics. The research site includes Chinese university classrooms with both low-proficiency (LP) and high-proficiency (HP) students. Key informants are LP and HP students who receive teacher-written corrective feedback. Data analysis involves thematic coding of student responses and statistical analysis of language proficiency scores and engagement levels. Results show that LP students initially display passive engagement but improve with targeted feedback, while HP students demonstrate active engagement and advanced literacy skills. The study suggests tailored pedagogical strategies for LP students and challenges for HP students to enhance literacy engagement and language proficiency.

This study delves into the intricate tapestry of Jiarong Tibetan embroidery, exploring its historical development, cultural significance, and educational implications in heritage preservation and sustainable practices. The primary objective of this study was to investigate the historical development and literacy of Jiarong Tibetan Embroidery in education. Conducted in Xiaojin County, known for its cultural significance in Tibetan embroidery, the research employed a multidimensional approach, including a literature review, interviews with key informants such as cultural experts and artisans, and thematic analysis of data collected through surveys, observations, and focus-group discussions. The research uncovered profound insights into the origins of Jiarong Tibetan embroidery, its cultural symbolism, educational pedagogy, market dynamics, and strategies for sustainable development. Based on these findings, the study suggests collaborative efforts among stakeholders to integrate heritage education, promote cultural literacy, and preserve traditional crafts like Jiarong Tibetan embroidery in the face of modern challenges.

Southern Shaanxi, rich in folk song culture, faces significant challenges in preserving its musical heritage due to rapid modernization, technological advancements, and social changes. The primary objective is to investigate the educational literacy development and transmission processes of Chinese folk songs in Southern Shaanxi under contemporary status. The research site encompasses cities like Hanzhong and Ankang, with seven key informants, including folk song practitioners, educators, cultural experts, students, and community members, provided insights through interviews, observations, and document analysis. Thematic analysis was employed to identify patterns and themes related to educational literacy development, transmission processes, and cultural influences. The results indicate that integrating folk songs into educational curricula enhances language acquisition, critical thinking, emotional expression, and cognitive skills while revealing challenges such as the loss of traditional environments, the complexity of singing techniques, and economic constraints. The study suggests embracing technological innovations, fostering community involvement, and implementing supportive policies to sustain the transmission of Chinese folk songs and promote cultural literacy among younger generations.

The Dong Grand Songs, renowned for their polyphonic choral arrangements, are a vital cultural heritage of the Dong ethnic group. This study investigates the contemporary educational approaches to the literacy and development of the Dong Grand Songs in Guangxi, China. Employing a qualitative design, the research includes fieldwork, in-depth interviews, participant observation, and document analysis. Key informants comprise school administrators, teachers, song teachers, cultural inheritors, students, and community members. The findings reveal that integrating Dong Grand Song courses into primary and secondary school curricula, with support from song teachers and cultural inheritors, effectively enhances musical literacy and preserves this tradition. However, challenges such as youth migration, modern entertainment influences, and the aging population of song masters threaten the continuity of this cultural heritage. The study suggests comprehensive approaches, including economic support for rural areas, increased public awareness, and sustainable cultural programs, are necessary to address these challenges. This research provides valuable insights for policymakers, educators, and cultural practitioners on preserving intangible cultural heritage and promoting musical literacy through education.

As China's economy and culture become increasingly globalized and open to exchange, students' aesthetic views have revealed potential danger signals during the evolution of civilization, sometimes manifesting as deliberate neglect and challenge to righteous culture. This study focuses on the issues faced by contemporary aesthetic education for students, particularly the oversight by teachers during lesson preparation in identifying learning materials that are both engaging for students and have experiential educational value. Based on the immersive learning characteristics of intuitive experiential education, the study employs an exploratory case study method, utilizing the industrial heritage cultural landscape of Fanshan Town in Anhui, China, as a tool and resource for students' aesthetic education. It constructs a knowledge system of alum culture landscape aesthetic literacy, grounded in the thought of "Harmony between Man and Nature", centered on the elements of contemporary students' aesthetic literacy. The findings indicate that the cultural landscape of the alum industrial heritage situates the construction of the aesthetic literacy knowledge system within a broader and more credible temporal and spatial context. This provides high-quality learning materials for the experiential teaching process, helping students draw lessons from historical reflection and enrich their aesthetic cultural literacy.