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    Building a Leading Country in Education
  • Building a Leading Country in Education
    The Contemporary Significance and Pathway to Advancement for Building an Original Philosophy and Social Science Textbook System with Chinese Characteristics
    TAN Fangzheng; WANG Youfu
    2025, 41(9): 1-8. https://doi.org/10.16298/j.cnki.1004-3667.2025.09.01
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    The development of an original philosophy and social science textbook system with Chinese characteristics is an inevitable requirement for accelerating the construction of high-quality textbook and high-quality education systems, is an era demand for achieving a systematic leap from a large country to a leading country in education. The proposal of original philosophy and social science textbooks and textbook system with Chinese characteristics is underpinned by contemporary, historical, and practical logic. Accentuating “Chinese characteristics” is the defining feature of the new era philosophy and social science textbook system. Highlighting originality is a hallmark of high-level philosophy and social science textbooks in the new era. The essence of original philosophy and social science textbooks with Chinese characteristics is distinguished innovative textbooks characterized primarily by independent and original innovation. To achieve a systematic leap towards an original philosophy and social science textbook system with Chinese characteristics in the new era, it is necessary to grasp the overall direction of ideological leadership, practice orientation, innovation drive, and systems integration.
    • Teacher Education
  • Teacher Education
    Theoretical Logic and Policy Pathways for Establishing a Teacher Education System with Chinese Characteristics
    LI Tingzhou1; ZHANG Nian1; GU Mingyuan2
    2025, 41(9): 9-15,24. https://doi.org/10.16298/j.cnki.1004-3667.2025.09.02
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    In the global transition of teacher education toward professionalization, China has developed a distinctive model with notable achievements, yet still faces key challenges: unclear positioning of training institutions, a relative decline in teachers’ academic standards, and uneven teacher distribution. Research indicates international consensus on the strategic importance of teacher education. A correlation exists between the status of the teaching profession and that of normal universities. Institutional level outweighs institutional type in importance, and normal universities remain irreplaceable within China’s system. Cultivating high-quality teachers at scale while ensuring equitable distribution remains a worldwide challenge, yet it is central to China’s teacher education approach. This feasibility stems from active state intervention under CPC leadership, which combines national strategic guidance with efficient market-based resource allocation. To strengthen the system, China should promote participation of “Double First-Class” construction universities in teacher education, maintain and enhance normal universities, expand targeted support programs, increase directed enrollment in teacher training, and improve teacher status and compensation to boost the profession’s appeal.
  • Teacher Education
    The Employment System for University Teachers: Conceptual Analysis, Evolutionary Logic, and Value Restoration
    ZHOU Wei1; HU Yongmei1,2
    2025, 41(9): 16-24. https://doi.org/10.16298/j.cnki.1004-3667.2025.09.03
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    Promoting the reform of faculty employment systems in Chinese universities is not only an essential institutional requirement for the connotation-based development of higher education, but also an imperative in building a modern university system. This paper analyzes the academic and professional attributes of university faculty, clarifying the conceptual foundations of faculty employment systems and emphasizing the central role of tenure. Tracing the development of China’s university faculty employment system through four stages—incubation, initiation, promotion, and development—the study draws on theories of new institutionalism, academic career lifecycle, motivation, and stakeholder engagement to explain the logic behind the evolution and implementation of these systems. It also identifies a trend of value distortion in current practices, driven by excessive emphasis on instrumental rationality and performance metrics. To restore the normative values of China’s faculty employment system, the paper proposes a multifaceted strategy: upholding the threefold goals of identification, motivation, and safeguard; improving five interrelated subsystems—position structuring, recruitment, evaluation, incentives, and exit mechanisms; defining three institutional standards—contract duration, ranks, and recruitment boundaries; and clearing two governance pathways—democratization and legal safeguards.
  • Teacher Education
    The Empowering Role of Part-Time Industry-Based Faculty in Breakthrough Innovation: Impacts and Mechanisms
    JIANG Shunteng; BAI Yuxin; LIU Huiqin
    2025, 41(9): 25-33,58. https://doi.org/10.16298/j.cnki.1004-3667.2025.09.04
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    Part-time industry-based faculty represent a pivotal force for deepening industry-education integration and fostering breakthrough innovation. This study employs Natural Language Processing to measure breakthrough innovation, using a sample of listed companies to investigate the impact and underlying mechanisms of appointing such faculty. The findings reveal that part-time industry-based faculty have a significant and positive influence on breakthrough innovation. This effect is mediated through three channels: enhancing the depth of industry-university-research collaboration, strengthening a firm’s technological R&D orientation, and improving talent attraction. Furthermore, the relationship is positively moderated by the availability of university-industry cooperation resources and a firm’s organizational absorptive capacity. The promotional effect is more pronounced in firms located in central and western regions of China and in state-owned enterprises. The study suggests leveraging the bridging role of these faculty members to build a holistic breakthrough innovation system, while implementing differentiated strategies tailored to regional endowments and firm characteristics to promote coordinated innovation.
    • Higher Engineering Education
  • Higher Engineering Education
    Cultivating Innovative Engineering Talents: Drivers, Models, and Pathways
    ZHENG Lina1; WU Ruilin2
    2025, 41(9): 34-41. https://doi.org/10.16298/j.cnki.1004-3667.2025.09.05
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    Cultivating innovative engineering talents through interdisciplinary approaches represents a critical initiative for universities to optimize disciplinary structures and pedagogical models responding to technological innovation trends. This study conducts a comparative analysis of interdisciplinary engineering programs at four universities, including Purdue University. Findings reveal that driven by environmental, institutional, and student needs, programs develop dual pathways combining predetermined specializations with student-designed concentrations. They construct a curriculum grounded in the principle of sustainability and built around cutting-edge interdisciplinary courses and capstone projects, implement faculty development through departmental or cross-school collaboration, and achieve governance via advising services, committees, and stakeholder institutions. The study proposes that China's Emerging Engineering Education (NEEE) initiative should promote sustainable interdisciplinary development based on emerging technologies and reshape learning boundaries through holistic engineering perspectives.
  • Higher Engineering Education
    “Balancing Theory and Practice” or “Prioritizing Theory over Practice”: The Impact of Teaching Paradigms on the Professional Competence of Engineering Professional Degree Postgraduates
    WANG Yan
    2025, 41(9): 42-49. https://doi.org/10.16298/j.cnki.1004-3667.2025.09.06
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    Clarifying whether China’s professional engineering postgraduate education currently faces the dilemma of “emphasizing theory while neglecting practice” is critical to ensuring the quality of talent enhancement. Based on a survey of 3 436 professional engineering postgraduate students nationwide, the findings reveal that both traditional and experiential teaching paradigms significantly promote the development of theoretical knowledge and practical skills in engineering, with experiential teaching showing greater effectiveness. Moreover, professional identity plays a mediating role in this process, while the effectiveness of intelligent teaching is insignificant. However, for engineering doctoral students, intelligent teaching enhances their engineering theoretical knowledge, whereas traditional and experiential teaching show no significant effects. In addition, industry-oriented courses strengthen the effectiveness of both experiential and intelligent teaching. Accordingly, it is necessary to reinforce the application of intelligent teaching in engineering education, optimize the alignment of traditional and experiential teaching in doctoral training, and promote the synergistic integration of experiential teaching, intelligent teaching, and industry-oriented curricula.
    • Research and Exploration
  • Research and Exploration
    The “Double Thousand” Plan for Universities: Realistic Motivation, Key Features and Implementation Path
    KE Jingqiu; SHI Weiping
    2025, 41(9): 50-58. https://doi.org/10.16298/j.cnki.1004-3667.2025.09.07
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    The “Double Thousand” Plan is the latest measure to solve the contradiction between the supply and demand structure of college students’ employment and encourage universities to swiftly meet economic and industrial needs. To reduce misconceptions and blind actions in practice, it is necessary to first clarify the objective and practical reasons: Firstly, the dual-edged nature of technology and the rapid evolution of professions exacerbate the skills gap among graduates; Secondly, Mode 4 of knowledge production continues to promote the cultivation of interdisciplinary professionals in universities; Thirdly, open education technology has opened up new avenues for personalized lifelong learning. The interpretation of the connotation of the “Double Thousand” Plan can be traced back to the essence of the curriculum, which has four key characteristics: cutting-edge applicability in direction, cross flexibility in organization, technological integration in implementation, and employment linkage in evaluation. In this regard, universities can conceive and implement a path from four dimensions: planning a closed-loop top-level design of “direction-planning-management-monitoring”, developing a project-based or situational module curriculum system, establishing a collaborative teaching and evaluation mechanism for industry education integration, and using digital technology to empower and strengthen teaching resource investment.
  • Research and Exploration
    The Wound of Inquiry: Underlying Concerns and Responses of Inquiry-Oriented Teaching in Higher Education in the Age of Artificial Intelligence
    GUO Yifan; LI Wenye
    2025, 41(9): 59-66. https://doi.org/10.16298/j.cnki.1004-3667.2025.09.08
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    Inquiry-based teaching is an important means of teaching reform in Chinese universities. The integration of artificial intelligence brings both opportunities and controversies to inquiry-based teaching. The inquiry nature of such teaching is manifested in: the depth of knowledge based on profound knowledge, the problem-oriented approach driven by sustainable advancing questions, and the inquiry process organized in a way similar to scientific research. However, in the era of artificial intelligence, there is a hidden concern of “wound of inquiry”, which is specifically manifested as the shallowness of advanced knowledge learning, the lack of effective problem traction, and the loss of significance in the inquiry process. The cause lies in the invasion of technological culture. The accelerated culture of technology has encroached upon the space for quiet reflection. The pursuit of visibility has created new obstacles to the intellectual freedom. The dominance of technological discourse has severed the connection between research and teaching. Therefore, it is necessary to rationally situate artificial intelligence in research-based teaching, reinforce the foundational purpose of research-based teaching in the era of artificial intelligence, and rebuild research-based teaching based on the inherent requirements of research. Only by fully leveraging the practical wisdom, creativity, and judgment of both teachers and students in the face of technology can high-quality inquiry-based teaching be truly achieved.
    • Education Rule of Law
  • Education Rule of Law
    Review and Remodeling: Dual Dilemmas and Improvement Pathways of the Training Model for Foreign-Related Legal Talents in Chinese Universities
    TANG Lulu
    2025, 41(9): 67-75. https://doi.org/10.16298/j.cnki.1004-3667.2025.09.09
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    Although the cultivation of foreign-related legal talents in Chinese universities has undergone more than 20 years of exploration driven by policies, there are still practical difficulties in the face of the complex environment of international rule system reconstruction and intensified institutional competition in emerging fields, such as insufficient talent supply and a disconnect between professional abilities and strategic needs. This exposes the prominent contradiction that classical training models are difficult to adapt to the practice of foreign-related legal systems in the new era. An empirical study was conducted on the training mode of foreign-related legal talents using 28 designated universities by the Ministry of Education as samples, and it was found that there is a dual dilemma of structural imbalance and Operational Deviation in the current training of foreign-related legal talents. In this context, we should take strategic orientation as the core, establish a hierarchical training system, build a pyramid shaped talent supply mechanism, implement industry demand feedback and regional tactical adaptation strategies, and achieve fundamental improvement in the quality and efficiency of foreign-related legal talent training through the establishment of a full cycle dynamic evaluation system, strengthening the construction of foreign-related teaching staff and the ecological reform path of talent export transformation mechanism.
  • Education Rule of Law
    The Construction of the Connection Between Academic Review and External Relief
    JIN LongJun1,2; QIN Yalan1
    2025, 41(9): 76-82,108. https://doi.org/10.16298/j.cnki.1004-3667.2025.09.10
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    Article 40 of the Degree Law establishes an academic review system, while Article 41 stipulates the selection of relief modes for degree review, internal appeals, and requests for relevant authorities to handle them. This formulation has resulted in a disconnect and inconsistency between internal and external relief. Based on historical interpretation, the connection between degree review and external remedies has not been fully clarified from the draft of the Degree Law for soliciting opinions to the draft of the Degree Law and then, resulting in a contradiction between internal and external remedies. This is precisely due to the conflict between the subjective intention of legislation and the objective system. Based on the system interpretation, academic review is defined as final outcome within the school, but there are difficulties in the acceptance subject, behavior type, and institutional function of degree administrative review. Therefore, “degree review appeal” can be developed as the main channel mechanism for review relief and equipped with judicial review. At the same time, a three-level relief linkage system consisting of academic relief, appeal relief, and external relief should be constructed at the levels of organizational law, appeal mechanism, and due process.
    • Vocational Education
  • Vocational Education
    Study on the Configuration Path of the Attractiveness of Vocational Undergraduate Universities: An fsQCA Analysis Based on Organizational Ecology Theory
    GUAN Jing; XU Yufei; LIN Xiaolin
    2025, 41(9): 83-90. https://doi.org/10.16298/j.cnki.1004-3667.2025.09.11
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    The development of vocational education at the undergraduate level is a significant institutional reform in China’s vocational education system. The attractiveness of vocational undergraduate universities is not only a key factor in achieving the reform objectives but also an important indicator for evaluating its effectiveness. Based on organizational ecology theory, this study applies the fuzzy-set qualitative comparative analysis to examine 50 vocational undergraduate universities, and identifies 4 configuration paths that enhance institutional attractiveness: the school self-enhancement type under low competition, the policy-driven type based on strong organizational capacity, the location-enabled type led by advantageous programs, and the synergistic type of organizational capacity and resource endowment. Institutional type is a necessary condition for attractiveness, while program offerings and organizational capacity are key contributing factors. A compensatory relationship is observed among location advantages, policy support, and competition from other universities. Enhancing the attractiveness of vocational undergraduate universities requires optimizing their spatial distribution and strengthening the development of pilot schools.
  • Vocational Education
    The Technical Logic of Talent Training Orientation at All Levels of Vocational Education System: An Analysis Based on the Brian Arthur’s Theory of the Nature of Technology
    CHEN Liye1; XU Guoqing2
    2025, 41(9): 91-99. https://doi.org/10.16298/j.cnki.1004-3667.2025.09.12
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    The unclear talent training positioning of vocational education system hinders its connotation development. Based on Arthur’s Theory of the Nature of Technology, a theoretical framework is built to analyze the technical realization process of occupational goals, clarifying the stratified correspondence among vocational technology, activities, personnel and education. Specifically, secondary vocational education trains operators of individual technology; higher vocational college education trains its improvement personnel; vocational undergraduate education trains the users of domains; master’s vocational education trains its planners; doctoral vocational education trains its improvement personnel. Thus, it’s necessary to consolidate the status of secondary vocational education, clarify the boundary of higher vocational college education, establish the knowledge system of vocational undergraduate education, and explore the practical path of vocational graduate education.
  • Vocational Education
    Research on the Impact of Public Education Financial Investment on the Starting Salary of Vocational College Graduates
    YAN Siyu1; YUE Changjun1; HUANG Hongqi2
    2025, 41(9): 100-108. https://doi.org/10.16298/j.cnki.1004-3667.2025.09.13
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    Higher vocational education holds a significant position in China’s educational system, and the high-quality technical and skilled talents it cultivates contribute to economic and social development. Based on data from the Chinese College Graduate Employment Survey (CCGES) and the Statistical Data of Education Funding from 2009 to 2019, this study finds that public education financial investment can significantly enhance the starting salary of vocational college graduates. This conclusion remains valid even after addressing endogeneity by constructing an instrumental variable based on the per-student funding system in vocational colleges established in 2014. The mechanism behind this impact lies in the fact that public education financial investment enriches institutional resources, improves the education quality, and facilitates better major-job congruence for graduates. The increase in public education financial investment particularly benefits graduates from low-economic-capital families and has a more pronounced effect in schools located in financially constrained regions of western and central China. The findings of this study highlight the effectiveness and equity of public education financial investment, as well as its positive implications for promoting high-quality employment.