The integration of science and education is to place the two systems of scientific research and education in a symbiotic and interdependent development field, and work together to promote talent cultivation and practical activities. As an important intersection of education and scientific research, the cultivation of top-notch innovative talents can achieve synergistic effects in improving the quality of talent cultivation by strengthening their deep integration, and produce significant results beyond simple superposition. The cultivation of top-notch innovative talents needs to follow the laws of education and the development and growth of students’ physical and mental health, break down the barriers between different stages of primary, secondary, and tertiary education, effectively connect higher education and basic education, achieve differentiated cultivation, reasonable extension, and effective connection at different levels of students, and build a systematic and long-term integrated mechanism for the cultivation of top-notch innovative talents in primary, secondary, and tertiary education. The cultivation of top-notch innovative talents should not only break through the existing conventional mode of talent cultivation, but also respect the laws of educational development and talent growth, and carry out targeted and specialized training.

Since the founding of the People’s Republic of China, the governance of higher education has roughly gone through three paths: direct government management (1949-1997), partial empowerment management (1998-2011), and exploration of collaborative governance (2012 present). Entering the era of artificial intelligence, the existing governance paths of higher education in China have shown signs of difficulty. Currently, there are still realistic dilemmas such as a weak sense of government boundaries, low social participation, higher education reform’s habit of self-referential institutional logic, the need for further clarification of role positioning, and lagging construction of governance rules and methods. In view of this, it is proposed to embed the “technological governance path” into the existing higher education governance mechanism, enabling higher education governance to move from “hierarchically fragmented and segmentary division” to “integrated operation based on digital space”, from “reactive governance” to “predictive governance”, and from “fuzzy decision-making based on experience” to “precise decision-making driven by data”. At the same time, to avoid adverse effects of artificial intelligence empowerment on higher education governance, it is suggested to establish a higher education governance concept that emphasizes both technology and humanity, build a governance foundation that takes into account both materiality and normativity, and implement a governance model that combines openness and security.

Intensive counseling activities, centered around one-on-one conversation between undergraduates college counselors, serve as an innovative approach for assisting high-achieving low-income undergraduates’adaptation college life, eliminating potential inequality in educational process and outcome. Focusing on intensive counseling activities within the “Yanyuan Qihang Program” of the Student Financial Aid Center at Peking University, this paper investigates the impact of these activities on the development of high-achieving low-income undergraduates, as well as the role of counselors. Based on self-authorship theory and learning partnership model, quantitative analysis finds that intensive counseling significantly enhances students’general and professional abilities. Qualitative analysis reveals that “seeing”, “empathizing”, and “giving a man a fish and teaching him how to fish” are the three major strategies for counselors in conducting intensive counseling. During the intensive counseling process, counselors have transformed from supervisors and managers to companions and supporters, and students have transformed from “dependence” to “autonomy”. Universities shall enhance their external support system for intensive counseling, in order to maximize the impact of non-financial support for high-achieving low-income undergraduates.

Using qualitative research methods and policy instruments theory, this study analyzed valid responses of 4432 college students to the open-ended question “Suggestions on Promoting the All-round Development of Morality, Intelligence, Physical, Aesthetic, and Labor Education in College Entrance Examination (CEE) Comprehensive Reform” in “CEE Reform Questionnaire Survey”, the results show the following: The promotion of students’ all-round development through CEE papers is difficult to measure uniformly and may cause limitations in exam-oriented education. However, it can promote the four aspects through intellectual education, and improve its quality; To promote the all-round development through subject-selection system, it is necessary to strengthen the matching of high-school career planning education and the construction of teaching staff, and optimize scoring mechanism and enrollment plan allocation; The comprehensive quality evaluation promotes the all-round development, facing urban-rural and family differences. The content design and practical operation still need to be improved. The authors suggest grasping the dialectical unity between all-round development and individuality; Reasonably use CEE papers, subject selection, and comprehensive quality evaluation; Correctly understand the promoting effect of CEE reform on the all-round development.

Constructors are key factors in the construction of autonomous knowledge systems in Chinese higher education. The theory of academic life course provides a precise analytical framework for understanding the growth and stage - based tasks of scholars who construct knowledge systems. Through in - depth interviews, it has been discovered that the disciplinary training of these constructors shapes a mental structure with a stable order in their minds, and is influenced by the localization and disciplinarization of knowledge. The foundation and logic of constructing the autonomous knowledge system are conveyed through teaching and research activities, manifested as the constructors’ value distinctions and biases regarding Chinese and Western knowledge, the loss of subjectivity, and the superstitious inclination towards “Western centrism”. The stage theory of rational action logic implicitly expresses a developmental idea that influences the academic life process of scholars, and the stages of constructing an autonomous knowledge system match the characteristics shown by the constructors. Starting from interdisciplinarity and practicality, progressing to normativity and dependence, and then moving on to reflectivity and experimentation, constructors must find the right starting point for each stage, and construct the autonomous knowledge system of Chinese higher education with reference, transformation, and innovation.

Based on survey data from national educational doctoral training institutions, this study analyzes the impact mechanisms of different learning motivations on the academic achievements of educational doctoral students. The results show that the impact mechanisms of different learning motivations on academic achievement vary; academic interest motivation enhances ability development and learning satisfaction, while utilitarian orientation facilitates degree completion, with learning engagement playing a crucial role. Furthermore, there are significant differences in the factors influencing the two types of motivations. Academic interest motivation is more influenced by intrinsic factors such as academic atmosphere, mentor guidance, and curriculum teaching, while utilitarian motivation is more influenced by extrinsic factors like peer assistance and academic management. The study also found that the learning motivations of educational doctoral students have a clear practical orientation, not just knowledge accumulation and paper publication, which is in line with the original purpose of establishing the degree. Therefore, universities should optimize institutional arrangements, clarify the professional positioning and training objectives of educational doctoral programs, emphasize the applicability, practicality, and innovation, create a favorable environment, adjust and optimize learning motivations, and stimulate learning engagement.

STEM education is the fundamental way to cultivate innovative talents, and its importance is further amplified in the era of Artificial Intelligence (AI). As a core driving force for shaping new productive capacities, AI is currently empowering the integration of science and education through disruptive technologies. The essence of AI’s role in empowering STEM education lies in creating new scenarios and developing innovative applications. Currently, six new scenarios—gamified learning, socialized learning, collaborative learning, self-directed learning, problem-driven learning, and project-based inquiry learning—have been created. Furthermore, five major categories of large model applications, including evaluation, management, teaching, classroom learning, and extracurricular learning have been developed. The convergence of STEM education and AI aligns with the inherent cycle of “observing phenomena, identifying problems, asking questions, and solving problems”. Ultimately, the success of this integration depends on teachers. The empowerment of artificial intelligence enables the new IQ of human-machine collaboration to surpass the limitations of human IQ itself.

The era of big science is an important feature of the scientific research paradigm after World War II. The emergence of this era has a specific historical background and is an important factor affecting the development and reform of higher education. It is also a new perspective for examining higher education activities. The shift of higher education from the era of small science to the era of big science is a reconstruction process based on reflection. How to maintain the value and positioning of higher education in the era of big science, how to transform the higher education system, where to go in university reform, and how to cultivate top-notch innovative talents are becoming urgent questions that need to be answered. In the era of big science, it is necessary to redefine the mission and responsibility of higher education, and rethink the forms and values of existence of universities, disciplines, and majors.

The level of digital competence supply affects the process of intelligent process of the manufacturing industry. Based on the second-order structural equation model, the fuzzy comprehensive evaluation method, etc., a systematic evaluation of engineering undergraduates was conducted. The results show that high-level practical digital competencies are the key to promoting the high-level development of digital competence. These students have a high rating ratio for their abilities in “technical ethics and safety regulations, technology updates and transplantation, and comprehensive foundation of digital abilities”, as well as a low level of digital competence at the practical level. On the comprehensive level of digital competence, there is a trend of “electronic information majors > automation majors > instrument majors > electrical majors > mechanical majors”, and the proficiency ranking of various digital competencies in different professional categories has inherent consistency. The manufacturing industry urgently needs “software and hardware collaborative control competencies, production process management and evaluation competencies”, but the supply level of students is low, presenting an “imbalance state”. In the future, we should further innovate teaching models and processes, optimize curriculum systems and resource construction, and improve the ecosystem for cultivating digital competence.

The construction of academic identity is a crucial aspect of doctoral students’ academic growth. Based on a categorical and contextual analysis of interview data from 53 doctoral students, it was found that the formation of academic identity is the result of their self-academic embedding, the enculturation within academic communities, the influence of organizational environments and disciplinary cultures, and the shaping of social contexts. Doctoral students embed themselves in academic communities through participation in academic activities, building academic networks, engaging in academic dialogue, and anchoring academic contributions. Academic communities acculturate doctoral students by providing academic recognition, shaping academic roles, guiding academic values, and nurturing academic character. The organizational environment, disciplinary culture, and social context (e.g., societal needs and employment conditions) play pivotal roles in shaping doctoral students’ academic identity as they integrate into and engage with the academic community.

Based on provincial panel data from 2012 to 2021, this study explores the impact mechanism of the transformation of scientific and technological (S&T) achievements in universities on the development of new quality productive forces. The results show that such transformation drives the development of new quality productive forces, mediated by talent agglomeration and regional innovation and entrepreneurship. Industrial structure upgrading and high-tech industry agglomeration exert positive moderating effects. Moreover, university-industry collaboration and government support exhibit threshold effects with increasing marginal returns, while an optimal range of financial development is identified. Accordingly, efforts should focus on promoting the coordinated development of scientific, digital, and green productive forces, creating a high-quality ecosystem to comprehensively support the transformation of S&T achievements in universities. Strategic industrial layout adjustments should proactively guide and absorb the spillover of achievements, addressing barriers to industrialization. A combination of measures integrating S&T transformation with deep university-industry collaboration should be employed to identify the optimal financial support range for enhancing new quality productive forces. Finally, a differentiated support system for the transformation of S&T achievements in universities should be established to encourage regionally differentiated development.

Higher education should fully leverage its function as a gathering point and important connecting point for educational and technological talents, and promote the cultivation of scientific and technological talents through structural optimization. Optimize the disciplinary structure and enhance the ability to cultivate talents in science and engineering. Optimize the hierarchical structure, improve the training level of graduate students in science, engineering, agriculture, and medicine, and strengthen the training of professional graduate students, especially professional doctoral students. Optimize the type structure and expand the scale of scientific and technological talents cultivation in universities under the “Double First-Class” construction. Optimize the regional layout structure, establish a technology talent training system that is compatible with the science and technology innovation cluster, and meet the development needs of the world’s important talent centers and innovation highlands.

The quasi public product characteristics of higher education determine the appropriateness and urgency of introducing government regulation theory to analyze the external quality assurance system of higher education in China. Government regulation has rich connotations in terms of the quality of higher education, manifested in the national will to accelerate the construction of a high-quality education system, the national discourse reflecting Chinese wisdom and solutions, the national order highlighting the advantages of the socialist system with Chinese characteristics, and the national need to cultivate high-quality talents of various types. An unavoidable issue is that government regulation also faces the possibility of “regulatory failure”. Characterized by: the layered reinforcement of policy objectives and monitoring from a political perspective, the layered attenuation of policy tools and feedback, and doubts about the authority and legitimacy of government regulation; The emergence of “economic agents” with bounded rationality, rationality, and self-interest determined by incomplete information from an economic perspective; From a cultural perspective, the emphasis is on politics over efficiency, and on human relationships over the rule of law. Following the logic of “external change-internal improvement”, the “regulatory governance” advocates relaxing regulations, incentivizing regulations, cooperating regulations, and legal regulations, providing new ideas and ways to optimize the external quality assurance system of higher education in China.

The fundamental mission of institutional research is to serve institutional decision-making, but the development of institutional research organizations is influenced by various environmental factors, and it is difficult to balance the relationship between academic innovation and decision-making services. This paper introduces Kurt Lewin’s organization change theory “unfreezing-changing-refreezing” three-stage model to study the history and development process of organizational change in a typical Chinese institutional research organization, in order to explore how it achieves integrated development in the interweaving of internal and external environmental changes. Research has found that the phenomenon of organizational change in institutional research organizations can be seen in two dimensions: changes in internal and external situations, resource acquisition and utilization, and innovative research paradigms are the core factors driving organizational change; The resolution and balance of three pairs of contradictions, namely disciplinary barriers and collaborative innovation needs, interest orientation in applied research and theoretical research, and personal development and collective image shaping, are key factors in maintaining organizational change stability. The analysis process presents the general laws of organizational change in institutional research organizations, and also responds to the uniqueness of the Chinese context such as think tank construction and academic evaluation reform, presenting a possible choice for the development and change of institutional research organizations in China.

At present, there is an urgent need for an education code with Chinese characteristics in the field of education, which is not only the meaning of comprehensively practicing Xi Jinping’s Thought on the Rule of Law and accelerating the construction of a leading country in education, but also the key starting point to comprehensively promote the modernization of China’s education governance system and governance capacity. By drawing on the compilation technology and practical experience of the Civil Code in China, it can be concluded that the general provisions of the Educational Code plays the core role of the whole code. Therefore, it is necessary to conduct a comprehensive and systematic study on the function and system of the general provisions of the Education Code, in order to provide valuable legislative suggestions for its compilation. Firstly, the significance of the general principles of China’s Education Code under the systematization of codification can provide a solid theoretical foundation for its compilation. Secondly, it is essential to scientifically define the functional positioning of the general provisions of the Education Code, based on its mission to serve as the fundamental guidelines for the future Education Code, a guiding law in the field of education, a law for the protection of the right to education, and a leading law for the modernization of education. Finally, relying on the legislative path of logical premises, logical starting points, and logical main lines, the general provisions of the Education Code can achieve a systematic continuation from the overall legislative model selection to the specific text design.

In order to promote faculties’ teaching engagement, governments and universities have invested many resources, but the substantive impacts of them remains to be evaluated. Based on conservation of resource theory, this study explores various resources on teachers’ engagement. Findings show that at the university level, library resources and subjective perception of teaching support have a positive impact on teacher engagement, with the latter having a stronger effect; being a “Double First-Class” construction university negatively affects teacher engagement; the impact of spatial and financial resources on teacher engagement is not significant. At the individual level, faculties’ sense of teaching efficacy positively influences teacher engagement. Finally, at the cross-level, there is a substitution effect between college library resources and faculties’ teaching self-efficacy, where library resources can more effectively compensate for low efficacy, thereby promoting greater teaching engagement.

The mismatch of labor market between the talent cultivation in higher education and the demand for high-quality skilled talents highlights the importance of developing higher vocational education. The integration between higher vocational education and industry has obvious spatial-temporal stages and regional heterogeneity. The overall development level is relatively low, but the linkage effect is steadily enhancing. Influenced by the positive externalities of human capital and scale economies effect of industrial transfer, the developing of higher vocational education has great spatial spillover effect in industrial innovation, demonstrating on significant conditional β-convergence process and steady club convergence between regions. Therefore, the spatial linkage mechanism between higher vocational education and industry layout should showcase the characteristics of regional resource endowment fully. Ground work is keep pace with the direction of the flow of high-quality skilled talents for the layout of institutions and disciplines, which provides power sources for both the construction of modern industrial system with all efforts and empowerment and the formation of innovative new quality productive force.

The Third Plenary Session of the 20th Central Committee of the Communist Party of China established the integrated promotion of education, science and technology, and talent as an important foundation and support for improving the overall efficiency of the national innovation system. General Secretary Xi Jinping emphasized at the National Education Conference the need to promote education development, scientific and technological innovation, and talent cultivation as a whole. Scientific and technological innovation is the driving force for disciplinary development and the track for talent growth. Higher education is the foundation of scientific and technological innovation and the nursery for reserve talents. Only by adhering to the integrated development of education, technology, and talent can we open up new fields and tracks of development, continuously shape new driving forces and advantages, and promote high-quality development of higher education. We must firmly grasp the direction of scientific and technological innovation development and build a high-quality higher education system; To actively adapt to the demand for scientific and technological innovation talents and promote the transformation of the talent-cultivation model in higher education; We need to improve institutional mechanisms and strengthen the cultivation of scientific and technological innovation talents through diversified collaboration; We should actively embrace the technological revolution of the intelligent era and shape a new form of digitalization in higher education; We need to strengthen international exchanges and cooperation, and create a good open innovation ecosystem.

Modernization of higher education governance is an important component of national governance modernization, and it is a necessary way to promote the construction of a strong higher education country and the process of Chinese modernization. On the basis of interpreting the connotation of Chinese modernization and its characteristics, the thesis discusses the logical relationship between the modernization of higher education governance and its urgency in Chinese modernization, answers the purpose of the modernization of higher education governance, its main body and its options for action, and explores the path of action for the reform of university governance based on the purpose of governance modernization.

Family background is the most important factor for students to make decisions on higher education. If families with relative advantages tend to choose the “Pilot Reform Program of Enrollment for Fundamental Disciplines”(PRPEFD) in order to attend elite universities, the selection effectiveness of PRPEFD is likely to be weakened. Based on the survey data which Graduate School of Education in Peking University held in the investigation of national college students’ development, this paper studies the relationship between students’ family background and their motivation for choosing PRPEFD. It is found that although the proportion of PRPEFD students taking major interest as their choice motivation is higher than that of utilitarian motivation for chasing elite universities, and there is no significant correlation between family background and major interest motivation, compared with families with relative disadvantages, PRPEFD students from families with relative advantages are more keen to chase elite universities. This preference for elite universities is mainly reflected in the student groups who come from relatively developed regions. Advocating the family relationship of “respecting and supporting children” and giving students sufficient information support will help reduce the utilitarian motivation of families with relative advantages to pursue elite universities, and help encourage the major-related interest motivation.

Generative artificial intelligence not only promotes self-regulated learning among college students, but also exacerbates academic misconduct such as plagiarism and copying. Generative artificial intelligence cannot directly shape college students’ creativity, and its impact on creativity depends on students’ self-regulated learning and their ethical boundaries in using generative artificial intelligence. The tension between the convenience of technology and the utilitarian learning approach fostered by meritocracy, as well as the contradiction between weak awareness of academic ethics and inadequate supervision, are the keys to triggering inappropriate use of generative artificial intelligence, which in turn stifles college students’ creativity. Self-regulated learning can not only reduce college students’ inappropriate use of generative artificial intelligence but also effectively mitigate the negative impact of such inappropriate use on their creativity. Enhancing the self-regulated learning of college students, helping them to rationally deal with intelligent technology, and reducing the inappropriate use of generative artificial intelligence are the keys to realizing the potential of generative artificial intelligence in enhancing college students’ creativity.

The interaction and symbiosis between industry organizations and higher education have a long-standing history. As the integration of industry and education evolves globally, various industry entities have become deeply embedded in all dimensions of higher education development, with promoting the development of higher education hubs as their significant function. Higher education hubs have been identified as an emerging representation of higher education internationalization. However, existing theories have not adequately addressed the role of industry organizations in their formation. A study of global cases reveals that through interactions with higher education institutions in the students, talents, and knowledge/innovation hubs, respectively, industry organizations serve to enhance the impact of national education brands, attract global talents, and facilitate knowledge production and transformation. An understanding of the roles played by industry organizations in the construction of each type of hub can also provide insights into local practice.

When education thrives, the nation thrives. When education is strong, the nation is strong. All world powers are also educational powerhouses, and a strong higher education system is a prerequisite for building a global superpower. By focusing on the trends and future prospects of global higher education transformation, this paper conducts an in-depth analysis the historical positioning and challenges faced by the reform and development of higher education with Chinese characteristics. Incorporating the theoretical framework and core features of green education, it explores Chinese strategies for the transformation of higher education: concentrating on autonomous talent cultivation to build a green talent nurturing system; focusing on autonomous discipline development to establish a green academic development system; emphasizing self-reliance and innovation in technology to construct a green technological innovation system; focus on strengthening cultural confidence and constructing a green cultural governance system. Accelerate the high-quality construction of first-class universities, develop green education, and blaze a new path of world-class higher education with Chinese characteristics to achieve the organic unity among people-oriented, open sharing, high quality and high efficiency, and sustainable development.

In the process of global higher education evolving from elite education to mass education and then to popularization, Chinese higher education has experienced rapid development and achieved significant achievements. Higher education plays a key role in supporting the development of science and technology and talent cultivation. Five strategies are adopted to further improve the quality and efficiency of higher education, continuously improve the quality of education and the ability of independent talent cultivation, better serve the national strategic needs, and help build a leading country in education, science and technology and talent through deepening the mode of independent talent cultivation throughout the whole cycle, promoting the deep integration of industry, education, and research, strengthening the construction of the teaching staff in an all-round way, improving the policy support system in an all-round way, and expanding international exchanges and cooperation in a globalized way.

Higher education faces numerous challenges in the digital era. The entire process of talent cultivation, including its objectives, methodologies, evaluation, and employment outcomes, is confronted with significant hurdles. Scientific research encounters challenges in paradigm integration and organizational transformation. Social service provision faces challenges related to openness and innovation. Digital transformation emerges as a crucial pathway to address these challenges. From a spatial perspective, the digital transformation of higher education will create a vast integrated space, encompassing three interrelated sub-spaces: a virtual-real fusion space merging virtual and real environments, an open and interconnected space interweaving fluid and local spaces, and a data-intelligent convergence space integrating data and intelligent domains. This integrated space in higher education will present a novel future landscape: talent cultivation will generate new models and ecosystems; scientific research will achieve organizational reform and paradigm upgrades; and social services will promote universal learning and collaborative innovation. To realize this integrated space in higher education, it is necessary to reconstruct “spatial practices”, innovate “representations of space”, cultivate “representational spaces”, and enhance human-machine integrated governance.

Since the 25th anniversary of Macao’s return to China, significant achievements have been made in higher education, with six private non-profit universities playing a crucial role. Currently, these private non-profit universities have seen remarkable expansion in their teaching scale, continuous improvement in teaching quality, substantial research output, gradual enhancement in internationalization, and rising international rankings. Their services to Macao and regional development have proven effective. The achievements of private non-profit universities epitomize the development of higher education in Macao. Their success is largely attributed to the effective implementation of educational governance under the “One Country, Two Systems” framework. By leveraging the unique advantages offered by the Special Administrative Region, these universities have consistently enhanced the quality of higher education of Ma, creating a miracle in the history of private higher education.

Under?the?background?of?the?new?era,?sustainable development within universities has emerged as a significant trend. As a complex systematic project, the exploration of its construction path is urgent. Based on the theoretical perspective of organizational ecology, an in-depth analysis of the endogenous logic of the sustainable development construction of 12 world-class universities is carried out. It is found that the sustainable development construction of world-class universities is guided by organizational legitimacy, differentiated by organizational imprint, motivated by ecological niche competition, and takes the organizational environment as the growth basis. This provides significant implications for the future implementation of sustainable development initiatives within Chinese universities：actively promote the legalization process and gather the driving force for sustainable development of universities; attach importance to the imprint effect of the organization and open up a distinctive path for sustainable development; establish the awareness of niche competition and achieve a leapfrog development in sustainable development of universities; build a collaborative organizational environment and promote the mutually beneficial and symbiotic evolution of multiple subjects in universities.

Accelerating the transformation of scientific and technological (S&T) achievements in universities and deepening enterprise-led industry-university research cooperation are important measures to promote comprehensive reform of higher education. From the perspective of university governance, the research responsibilities of universities play a role in promoting the improvement of teaching level, influencing the construction of the teaching staff, and promoting the development of disciplinary construction. Significant achievements have been made in the transformation of S&T achievements in universities, but there are still issues that need to be strengthened in terms of attention, adjusted guiding ideology, improved patent system, deepened industry academia research cooperation, and improved professionalization level of intermediary institutions. Taking organized scientific research as the starting point to cultivate high-level talents; taking market demand as the guided, promoting the transformation of S&T achievements into new quality productivity; taking high-quality development as the goal, optimizing the patent system; taking innovative culture as the guide, improving incentive systems, and deepening industry academia research cooperation with enterprises as the main body are effective ways to accelerate the transformation of S&T achievements in universities.

Higher education in developing countries has obvious advantages in development consciousness, resource networks and institutional innovations. In the midst of a new technological revolution, the construction and development of modern Chinese universities not only have universal backward advantages, but also show distinct Chinese characteristics in organization and system, society and ecology, culture and academic tradition. How to respond to the digital wave, seize the first opportunity in the future with digital thinking and digital technology, reform the mode of Chinese universities, and extend and reconstruct the backward advantages of leapfrog development are important issues of the times. In recent years, Zhejiang University has taken digital reform as the main line of practice to comprehensively improve the quality and efficiency of talent training, the vitality of scientific research and innovation, the depth of cultural inheritance and innovation and the level of university intellectual governance. These measures provide wisdom and solutions of Zhejiang University for Chinese universities to move to the forefront of world-class universities with greater backward advantages.

The due process system of the Academic Degrees Law has reversed the pattern of degree legislation that emphasizes substance over procedure, providing a bottom line guarantee for student rights, regulating the degree management power of universities, and providing judicial guidance for courts. The process content of this system is not yet sound, and there is no attention paid to the difference between not granting degrees and revoking degrees. The clarity of some rules needs to be improved. The improvement of the due process system in the Academic Degrees Law includes three aspects. Firstly, mechanisms such as hearing, recusal, and peer review should be introduced to improve the process content of due process. Secondly, setting stricter voting standards and revocation periods for degree revocation to avoid the negative impact that illegal degree revocation may bring to society. Finally, to enhance the clarity of the rules, including the acceptance of academic review and degree review should adopt the standard of formal review or unconditional acceptance. The degree evaluation committee and the student appeal handling committee should be respectively treated as the processing departments for the two types of review, clarifying the ultimate effectiveness of the two types of review decisions within the school, and making the review process to be the prerequisite for administrative review and administrative litigation.

On the occasion of the 15th anniversary of the setting of a doctoral degree training model in China, comprehensively understanding the historical process, internal mechanism and development direction of its reform is of great significance for promoting the high-quality development of professional degree in education doctors. Based on the theory of institutional changes, the analysis framework for the reform of the professional degree training model of the doctoral degree in education in China has been constructed. It is believed that the professional degree training model of the doctoral degree in education in China has gone through three periods: brewing, pilot implementation, and comprehensive promotion. In the process, it follows a specific reform mechanism. Although this mechanism has its advantages, it has encountered difficulties at this stage: the positions of the three subjects need to be further rational, the degree of coercion and induction needs to be further improved, and the path dependence of the path needs to be further breakthrough. Looking forward to the future, the three subjects need to be in their positions to consolidate the maximum joint force of reform. We must not only enhance the compulsory force of mandatory reforms, but also improve the inductive reform of inducement reform; adhere to the continuous gradual reform and promote breakthroughs in key areas.

Achieving integrated innovation among government, industry, academia, and research is a crucial issue that needs to be addressed in the development of new forms of productivity. Based on the TOE framework, this study analyzes the driving paths of collaborative innovation among these sectors using a sample of 114 publicly listed companies in emerging digital intelligence fields, employing fuzzy set qualitative comparative analysis. The results indicate that high-quality productivity levels are generated through four main paths: “multi-dimensional and comprehensive driving, government-industry-academia collaboration, enterprise-led, and environment-supported”.Government innovation support policies are identified as significant driving factors for companies to overcome their own limitations and external resource constraints. Collaboration between industry and academia, along with an increased proportion of academic executives, enhances the opportunities for typified cooperation among different entities and paths. In the future, it is essential to harness the collaborative innovation capabilities of all parties, strengthen the government’s guiding and coordinating role in the innovation system, establish a supply-demand mechanism for industry-academia-research cooperation that aligns with the developmental needs of enterprises, and explore the creation of a distinctive government-industry-academia research cooperation system that fits regional development characteristics and leverages enterprise advantages.

Geopolitical crises brought uncertainties and challenges to international research collaboration. Given this background, it is the top priority of China’s scientific and technological development strategy currently to promote “organized research” in international collaboration, and to coordinate the free exploration of scientists with the national strategic goals. From the perspective of the synergetic theory and through an empirical investigation of 10 international collaboration projects relying on China’s universities, the study found that organized research in international collaboration has three aspects of connotation, which are values, knowledge characteristics and organizational forms. On this basis, the study analyzed the current problems and strategies of organized research in international collaboration of Chinese universities. The research proposed to build an innovation community on the basis of openness, trust and sharing, identify the focus of the organizational system to coordinate the interests and needs of different subjects, strengthen the linkage between international scientific research collaboration and talent training advantages, and improve the scientific research evaluation and management system.

The legislative path is the original problem of codification, and the legislative path of Education Code is the primary problem to be solved in the process of codification. The legislative path of Education Code mainly studies the important issues such as the legislative orientation, legislative model and legislative main line of Education Code. The legislative orientation of the Education Code should be the domain code, which has five elements: the collection of legal subjects, the complexity of legal relations, the domain of legal responsibilities, the expansion of the scope of adjustment, and the cross-departmental complexity. The legislative model of the Education Code should be formulated in essence to construct a new Education Code based on the interaction between educational norms and educational structures. The main line of the legislation of the Education Code should be the relationship in the field of education. According to the theory of the complete elements of the relationship in the field of education, the design basis of the legislative style of the Education Code is taken.

The quality of personnel training is related to the high-quality development of higher vocational education, and is the basis of measuring the core competitiveness of higher vocational schools. In order to fully display the quality of talents training in higher vocational education with Chinese characteristics, the paper adopts the method of factor analysis from three dimensions of talent training input, process and output, to construct an evaluation index system of talent training quality covering 10 secondary indicators and 34 tertiary indicators, and to quantitatively analyze the quality of talent training in 1 367 higher vocational schools in 31 provinces. It is found that the talent cultivation index of higher vocational education in our country shows the phenomenon of “east high and west low”. The problem of unbalanced and insufficient development between regions, provinces and schools is more prominent. Therefore, this paper puts forward the ways to improve the quality of vocational education personnel training, which are: to strengthen the cooperation between the east, the middle and the west and promote the flow and sharing of resources; to further deepen the integration of industry and education and accelerate the formation of a multi-input mechanism; to form an evaluation mechanism of talent cultivation results oriented by upgrading technical skill level and employment quality.

The construction of the knowledge system in higher education studies is a dynamic process deeply influenced by the characteristics of the era. It is not only the result of the intertwining of history and reality but also the product of the interaction between diachronic and synchronic perspectives. This paper analyzes the particularities of higher education activities in China within the context of the characteristics of the era, elucidating the complexities of Chinese higher education from both diachronic and synchronic viewpoints. It proposes a methodology for reconstructing the knowledge system of higher education studies, including the dialectical handling of the knowledge system’s temporality and foresight, theoretical and practical aspects, instrumental and ideological dimensions, and imitation and autonomy.