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    Study and Implement the Spirit of the Fourth Plenary Session of the 20th CPC Central Committee
  • Study and Implement the Spirit of the Fourth Plenary Session of the 20th CPC Central Committee
    New Journey, New Mission, New Achievements
    LIU Wei; YAN Chunhua; ZHANG DAliang; LEI Chaozi; MA Luting; LIN Huiqing
    2025, 41(11): 1-6. https://doi.org/10.16298/j.cnki.1004-3667.2025.11.01
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    • Modernization of Higher Education Governance
  • Modernization of Higher Education Governance
    The Intrinsic Mechanism and Practical Logic of Institutional Reform in Universities
    HOU Haoxiang1,2; GUAN Peijun1
    2025, 41(11): 7-14. https://doi.org/10.16298/j.cnki.1004-3667.2025.11.02
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    As a key area in the new round of institutional reform, institutional reform in universities serves as the fundamental focus for accelerating the modernization of university governance systems and capabilities. To reveal the internal mechanisms of higher education institution reform, this study adopts the grounded theory approach to analyze 40 typical cases of institutional reform initiatives in universities, thereby summarizing and refining the practical logic behind these reforms. The research findings indicate that such reforms are driven by practical issues such as operational inefficiency and excessive institutional expansion. They require systematic implementation through synchronized streamlining of administrative bodies and staffing, strengthening departmental restructuring and integration, centralized management, and digital transformation process redesign. This aims to reduce organizational structures and staffing quotas, achieve systematic and holistic governance, and prioritize risk mitigation, steady progress, job transfers, and faculty governance capacity enhancement as safeguard mechanisms. Consequently, it is necessary to further establish an overall action framework for institutional reform in universities, explore scientific decision-making foundations for institutional streamlining and optimization, and implement a relatively flexible and adaptive organizational reform model through supportive organizational culture and humanistic care.
    • The Development of Artificial Intelligence in Higher Education Institutions
  • The Development of Artificial Intelligence in Higher Education Institutions
    Research on AI-Enabled University Teaching Evaluation Under the “Technology-Education” Co-Construction
    LI Jianlong1,2; NIU Zhendong1
    2025, 41(11): 15-23. https://doi.org/10.16298/j.cnki.1004-3667.2025.11.03
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    With the accelerated process of digital transformation in higher education, the tension between traditional university teaching evaluation models and the digitalized educational paradigm has become increasingly prominent, placing higher demands on the construction of teaching evaluation systems in universities. Against this backdrop, fully exploring the functional potential of artificial intelligence in university teaching evaluation has emerged as a crucial pathway for promoting evaluation reform. From the perspective of the “technology-education” relationship, the current application of artificial intelligence in teaching evaluation still faces numerous challenges. The root cause lies in the ineffective mutual construction between technology and education, which in turn limits the effectiveness of evaluation practices. Therefore, this study proposes a practical pathway of “technology-education” co-construction to enhance the practical efficacy of AI-based teaching evaluation in higher education. It seeks to build a process-oriented “teaching-learning-evaluation” system through the dimensions of coordination, synergy, and mutual regulation between technology and education, thereby facilitating the deep integration of artificial intelligence into university teaching evaluation and constructing a system that aligns with the demands of higher education in the new era.
  • The Development of Artificial Intelligence in Higher Education Institutions
    Research on the Formation Mechanisms and Prevention Strategies of Improper Use of Generative Artificial Intelligence
    WANG Siyao1; HUANG Yating2
    2025, 41(11): 24-31. https://doi.org/10.16298/j.cnki.1004-3667.2025.11.04
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    While generative artificial intelligence accelerates educational transformation, it simultaneously precipitates urgent legal challenges and ethical dilemmas. The research findings reveal that college students exhibit significant behavioral tendencies toward the improper use of GenAI. This trend has precipitated a systemic crisis in traditional pedagogical models centered on knowledge dissemination, with courses such as ideological and political education and humanities general education experiencing the most significant erosion of their foundational values. The structural imbalance between technological openness and ethical governance, insufficient teacher support coupled with intensified peer competition, and escalating academic pressure alongside proliferating burnout emerge as pivotal drivers of GenAI improper use. Risk perception in technology usage can effectively mitigate opportunistic tendencies under stressful conditions, while substantially enhancing the intervention efficacy of teacher support. The risks associated with the use of GenAI can be mitigated through the following approaches: establishing a new educational model of human-machine collaboration, creating ethical constraints for technology applications, strengthening teachers’ AI-ready leadership, and promoting a paradigm shift in the educational evaluation system.
  • The Development of Artificial Intelligence in Higher Education Institutions
    Decentralization: Innovative Perspectives on the Construction and Reform of University Teaching Systems in the Context of Artificial Intelligence
    XING Taiqi
    2025, 41(11): 32-40. https://doi.org/10.16298/j.cnki.1004-3667.2025.11.05
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    The university teaching and learning system and pedagogical practices are continuously challenged by the iterative development of artificial intelligence. The advancement of AI imposes new demands on various dimensions of higher education, including its philosophy, institutional frameworks, and methodologies. “Decentralization” can be interpreted as a process of distributing power, information, or resources, characterized by high autonomy, inclusiveness of innovation, efficient connectivity, and equity. It aims to enhance the overall efficiency of the system, increase transparency, and strengthen risk resilience by reducing dependence on central authority. Decentralization offers a novel conceptual model for addressing the challenges posed by AI technologies in university talent cultivation. It can strengthen students’ individualized development, promote their value realization and innovative capacities, and safeguard educational equity. Furthermore, it should be emphasized that the decentralized model ought to augment rather than replace traditional teaching approaches, while paying close attention to potential risks such as knowledge fragmentation, quality degradation, blurred authority, and value nihilism.
    • Disciplinary Construction
  • Disciplinary Construction
    Optimizing and Adjusting the Discipline Structure for Strategic Emerging Industries: An Analysis Based on Newly Approved Degree Programs
    JIN Tianyu1; LI Zhaoyu1; LIU Huiqin1,2
    2025, 41(11): 41-48. https://doi.org/10.16298/j.cnki.1004-3667.2025.11.06
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    As the highest level of the national education system, graduate education provides critical talent and intellectual support for the development of Strategic Emerging Industries (SEIs). Using data on newly authorized degree programs in Chinese universities (2016-2023), this study maps SEIs to graduate disciplines and applies Two-way Fixed Effects (TWFE) and Difference in Differences (DID) methods to assess their regional impacts. Research has found that since the 13th Five Year Plan, the policy of strategic emerging industries has significantly driven the establishment of degree programs in related disciplines in the region. Heterogeneity analysis indicates that this policy-driven effect is more pronounced in eastern region, at the master’s degree level, for professional degree types, and within the degree authorization and review mechanism. Policy recommendations include establishing a forward-looking planning mechanism, implementing a classified development mechanism, deepening the reform of training models, and improving dynamic adjustment and incentive-based evaluation mechanisms. Through a systemic approach, these measures aim to enhance the alignment between the discipline structure and regional SEIs, and to promote the continuous optimization.
  • Disciplinary Construction
    Study on the Dynamic Evolution of the Disciplinary Network of Emerging Engineering Disciplines in Artificial Intelligence
    SU Ming1,2
    2025, 41(11): 49-56. https://doi.org/10.16298/j.cnki.1004-3667.2025.11.07
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    Artificial intelligence is a key field for the country to drive the development of interdisciplinary disciplines and emerging engineering disciplines. By applying social network analysis to the data of AI-related emerging engineering disciplines independently established by universities from 2019 to 2025, it is found that: the overall network evolution presents the characteristics of “scale expansion and structural stability”, with the network scale growing continuously and indicators such as network density fluctuating stably; the node evolution features “stable core and adjusted periphery”, where supporting disciplines like Computer Science and Technology have always been the network hubs; the core-periphery structure evolution shows the characteristics of “core expansion and dynamic replacement”, with six disciplines remaining in the core area and some disciplines moving into or out of the core; the network evolution is mainly driven by the joint efforts of AI supporting disciplines and scenario-based disciplines under government regulation and market adjustment. In the future, it is necessary to promote a new scenario-driven paradigm for discipline development, strengthen the leading role of core disciplines and central disciplines, enhance the construction of AI infrastructure, and explore new models for the development of interdisciplinary disciplines that go beyond disciplinary institutions.
    • The Learning and Development of Undergraduates
  • The Learning and Development of Undergraduates
    Reassessing the Validity and Fairness of the Top Talent Program in Identifying Students’ Innovative Ability
    LI Yan; JIANG Jia
    2025, 41(11): 57-65. https://doi.org/10.16298/j.cnki.1004-3667.2025.11.08
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    The Top Talent Program exhibits a structural tension between validity and fairness in identifying students’ innovative ability. Using national freshman survey data, we implement a quasi-experimental design and the Oaxaca–Blinder decomposition to estimate the program’s independent effect on identifying innovative ability and to trace the sources of between-group differences. Students admitted to the program show significantly higher innovative ability than their peers; this advantage remains after controls for family and school backgrounds, indicating identification validity. Decomposition results indicate that about 66.8% of the gap is accounted for by structurally patterned compositional differences in observed characteristics (composition effect), and 33.2% reflects coefficient effects, namely selection-related returns that map these characteristics into innovative ability. The program is effective in detecting innovative ability, yet it operates within social stratification structures. We recommend strengthening multimodal assessments at selection and embedding compensatory identification and value-added evaluation in institutional design to enhance validity and improve fairness.
  • The Learning and Development of Undergraduates
    “Digital Intimacy” or “Real Companionship”: How Academic Pressure Affects College Students’Social Emotional Competence
    JU Fasheng1; YU Xiulan2
    2025, 41(11): 66-74. https://doi.org/10.16298/j.cnki.1004-3667.2025.11.09
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    The coping strategies of college students towards academic pressure shape the development pattern of their social emotional competence. Based on the survey data of 937 college students, this study explores the mechanism by which academic pressure affects social emotional competence. The research finds that academic pressure has a “double-edged sword” effect: while promoting the development of ability characteristics, it inhibits the improvement of ability tendencies; academic pressure drives college students to seek “digital intimacy”, but this path becomes an invisible barrier to the development of social emotional competence; “real companionship” strengthens the positive impact of academic pressure on ability characteristics, but has limited influence on ability tendencies; academic pressure reflects the “learner’s paradox” in higher education through the dual effects of “ability construction-value dissolution”. To enhance the social emotional competence of college students, it is necessary to reasonably regulate the sources of academic pressure for college students, guide them to use the Internet correctly to cope with academic pressure, strengthen their real interpersonal support systems, and construct a dual-track evaluation system for students under academic pressure.
    • Academic Degree and Graduate Education
  • Academic Degree and Graduate Education
    An Empirical Examination and Optimization Pathways of the Doctoral Student Diversion System
    XING Xiao1; CHEN Xinzhong2
    2025, 41(11): 75-83. https://doi.org/10.16298/j.cnki.1004-3667.2025.11.10
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    Doctoral student diversion system is an important guarantee for the high-quality development of doctoral education, and it plays an significant role in strengthening the management of cultivation process, enhancing the cultivation quality and promoting the diversified development of doctoral students.The research reveals that while the system has achieved phased progress, it still faces many difficulties, such as insufficient value manifestation, low subject synergy, fuzzy rule design, insufficient operation rigidity, and weak interaction in the system field. These dilemmas stem from micro-level constraints of individual habits and lack of subjectivity, meso-level collective action failures due to interest conflicts and the absence of supervision mechanism, and macro-level conflicts between the system and the environment. Therefore, it is urgent to optimize from the aspects of consolidating value consensus, strengthening subject actions, improving institutional design, improving operational mechanisms, and building a symbiotic field.
  • Academic Degree and Graduate Education
    From Rupture to Connection: The Dilemma and Adjustment of Academic Meaning Among Humanities and Social Science Doctoral Students
    WEI Qingyi; ZHANG Guodong
    2025, 41(11): 84-92. https://doi.org/10.16298/j.cnki.1004-3667.2025.11.11
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    A qualitative study on humanities and social science doctoral students reveals that their academic sense of meaning is challenged by three layers of rupture: between disciplinary knowledge production and application expectations, between negative academic field factors and idealized imaginations, and between the need for recognition and external feedback. These ruptures manifest as a sense of academic meaninglessness, alienation, and struggle, catalyzed by individual strategies. In response, doctoral students adopt three coping pathways—interpretation and regulation, embedding and focus, interaction and acquisition—to transition from rupture to connection. This adjustment process entails the breakdown of surface-level meaning and the reconstruction of deeper meaning, marking a crucial stage in both academic development and character formation. The humanities and social sciences should shift from a paradigm of quantitative accountability toward one of social co-creation and the re-production of meaning, thereby reasserting the distinctive value of knowledge production.
    • Vocational Education
  • Vocational Education
    Investing in Skills: Strategic Positioning and System Restructuring of Skilled Talent Cultivation in the Context of Reindustrialization
    JIANG Xiaoyan; ZHAO He
    2025, 41(11): 93-100. https://doi.org/10.16298/j.cnki.1004-3667.2025.11.12
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    Against the backdrop of escalating geopolitical competition and the accelerating technological revolution, a new wave of reindustrialization is reshaping the global competitive landscape. Reindustrialization across countries has been entrusted with safeguarding national strategic security and is converging with trends such as technology-enabled industry, the green transition, and restructuring of global supply and innovation chains—thereby placing new demands on the skilled talent. Cultivation of skilled talent has not only become a focal point of national industrial strategies, but has also emerged as a key battleground in global competition. Restructuring the skilled talent training system is regarded as an important pathway for advancing reindustrialization. This transformation is primarily reflected in four aspects: enhancing the strategic positioning of skilled talent cultivation;establishing a life cycle training system; building an open and inclusive skills ecosystem; nurturing “top innovative talent” who possess both professional expertise and innovative capabilities.
  • Vocational Education
    Research on On-Site Engineers as “Technical Interface Persons” and Their Cross-Boundary Cultivation: Based on Organizational Boundary Theory
    CHEN Qun1,2;CAI Lianyu1
    2025, 41(11): 101-108. https://doi.org/10.16298/j.cnki.1004-3667.2025.11.13
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    In the wave of the new industrial revolution, manufacturing sites are accelerating their transition from “physical spaces” to “digital-physical integrated spaces”. This puts forward higher requirements for the role positioning and competency of engineering and technical talents, driving the transformation of “on-site engineers” from “technical executors” to “technical interface persons”. Based on the organizational boundary theory, a three-dimensional boundary analysis framework of “physical”, “social” and “psychological” boundaries can be constructed to systematically deconstruct the cross-boundary functional positioning and core competency spectrum of “on-site engineers” as a category divided by professional functions and work scenarios. At present, China’s on-site engineer training system is facing three types of obstacles caused by boundary segmentation: physical boundaries disrupt the flow of industry-education resources; social boundaries weaken the effectiveness of school-enterprise collaboration; psychological boundaries restrict the cultivation of systematic innovative thinking and engineering ethics. To construct a China-characteristic on-site engineer training system adapted to industrial digital transformation, vocational and technical education needs to: (1) penetrate physical boundaries and build a “ubiquitous” technical learning ecology supported by digital technologies; (2) reconstruct social boundaries and establish a “co-governance” on-site engineer college with the new apprenticeship system as the core; (3) eliminate psychological boundaries and shape the professional identity of “technical interface personnel” oriented by cross-boundary innovation, so as to effectively realize boundary-breaking cultivation.