Table of Content

01 May 2026, Volume 44 Issue 5 Previous Issue   

For Selected:

Download Citations EndNote Reference Manager ProCite BibTeX RefWorks

Toggle Thumbnails

Select

China Education Ecological Index: Concept, Indicators, and Evaluation Zhiyong Zhang, Xinliang Zhao, Xiaohui Ji 2026, 44 (5):  1-15.  doi: 10.16382/j.cnki.1000-5560.2026.05.001 Abstract ( 29 )   HTML ( 0 )   PDF (816KB) ( 6 )   Save A good educational ecology is an inherent part of a high-quality education system and a core indicator of building a strong educational nation. Based on the perspectives of systems theory, environmental theory, and functionalism, this paper draws on the “fourth-generation evaluation” theory and constructs an evaluation index system for the educational ecology index through multiple rounds of Delphi method, encompassing five dimensions: educational equity, standardized school operation, teacher and student burden, collaborative education, and student development. The educational ecology index is evaluated based on 10,651 household survey data from 31 provinces, autonomous regions, and municipalities directly under the central government in 2024. The evaluation results show that the average score of the national educational ecology index is 66.70. Through cluster analysis, the 31 provincial units can be divided into four categories, presenting a gradient pattern of the eastern region leading, the northeastern region following closely, the western region in the middle, and the central region catching up. The study finds that the main factors affecting the educational ecology include deviations in the educational performance view of local party committees and governments, the dependence of educational resource allocation on economic development, and weak collaboration in home-school-community education. It is suggested to reconstruct the educational performance view to guide the educational evaluation baton, establish a performance-oriented educational resource allocation mechanism, leverage the quality improvement of classroom teaching and the coordination effect of the “double reduction” policy, promote the legalization of home-school-community collaboration in education, establish and improve a negative list management mechanism, and drive the transformation of China’s basic education ecology from “exam-oriented” to “harmonious education”, fully supporting the construction of a strong educational nation. Figures and Tables | References | Related Articles | Metrics

Select

Critical Reflection on the Ontological Value of Labor Education from the Perspective of Marxist Theory of Human Science Hong Wang, Yan Xiang 2026, 44 (5):  16-30.  doi: 10.16382/j.cnki.1000-5560.2026.05.002 Abstract ( 22 )   HTML ( 3 )   PDF (649KB) ( 3 )   Save Labor, as the essential mode of existence distinguishing humans from animals, constitutes the core proposition of Marxist humanistic theory. Examining the practical dilemma of “value alienation” in labor education from this theoretical perspective, and clarifying the intrinsic connections between labor, labor education, and its ontological value, this paper draws upon core Marxist concepts concerning “human essence” “human needs” “human value” and “human development”. It proposes the inherent characteristics labor education itself should pursue—namely, its humanistic attribute, value attribute, need attribute, and developmental attribute—thus providing a frame of reference for the return of contemporary labor education to its ontological value of “cultivating human beings through labor”. Realizing the ontological value of labor education requires using Marxist humanistic theory as the overarching foundation. This necessitates driving a transformation in the goals and philosophy of labor education—shifting it from an instrumental means towards a path confirming “the species-being of humans.” It demands establishing the primacy of labor education’s “ontological value” over its “instrumental value,” thereby correcting the practical deviation of simplifying labor education into an appendage of other forms of education. Furthermore, it requires clarifying the content boundaries, shifting labor education from satisfying the “need for cultivating talents” to the “need for cultivating human beings.” Only through the coordinated advancement of these three aspects can labor education, in practice, achieve the real confirmation of human essential powers, ultimately fulfilling its logical aim: cultivating a new generation for the times through the essence of humanity. References | Related Articles | Metrics

Select

Kant's Theory of Rational Education: The Connection Between Individual Rationality and Public Rationality Fei Ye 2026, 44 (5):  31-38.  doi: 10.16382/j.cnki.1000-5560.2026.05.003 Abstract ( 21 )   HTML ( 0 )   PDF (541KB) ( 8 )   Save As an epoch-making philosopher and educationalist, Kant’s exploration and construction of rationality and rational education system have important enlightening significance to later generations. Different from many enlightenment philosophers, Kant not only attaches importance to individual rationality and individual freedom, but also to the public rationality in the public domain, emphasizing the public use of rationality and the dialectical unity of individual rationality and public rationality, individual freedom and public welfare. According to Kant’s educational thought, every individual’s rational will must be subject to the universal moral law, because human beings are not simply individual and subjective existence, but also contains the dimensions of publicity and intersubjectivity. Based on this, the use of rationality cannot be solipsistic monologue, but must use public reason to think about the relationship between self, others, and society. On the basis of individual and public survival, Kant constructs a unified educational system of individual rationality and public rationality, and advances the coupling of individual citizens and cosmopolitan citizens. He pioneeringly proposes the idea of world citizenship education, elevating public rational education to the height of global citizenship education. References | Related Articles | Metrics

Select

Authentic Situation: An Autonomously Constructed Signature Curriculum Concept Zihong Zhang, Yunhuo Cui 2026, 44 (5):  39-46.  doi: 10.16382/j.cnki.1000-5560.2026.05.004 Abstract ( 21 )   HTML ( 0 )   PDF (704KB) ( 9 )   Save Authentic situation aligns with the contextual characteristic of core competencies and serves as a critical medium for realizing the competencies goal, becoming the keywords in the new wave of curriculum reform. Based on conceptual tracing and theoretical clarification, the essential connotation of authentic situation is manifested as the organic unity of four kinds of authenticity. Real-world authenticity provides objective situation; personal authenticity reflects subject’s affect; task authenticity serves as “shi” that connects objectivity and subjectivity; and impact authenticity represents educational “outcome”. These four kinds of authenticity are indispensable. Authentic situation serve as the “realm” for competency-oriented cultivation, in which subject and object are united. It transcends the fragmented, ornamental and instrumental features of traditional teaching contexts, aiming for the cohesive integration among learners, situation, knowledge and tasks. It also emphasizes driving the alignment of teaching, learning and assessment through assessment contexts, so as to transition from the stimulation of sensory experiences to the cultivation of core competencies. The effective implementation of authentic situation requires a guiding role at the curriculum notion level, as well as coordinated design across teaching and assessment dimensions, creating a chain effect that fosters students’ desire to learn (“want to learn”), ability to learn (“know how to learn”), and mastery of learning (“have learned”). Figures and Tables | References | Related Articles | Metrics

Select

Reflection on the Theory and Practice of Higher Education Internationalization from the Perspective of "Diffusion of Innovation" Hantian Wu 2026, 44 (5):  47-55.  doi: 10.16382/j.cnki.1000-5560.2026.05.005 Abstract ( 19 )   HTML ( 1 )   PDF (684KB) ( 3 )   Save For a long time, the interpretation of higher education internationalization by established theories has had its rationality and relevance. However, the evolution of higher education and globalization requires the introduction of new theoretical perspectives as complements, while academic communities engaged in the study of higher education internationalization should seek to construct more indigenous theoretical systems. Based on the interpretation of higher education internationalization from the perspective of “diffusion of innovation” theory and the representation of knowledge production in the process of internationalization, the differences in the paradigms of knowledge production may be one of the deep-rooted reasons for the current problems and obstacles. In view of this, researchers and practitioners of higher education internationalization should strive to balance internationalization and indigenization, and promote the bilateralism and multimodality of innovation diffusion in the internationalization process by updating research paradigms and empowering “modernity” to indigenous discourse. Figures and Tables | References | Related Articles | Metrics

Select

The Global Picture of STEM Education Development and China’s Action Strategies from the Perspective of an Educational Leading Country Gang Zhu, Yi Wu, Shujing Wu, Fengkuang Chiang 2026, 44 (5):  56-74.  doi: 10.16382/j.cnki.1000-5560.2026.05.006 Abstract ( 28 )   HTML ( 1 )   PDF (1179KB) ( 6 )   Save Driven by the continuous globalization and technological revolution, STEM education is evolving from a traditional multidisciplinary model toward integrated STEM education, becoming a crucial component of national strategies for educational excellence. This study develops a three-dimensional analytical framework encompassing “policy positioning, practical orientation, and academic trends.” Based on this framework, it systematically reviews the global trajectory of STEM education research since 1986 from multiple perspectives—international policy evolution, practical pathway development, and theoretical paradigm shifts—dividing it into three distinct stages: the inception stage (1986–1999), the expansion stage (2000–2015), and the integration stage (2016–present). The core developments and structural characteristics of each stage are thoroughly examined to depict a comprehensive global landscape of STEM education advancement. Employing bibliometric and social network analysis, the study reveals the multifaceted logic underlying international STEM education development: in theoretical frameworks, a shift from “parallel disciplinary” approaches to integrated STEM education; in practical orientation, a transition from interdisciplinary concepts to multidimensional curriculum implementation frameworks; in policy positioning, a progression from marginalization to strategic centrality. Concurrently, it identifies the challenges facing STEM education in China, including theoretical construction, policy implementation, and pedagogical practices. Finally, the study proposes four pathways for deepening reform: strengthening policy guidance to unify theoretical foundations and practical innovation, enhancing interdisciplinary integration in STEM education, employing mixed-methods research for innovative STEM education studies, AND establishing a supportive ecosystem for STEM education development. These pathways offer action strategies for building a distinctive Chinese STEM education system. Figures and Tables | References | Related Articles | Metrics

Select

From the US to China: The “Crisis Narrative” of STEM Education Wenjie Yang, Lei Zhou 2026, 44 (5):  75-84.  doi: 10.16382/j.cnki.1000-5560.2026.05.007 Abstract ( 23 )   HTML ( 0 )   PDF (685KB) ( 7 )   Save As a policy tool, the “crisis narrative” of STEM education in the United States has successfully promoted the rapid accumulation of resources. Its legitimacy stems from its reflection of the urgency and rationality of educational reform in the face of technological competition, national security, and globalization challenges. However, the persistent atmosphere of crisis has exacerbated the short-sightedness of educational reform, and changes in political parties have led to cyclical fluctuations in policy implementation, weakening the stability and continuity of STEM education policies. Simultaneously, the hegemonic discourse centered on STEM has compressed the space for humanities education at the institutional level, gradually leading education towards the misconception of technological instrumentalism. Therefore, it is crucial to carefully examine the legitimacy and limitations of the crisis narrative, base on the realities of STEM education development in my country, transform the crisis into a driving force for collaborative and endogenous educational innovation, reconstruct STEM education governance, reshape the curriculum and knowledge system, construct a crisis narrative framework for STEM education with Chinese characteristics, and forge a path for the revitalization of STEM education with Chinese characteristics. References | Related Articles | Metrics

Select

Study on the Optimal Size and Distribution Structure of Financial Education Funding Zhijun Sun, Peiying Liu 2026, 44 (5):  85-96.  doi: 10.16382/j.cnki.1000-5560.2026.05.008 Abstract ( 24 )   HTML ( 1 )   PDF (847KB) ( 2 )   Save The total amount of education funding and the distribution structure are two basic issues of government financial education expenditure. This paper estimates the optimal size and structure of the three levels of education, and further obtains a reasonable ratio of fiscal education expenditure to GDP. The study concludes that when the marginal return of education expenditure is 1, the optimal distribution structure of fiscal education funding in compulsory education, general high school, and general tertiary education is 49.7%, 14.4%, and 35.9% respectively. Combined with the marginal output condition and the prediction of the future GDP, the optimal proportion of fiscal education funding to GDP in China should be 4.29% by 2035. For this reason, it is necessary in future years to take into account economic growth conditions and fiscal capacity to steadily increase fiscal investment in education year by year and optimize its distribution structure. Figures and Tables | References | Related Articles | Metrics

Select

The Current Situation and Future Possibilities of High-Quality Development of Rural Education in Urbanization: Based on a Survey of Multiple Townships in Seven Provinces in China Chunhua Liao, Shihui Ren 2026, 44 (5):  97-112.  doi: 10.16382/j.cnki.1000-5560.2026.05.009 Abstract ( 26 )   HTML ( 0 )   PDF (1054KB) ( 4 )   Save In the process of rapid urbanization, there is a profound interactive relationship between the rise and fall of rural education and the development of urbanization. Based on field research in 7 provinces, 7 counties, and 8 townships in China, this study reveals multiple challenges facing high-quality development of rural education in the process of urbanization, and explores practical pathways for the high-quality development of rural education based on identifying opportunities for high-quality development in the later phase of urbanization. Research has found that high-quality development of rural education faces three major challenges: the structural constraints of binary fixed impressions and imbalanced status of urban and rural schools, the disorientation of stakeholders due to ambiguous role cognition and misaligned action logic, and the functional alienation of knowledge inheritance obstruction and educational value deviation. But the second half of urbanization also contains three major opportunities: the logical transformation of rural education development, the policy opportunities generated by urban-rural factors, and the activation of rural education development momentum through the rural revitalization strategy. In the future, high-quality development of rural education can be achieved through pathways such as optimizing resource allocation with counties as the carrier, rebuilding the endogenous dynamism of rural education via “empowerment and collaboration”, and reshaping the unique value of rural education through a “local-oriented” approach. Figures and Tables | References | Related Articles | Metrics

Select

Successful School Leadership in an Era of Uncertainty: An Interview with Professor David Gurr and Professor Lawrence Drysdale from the University of Melbourne Yanan Wang, Duyu Li, Hui Dong, David Gurr, Lawrence Drysdale 2026, 44 (5):  113-125.  doi: 10.16382/j.cnki.1000-5560.2026.05.010 Abstract ( 22 )   HTML ( 1 )   PDF (869KB) ( 4 )   Save Promoting educational reform and innovation in a rapidly changing context presents new challenges for educational leadership practices, making exceptional educational leadership in an era of uncertainty a global concern. In this regard, two renowned scholars in the field of international educational leadership—Professor David Gurr and Professor Lawrence Drysdale from the University of Melbourne’s Faculty of Education—have long been involved in the International Successful School Principalship Project (ISSPP) and have accumulated extensive research on fostering exceptional educational leadership in uncertain times. This article engages these two scholars in a dialogue focusing on two key aspects of this widely discussed theoretical and practical issue. One is the global applicability of the seven-dimensional framework for successful school leadership, particularly its value in adapting and innovating within the Chinese educational context; the other is the profound impact of emerging technologies such as artificial intelligence on educational leadership research and practice, exploring suggestions for Chinese scholars to develop localized leadership theories in response to these new challenges. Based on the dialogue with the two scholars, this article concludes by reflecting, from a cross-cultural perspective, on the corresponding implications for the development of educational leadership theory and practical innovation, particularly regarding how Chinese educational leaders can achieve more effective leadership to navigate uncertainty and pursue educational excellence. Figures and Tables | References | Related Articles | Metrics