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01 July 2025, Volume 43 Issue 7 Previous Issue   

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The Right to Education Without Independent Choice Is Not a Truly Equal Right to Education Kaisheng Lao, Xuanhao Ma 2025, 43 (7):  1-12.  doi: 10.16382/j.cnki.1000-5560.2025.07.001 Abstract ( 386 )   HTML ( 29 )   PDF (1302KB) ( 713 )   Save Equality in the right to education is not only about material and opportunity equality, but also about differentiated educational needs and choices. Analysis of the frequency of articles and words on educational equality and educational choice shows that there is a strong academic interaction and fusion of perspectives between educational choice and educational equality. There are three different perspectives on the recognition of the equality of the right to education, namely, the jurisprudential perspective that combines rights and obligations, the economic perspective based on equality and efficiency, and the pedagogical perspective premised on autonomous choice. In order to truly realize the right to education on the basis of autonomous choice, it is necessary to replace non-discriminatory equality in education with optional equality in education; to replace rigid education systems with flexible education systems; and to replace exclusionary, closed and unsustainable education policies and laws with more inclusive, open and sustainable education policies and laws. Figures and Tables | References | Related Articles | Metrics

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Exploring University Innovation Approach of Integrating Education, Science and Technology, and Human Resources ：Based on a Panel Model of Innovation Input Diffusion and Innovation Output Zhaoxin Huang, Zehai Long, Guanshuang Han 2025, 43 (7):  13-28.  doi: 10.16382/j.cnki.1000-5560.2025.07.002 Abstract ( 298 )   HTML ( 10 )   PDF (1420KB) ( 538 )   Save The report of the 20th National Congress of the Communist Party of China proposed the integration of education, science and technology, and human resources, emphasizing the pivotal role of innovation within this framework. Universities, as crucial drivers of strategic implementation, occupy a central position. This paper, grounded in the theoretical underpinnings of the university innovation ecosystem, input-output dynamics, delves into the trajectory of university innovation through examination of innovation input, diffusion, and output. Based on the data of relevant indicators in 31 provinces, municipalities and autonomous regions, a panel model is constructed to study the university innovation system and the relationship between input, diffusion and output. The research finds that constructing a university innovation ecosystem is an urgent requirement for building an integrated university innovation system that combines education, science and technology, and human resources. Also, innovation manpower input investment serves as the cornerstone of university innovation output; innovation funding constitutes a critical safeguard for university innovation output; technology transfer plays a pivotal role in incentivizing university innovation output; and international cooperative research provides an important driving force for the innovation output of universities, but the international conference exchange has not played its due role. Based on these findings, strategic recommendations are proposed. Figures and Tables | References | Related Articles | Metrics

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Limits and Logic of Governance in University Innovation Activities Zhimin Luo, Yingqi Wu 2025, 43 (7):  29-42.  doi: 10.16382/j.cnki.1000-5560.2025.07.003 Abstract ( 248 )   HTML ( 3 )   PDF (786KB) ( 300 )   Save Universities aspiring for greater innovation output often find themselves facing the dilemma of mismatched governance inputs and outcomes while searching for effective governance strategies for their innovation activities. Why are university innovation activities becoming increasingly difficult to govern? Based on an analytical framework constructed from resonance theory, this paper argues that the governance of university innovation activities is characterized by numerous aspects that are “uncontrollable” shaped by the limitations of the goals and scale. At the same time, under resource constraints, universities typically follow a governance logic of “optimization” and “regulation” to facilitate the production and reproduction of innovation as much as possible. They tend to adopt a governance model of “attempt to control” with an expanding scope of influence to prevent innovation activities from falling into a state of “uncontrollability”. However, this approach can create new forms of “uncontrollability” further complicating governance. Thus, the insight that can be drawn is that for universities to govern their innovation activities, the focus should not be on how much they can “attempt to control,” but rather on how much “uncontrollability” they can accept. They must also balance the tension between “control” and “uncontrollability”, manage their core responsibilities and build a resilient and flexible innovation ecosystem, transforming the campus into a hub that embraces “uncontrollability” and accommodates greater possibilities for innovation. Figures and Tables | References | Related Articles | Metrics

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How Do University Innovation Resources Drive the Development of Students’ Critical Thinking：A Mediating Analysis Based on Learning Approaches Yangjie Huang, Ying Xu, Lingli Weng 2025, 43 (7):  43-58.  doi: 10.16382/j.cnki.1000-5560.2025.07.004 Abstract ( 528 )   HTML ( 28 )   PDF (881KB) ( 1518 )   Save Critical thinking, as the core objective of cultivating innovative talents in higher education, is profoundly influenced by university innovation resources. However, the mechanisms through which these resources drive critical thinking remain unclear. Based on the Person-Environment Fit Theory and integrating the Input-Process-Output (IPO) model, this study constructs a theoretical framework elucidating the mechanisms linking university innovation resources, learning approaches, and critical thinking development. Using Partial Least Squares Structural Equation Modeling (PLS-SEM) to analyze data from 51,063 university students in China, the findings reveal that university innovation resource investment significantly promotes students' critical thinking development. challenge-based learning and interactive learning serve as significant mediators in this relationship, with the mediating effect of interactive learning being stronger than that of challenge-based learning. Accordingly, four practical recommendations are proposed: comprehensively optimizing the allocation of innovation resources to facilitate the coordinated development of courses and facilities; building a professional development system for teachers to enhance critical thinking teaching capabilities; optimizing the combination of learning approaches to leverage the synergistic mediating effects; and innovating critical thinking assessment by establishing a multidimensional process evaluation system. The research findings provide critical empirical support and policy references for innovation education in universities and the development of students' critical thinking. Figures and Tables | References | Related Articles | Metrics

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Analysis of the Construction Effectiveness of National Innovation andEntrepreneurship Education Demonstration Zones and Their Influence Mechanisms：Based on Two Rounds of National Survey Research Lei Zhao, Xuyan Wang, Rui Li, Baihong Song 2025, 43 (7):  59-72.  doi: 10.16382/j.cnki.1000-5560.2025.07.005 Abstract ( 277 )   HTML ( 13 )   PDF (809KB) ( 275 )   Save This study relies on two rounds of nationwide empirical survey data, focusing on 200 national innovation and entrepreneurship education demonstration zones. First, variance analysis is used to conduct a longitudinal comparison of the two rounds of survey data (2019, 2023) and a cross-sectional comparison with the 2023 national norms. This comprehensive analysis assesses the effectiveness of the construction of the 200 national innovation and entrepreneurship education demonstration zones in China. Multiple linear regression analysis is employed to explore the mechanisms influencing the effectiveness of these institutions. The study finds that during the “14th Five-Year Plan” period, the effectiveness of the 200 national innovation and entrepreneurship education demonstration zones has been significant. While there have been notable improvements in entrepreneurship courses, faculty, and practice, continued attention and focused monitoring are still needed. Students’ entrepreneurial cognition levels and self-efficacy remain relatively low, requiring special attention. There is significant variability in the factors influencing the performance of entrepreneurial education in different types of colleges and universities. Changes in the factors influencing the performance of entrepreneurial education at the macro, meso, and micro levels reflect a shift in Chinese universities’ approach to cultivating top entrepreneurial talents—from being “externally policy-driven” to a more balanced “internal-external driven” model. This increasingly positive approach serves as the driving force behind the effectiveness of entrepreneurial education and is the underlying reason for its significant results. In order to further enhance the effectiveness of the construction of national innovation and entrepreneurship education demonstration zones, this study puts forward suggestions at the macro, meso and micro levels, i.e., to continuously exert the traction of national/social macro policies, categorization and management to create a more inclusive and friendly institutional environment of categorized support for university students’ entrepreneurship; to grasp the core teaching elements, to clearly define the “construction pivot” of universities, realize substantive breakthroughs and innovations in entrepreneurship courses, entrepreneurship teachers and entrepreneurship practices; and to deeply explore the nurturing function of entrepreneurship competitions to create a good atmosphere of innovation and entrepreneurship and improve the entrepreneurial cognition level of students. Figures and Tables | References | Related Articles | Metrics

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Why is It Difficult for Rural Students to Attend Key Universities：The Cultural Reproduction Mechanism of Rural Students and Its Breakthrough Yanyan Du, Yining Xu 2025, 43 (7):  73-85.  doi: 10.16382/j.cnki.1000-5560.2025.07.006 Abstract ( 478 )   HTML ( 15 )   PDF (742KB) ( 1114 )   Save During the early socialization process, rural students complete the reproduction of underclass culture by internalizing the perspectives of the lower class on the social world and the traits conveyed by “significant others” such as their parents. Influenced by the transmission of cultural capital and the lack of economic capital, natural knowledge is internalized into their individual mental schemas, resulting in a relatively narrow scope of knowledge. The rural linguistic expression and family education culture shape rural students into adopting a “restricted linguistic code.” When peers engage in “transgressive” behaviors, rural students are prone to reproducing subcultures for the sake of “social face.” Due to the influence of paternalism and the lack of capital in rural society, rural students lack a clear understanding of their roles, experience imbalances in interpersonal relationships, and develop lower social adaptability. When parents hold low educational expectations, rural students may doubt their academic competitiveness, leading to diminished future aspirations. To foster “success from humble origins,” it is essential to reshape the rural knowledge field, establish mechanisms for cross-class social interactions, encourage rural students to exercise their agency, and actively integrate into school education to disrupt the reproduction mechanism of underclass culture. References | Related Articles | Metrics

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Between Classroom and Playground: The Physical Experience and Moral Situation of Sports Students Hanwen Zhang, Xuxin An 2025, 43 (7):  86-95.  doi: 10.16382/j.cnki.1000-5560.2025.07.007 Abstract ( 349 )   HTML ( 13 )   PDF (808KB) ( 1060 )   Save This study, employing qualitative research methods, provides an in-depth description of the physical experiences and moral situations of physical education students graduating from regular high schools as they transition between the classroom and the playground. It presents and analyzes the interactions between their individual and structural dynamics, as well as the cultural production processes involved. The research reveals that these students develop a complex emotional structure characterized by both “glory and stigma” within the educational system. After undergoing comprehensive and meticulous physical discipline, their suppressed bodily experiences lead to resistance against the school, thereby plunging them into a low moral predicament.From the classroom to the playground, high school athletes begin to regain their subjectivity amidst the enjoyment of their bodies and the opening of new meaning spaces. In their training lives, they form a group culture characterized by “loyalty” and “respect for hierarchy” within the atmosphere of a “closely connected and mutually dependent” community and shared memories of “blood and breath”. With the coach's backing, they develop an anti-school cultural confidence or illusion. Upon returning to the classroom, they actively create cultural distinctions and elevate their moral status through bodily management exemplified by “swagger”, yet this effort inevitably falters under the traditional educational value order.Thus, the act of “creative” meaning production paradoxically places individuals in a situation of stigmatization through showing off. The new cultural context in universities has given birth to a new cultural world. When knowledge education is no longer the sole criterion for excellence, and when physical culture is once again respected, the sports student group may achieve true meaning production and cultural creation. Figures and Tables | References | Related Articles | Metrics

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A Study of the Mechanisms Influencing the Development of Teachers’ Curriculum Leadership in the Context of Digital Transformation Manqi Qu, Baomin Li, Lingling Gong 2025, 43 (7):  96-107.  doi: 10.16382/j.cnki.1000-5560.2025.07.008 Abstract ( 429 )   HTML ( 24 )   PDF (676KB) ( 1730 )   Save Under the dual background of new curriculum reform and digital transformation of education, the development of primary and secondary school teachers' curriculum leadership is an urgent need to help deepen the implementation of high-quality curriculum reform in the new era, and the influence mechanism of teachers' curriculum leadership development is an important issue worthy of study. Based on the literature and empirical research, this study constructs the hypothesis of the influence path of teacher curriculum leadership in the context of digital transformation, aims to explore the relationship between the nine elements from the three dimensions of the internal structure of teacher curriculum leadership, teachers’ personal traits and the school organizational environment, and uses structural equation modeling to analyze and validate the constructed influence path model and hypotheses, and proposes strategies for the development of teacher curriculum leadership accordingly. The results of the study show that within curriculum leadership in the context of digital transformation, both curriculum leadership cognition and curriculum leadership identity have a significant and positive influence on curriculum leadership practice. In terms of personal attributes, both digital literacy and technology acceptance have a significant and positive influence on curriculum leadership cognition and curriculum leadership identity, respectively. In terms of the organizational environment, curriculum leadership identity, as a complete mediator of the technological environment's influence on curriculum leadership practice, organizational culture had a significant and positive effect on course leader perceptions and course leader identity, respectively. Based on the findings, strategies and suggestions for the development of teachers’ curriculum leadership in the digital era are proposed at three levels: the internal structure of teachers’ curriculum leadership, teachers' personal attributes, and the organizational environment of the school. Figures and Tables | References | Related Articles | Metrics

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Digital Inclusion: A Research Report on Digital Teaching Support by East China Normal University Yanlei Li, Zemin Liu, Wenjing Zhou, Dan Zhu, Linhua Zhao 2025, 43 (7):  108-126.  doi: 10.16382/j.cnki.1000-5560.2025.07.009 Abstract ( 457 )   HTML ( 9 )   PDF (1683KB) ( 818 )   Save To integrate rural education revitalization with digital education strategy and enhance the quality of rural education, the Department of Development Planning, Ministry of Education launched the “Digital Teaching Support to Empower Rural Education” project in 2022. Based on the concept of digital inclusion, East China Normal University organized a team of over 300 faculty members and students to provide one-year digital teaching support services for 10 primary schools in Xundian County, Yunnan Province. Through optimizing digital infrastructure, developing distinctive curriculum resources, and innovating teaching models, the project explored and established a new digital teaching support model featuring government guidance, university assistance, and social participation. This study systematically evaluated the project’s effectiveness in bridging regional digital educational divide and promoting digital inclusion through questionnaire surveys and in-depth interviews. The findings reveal that the digital teaching support project effectively strengthened the foundation for digital transformation of rural schools, enhanced rural teachers’ digital teaching capabilities, and cultivated students’ digital literacy, thus effectively narrowing the regional educational digital divide. Based on these findings, the study suggests that universities should play a demonstrative leading role in promoting digital teaching support as a regular practice in educational services for rural revitalization. Meanwhile, it is necessary to improve policy support and collaborative promotion mechanisms for digital teaching support at the national level. Overall, the digital teaching support project has constructed a new educational assistance model underpinned by infrastructure support, capability enhancement empowerment, and digital resource sharing. This exploration not only provides important implications for advancing China’s educational digital transformation but also contributes Chinese solutions to the global innovation in digital inclusion practices in education. Figures and Tables | References | Related Articles | Metrics