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01 November 2025, Volume 43 Issue 11 Previous Issue   

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Community of Industry and Education: Towards the Institutionalized Construction of Relations Between School and Enterprise Guoqing Xu 2025, 43 (11):  1-12.  doi: 10.16382/j.cnki.1000-5560.2025.11.001 Abstract ( 294 )   HTML ( 25 )   PDF (622KB) ( 220 )   Save The “Outline of the Plan for Building a Strong Education Country (2024-2035)” requires “shaping a new form of multi party participation in education and integration of industry and education”. Establishing a community is the main strategy for promoting the integration of industry and education in vocational education, with the aim of institutionalizing cooperation between school and enterprise, and providing institutional guarantees for the construction of a structured practical learning system. This is an inherent logical requirement for the further development of cooperation between school and enterprise in China. The institutionalization of cooperation between school and enterprise is the process of mutual integration of school and enterprise. To promote the integration, it is necessary to stimulate the enthusiasm of enterprises to participate in cooperation between school and enterprise, and more importantly, to build an external driving mechanism. The community of industry and education is an external driving mechanism for the institutionalization of relations of school and enterprise. It is a social organization that operates in a tangible manner. The operational strategies include the government fully stimulating the enthusiasm of enterprises to participate in cooperation between school and enterprise, community management institutions actively promoting the institutionalization of cooperation between school and enterprise, vocational schools actively promoting the development of functions of training in enterprise, and enterprises actively promoting the internalization of training processes. Building a structured practical learning system requires the development of a progressive skills training system, as well as strengthening the construction of vocational qualification and enterprise master certification. Figures and Tables | References | Related Articles | Metrics

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Impact of University-Enterprise Collaborative R&D on Patent Innovation Quality: Evidence from National “Little Giant” Enterprises Wenjie Zhang, Qiong Zhu, Yaxuan Liu 2025, 43 (11):  13-23.  doi: 10.16382/j.cnki.1000-5560.2025.11.002 Abstract ( 128 )   HTML ( 17 )   PDF (796KB) ( 68 )   Save In recent years, university-enterprise collaborative research and development (R&D) has emerged as a key strategy for enhancing innovation quality, particularly among small and medium-sized enterprises (SMEs). However, there is limited in-depth research in the academic literature regarding the role of university-enterprise collaboration in driving patent innovation within national “Little Giant” enterprises. This study examines the impact of university-enterprise collaborative R&D on patent innovation quality, based on invention patents granted to “Little Giant” enterprises. The key findings are as follows. First, university-enterprise collaborative R&D significantly enhances the innovation quality of patents. Second, it improves patent innovation quality by facilitating information sharing between universities and enterprises. Third, “Little Giant” enterprises collaborating with “211” universities, science and engineering or comprehensive institutions, and those that are medium to large-sized or located in eastern regions, gain greater benefits from university-enterprise collaborative R&D. Finally, extensive collaborative R&D with multiple universities helps enterprises acquire a broader range of information, fostering knowledge flow and improving patent quality, whereas sustained collaboration with a single university may hinder patent innovation quality. This study provides insights into the current state and mechanisms of university–enterprise collaborative R&D, offering valuable implications for improving the effectiveness of such partnership. Figures and Tables | References | Related Articles | Metrics

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Matter, Energy, Information: Tracing the Origins of Sustainable Development in Universities as Knowledge-Open Systems Yifan Sui, Yangli Fu, Taiqi Xing 2025, 43 (11):  24-34.  doi: 10.16382/j.cnki.1000-5560.2025.11.003 Abstract ( 108 )   HTML ( 10 )   PDF (752KB) ( 106 )   Save Against the backdrop of human societal development increasingly relying on universities and sustainable development becoming an inescapable imperative for the progress of human society, the sustainable development of universities themselves has emerged as a research topic of significant contemporary relevance. Drawing upon the first principles of nature and insights from open systems theory, this paper proposes for the first time that universities function as open knowledge systems governed by first principles. By examining the substantial parallels between the sustainable development of universities and the evolutionary persistence of natural ecosystems, this study identifies and deconstructs matter, energy, and information as the fundamental elements sustaining university sustainability, thereby uncovering the underlying logic of university development. Based on the first principles of universities and their sustainable development elements, with information—which coordinates resource input and energy output—as the logical framework, this paper explores optimal pathways for university sustainability from three perspectives: the accuracy and sufficiency of information, the strength of professional talent, and the modernization of internal university governance. Figures and Tables | References | Related Articles | Metrics

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A Study of Organizational Structures for Interdisciplinary Talent Cultivation: Theoretical Construction and Empirical Examination Yan Cao, Kailin Wu, Lan Yang 2025, 43 (11):  35-47.  doi: 10.16382/j.cnki.1000-5560.2025.11.004 Abstract ( 146 )   HTML ( 21 )   PDF (877KB) ( 95 )   Save Interdisciplinary competence, as a core quality for cultivating complex high-level innovative talents, has a direct bearing on the strategic landing of the construction of a strong educational country. Based on the SECI knowledge transformation theory and matrix organization theory, this study constructs a general theoretical framework for analyzing Interdisciplinary competence transformation from the perspective of organizational structure, and uses empirical data to complete theoretical validation of the real effects of the current cultivation of China’s postgraduate students in the light of the theoretical framework. It is found that the cultivation of graduate students' interdisciplinary competence satisfies the SECI spiral model of knowledge transformation; expanding the interdisciplinary integration scope of departmental talent cultivation can only bring about a “substantial change” in graduate students’ interdisciplinary vision; and compared with joint cultivation, the independent cultivation system is conducive to the development of graduate students’ interdisciplinary knowledge and application, while combining multiple structures may “harness complementary strengths”. The study puts forward policy recommendations to form an effective organizational structure and policy mechanism for the cultivation of interdisciplinary talents for higher education in China. Figures and Tables | References | Related Articles | Metrics

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Fiscal Resilience of Education: Chinese Experience and Construction Logic Zhong Ye, Chenxu Liu 2025, 43 (11):  48-61.  doi: 10.16382/j.cnki.1000-5560.2025.11.005 Abstract ( 160 )   HTML ( 16 )   PDF (871KB) ( 85 )   Save Building a resilient education finance system is a crucial foundation for constructing an education powerhouse. The resilience of education finance refers to the ability of the education system to maintain the stability, equity, and quality of educational services through financial reserves and resource allocation adjustments when facing economic fluctuations, population changes, public fiscal tightening, emergencies, or social transformations. Its core lies in establishing a healthy, stable, and sustainable education finance mechanism that can proactively adapt to changes. The analytical framework for education finance resilience includes four dimensions: revenue resilience, expenditure resilience, institutional resilience, and support resilience. In terms of theoretical lineage, the connotations, core characteristics, constituent elements, and key challenges of basic education finance resilience and higher education finance resilience are distinct yet interconnected. There are international best practices and practical experiences that can enhance education finance resilience, which can be leveraged through international theoretical and practical dialogues to drive breakthroughs in China's unique theory of education finance resilience. Figures and Tables | References | Related Articles | Metrics

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“Rising Above the Gathering Storm”: How China’s Rise Shaped the U.S. STEM Education Strategies and Responses Li Deng, Xinyue Lin, Qiuying Miao 2025, 43 (11):  62-73.  doi: 10.16382/j.cnki.1000-5560.2025.11.006 Abstract ( 155 )   HTML ( 14 )   PDF (865KB) ( 76 )   Save In recent years, China’s rapid rise in the fields of economy, technology, military, education, and global influence has significantly impacted the United States’ STEM education strategy, triggering a heightened sense of crisis and strategic alertness. Based on an analysis of 31 national-level STEM education policy documents issued by the United States between 2001 and 2024, this study identifies five main factors related to China: economic and technological growth, military modernization, a quantitative advantage in STEM talent, leading performance in international assessments, and enhanced global influence. The United States regards China’s rapid development as a systemic challenge and has responded through multiple pathways, including increasing educational investment, optimising domestic talent development mechanisms, attracting international talent, and building a comprehensive STEM education ecosystem, in order to maintain national competitiveness and global leadership. The adjustment of the U.S. STEM education strategy is driven not only by the internal logic of educational reform but also profoundly shaped by international geopolitical competition. Attention should be paid to the political mobilisation purposes underlying the U.S. crisis narratives targeting China. These findings deepen the understanding of education policy adjustment mechanisms in the context of major-power strategic competition and provide theoretical support and policy insights for China in advancing its education powerhouse strategy, strengthening strategic composure, and enhancing international discourse capacity. Figures and Tables | References | Related Articles | Metrics

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Understanding Students’ Resistance to Personal Information Collection in Universities: An Analysis by fsQCA Methods Wenjie Huang, Zhuoren Shao 2025, 43 (11):  74-85.  doi: 10.16382/j.cnki.1000-5560.2025.11.007 Abstract ( 135 )   HTML ( 16 )   PDF (968KB) ( 68 )   Save With the widespread application of digital technology, the collection of personal information has not only improved management efficiency but also raised privacy protection issues, leading to potential resistance behavior from information subjects. This study focuses on the field of campus management, deeply analyzes college students’ resistance behavior towards university information collection and its influencing factors, aiming to provide a theoretical basis for improving personal information protection systems and optimizing university information governance. This study collects data through questionnaire surveys and in-depth interviews, and uses fuzzy-set Qualitative Comparative Analysis (fsQCA) to systematically analyze the influencing factors and combination paths of college students’ information collection resistance behavior. The study finds that college students’ resistance behavior towards university information collection is the result of the interaction of multi-dimensional information awareness, among which three relatively important combination paths are presented: The “technology rejection” path shows that the acceptance of information technology is an important factor affecting students’ resistance behavior, with individuals who have a high awareness of information rights and low acceptance of technology being more likely to resist; The “trust deficiency” path finds that the lack of knowledge about information protection and the reduction of trust in the university will jointly strengthen college students’ willingness to resist; The “knowledge paradox” path explains that even if students have a high level of information technology literacy and technology acceptance, the lack of information management awareness and information security perception can still lead to significant resistance behavior. Figures and Tables | References | Related Articles | Metrics

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Marx’s Theory of World History and the Construction of a Research System for Global History of Education Hongyu Zhou, Na Zhou 2025, 43 (11):  86-96.  doi: 10.16382/j.cnki.1000-5560.2025.11.008 Abstract ( 106 )   HTML ( 6 )   PDF (729KB) ( 55 )   Save Currently, the field of educational history in China faces the challenge of lacking a global perspective, urgently requiring a shift from nation-state narratives to a global history paradigm. This transformation follows a dual path: critically deconstructing the Western-centric global educational narrative and actively constructing a discourse of Chinese subjectivity. Based on the epistemological and methodological framework of Marx’s theory of world history, this paper analyzes the theoretical limitations of Western global educational narratives. At the epistemological level, they fail to reveal the material production basis of educational globalization and its class nature. At the methodological level, they overlook the dialectical unity of productive force revolutions and communication revolutions in shaping the history of educational globalization. At the axiological level, their advocated “universalism” is essentially an ideological construct of capitalist modernity. To address these theoretical shortcomings, an analytical framework centered on the dialectical relationship between “productive forces and communication” is constructed, examining global educational history through the dual dimensions of production systems and mutual exchange. This approach establishes a global educational history perspective that reflects China's stance, aiming to advance the development of a Chinese school of global educational history research, reshape the discourse power structure of global educational history, and provide historical references and theoretical resources for global educational governance in building a community with a shared future for humanity. Figures and Tables | References | Related Articles | Metrics

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The Structural Impact of Media Technology Innovations on the Openness of European Universities (16th–19th Centuries) Na Zhou, Hongyu Zhou 2025, 43 (11):  97-106.  doi: 10.16382/j.cnki.1000-5560.2025.11.009 Abstract ( 93 )   HTML ( 4 )   PDF (714KB) ( 29 )   Save This study examines the structural influence of media technology innovations on the openness of European universities between the 16th and 19th centuries. By analyzing three key technological media shifts—the Gutenberg printing press, knowledge-oriented social spaces (“coffeehouse universities”), and the railway postal system, the research reveals that, media innovations reshaped the time-space dimensions of knowledge dissemination, enabling intellectual exchange to transcend university walls; emerging technologies weakened the teacher-student dependency characteristic of the manuscript era, fostering a culture of autonomous learning; new media accelerated the decline of the Latin scholarly community by promoting vernacularization in academic communication. These transformations mediated the relationship between early modern European universities and nation-states, positioning universities as active participants in the public sphere and shapers of national identity—a distinct departure from medieval institutional closure. Crucially, the study emphasizes that media technologies reconfigured university-society networks primarily through productive (rather than political) dimensions. The conclusion explores continuities and disruptions in higher education openness under contemporary digital media technologies. References | Related Articles | Metrics

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The Spatial Turn and Exploring the History of Educational Space：The Temple of Confucius and School Space in the Song Dynasty as an Example Haiyuan Dou 2025, 43 (11):  107-116.  doi: 10.16382/j.cnki.1000-5560.2025.11.010 Abstract ( 114 )   HTML ( 10 )   PDF (1011KB) ( 60 )   Save The history of educational space is a new field of research in the history of education. Space has gone through three transformations of material space, spiritual space and social space, which eventually led to the triadic space theory integrating materiality, spirituality and sociality, triggering the spatial turn in the field of humanities and social sciences. Influenced by this, the exploration of space in the history of education has also developed from focusing on material space to focusing on the interaction between space and human beings, highlighting the rich connotation of educational space. Taking the temple school space of the Song Dynasty as an example, drawing on the analytical framework of ternary space, the temple school space of the Song Dynasty is divided into the physical space consisting of buildings and artefacts, the symbolic space consisting of architectural nomenclature, sacrificial figures and stone tablets, and the activity space consisting of rituals and learning activities. The triadic space intersects and complements each other, together revealing the basic pattern and nurturing role of the temple school space in the Song Dynasty. Figures and Tables | References | Related Articles | Metrics

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The Integration of Images and Text in Enlightenment Education: An Examination of Illustrated Literacy Textbook in Modern China Yanlei Qi 2025, 43 (11):  117-126.  doi: 10.16382/j.cnki.1000-5560.2025.11.011 Abstract ( 86 )   HTML ( 4 )   PDF (1403KB) ( 49 )   Save Illustrated Literacy Textbook is a type of educational material for children that combines images with text, using the interplay between pictures and words to provide enlightenment. “Enlightenment” has been a recurring topic in modern Chinese history and is also a crucial point for the innovation of ideas. The ideological enlightenment reflected and embodied by modern Chinese Illustrated Literacy Textbook is a gradual process, a transition from tradition to modernity, and an interweaving of national salvation and cultural awakening. Representative works such as the Chengzhong Mengxuetang Zike Tushuo, Hui Tu Shizhi Shizai Yi, and Guomin Zike Tushuo are undoubtedly important vehicles for the ideological enlightenment of children in modern China. They not only responded to children’s demands for enlightenment, but also reflected the compiler’s will for enlightenment. Figures and Tables | References | Related Articles | Metrics