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01 March 2026, Volume 44 Issue 3 Previous Issue   

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The Death and Rebirth of Educational Research in the Age of AI: Problems and Promises Zhao Yong, Neal Kingston, Rick Ginsberg 2026, 44 (3):  1-14.  doi: 10.16382/j.cnki.1000-5560.2026.03.001 Abstract ( 6 )   HTML ( 0 )   PDF (666KB) ( 7 )   Save The rapid advancement of generative artificial intelligence is reshaping the foundations of educational research, exposing longstanding methodological and epistemological limitations while introducing new complexities. Traditional educational research has been constrained by inconsistent peer review, quantitative bias and false precision, paradigm wars between qualitative and quantitative traditions, overgeneralization across diverse contexts, neglect of learner individuality, a dominant focus on typical rather than possible educational futures, and an overly narrow definition of educational outcomes. These issues have limited the field’s relevance, validity, and impact. AI amplifies these challenges by accelerating the obsolescence of educational interventions, fundamentally altering the question of what knowledge is of most worth, and transforming learning environments through human–AI collaboration. These developments demand research approaches informed by complexity science, distributed cognition, and sociotechnical critique, particularly in relation to ethics, equity, algorithmic bias, and surveillance. At the same time, AI is transforming literature reviews, research design, and epistemic assumptions, shifting educational research from static causal models toward dynamic, co-evolving systems, and from human-centered interpretation to hybrid human–machine knowledge production. This paper argues that educational research must move beyond existing paradigmatic limitations and embrace more adaptive, participatory, pluralistic, and future-oriented methodologies. Such a transformation represents not merely an improvement but a rebirth of educational research necessary for maintaining scientific rigor, ethical responsibility, and societal relevance in the age of AI. References | Related Articles | Metrics

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AI Rewrites “The End of History” : Beyond the Technology-Governance Dual Curve toward a Convergent Framework of AI and Humanistic Literacies Yilei Shao 2026, 44 (3):  15-24.  doi: 10.16382/j.cnki.1000-5560.2026.03.002 Abstract ( 3 )   HTML ( 0 )   PDF (964KB) ( 4 )   Save Artificial intelligence is reopening the history Fukuyama once declared closed. Centering on a “Technology-Governance” Dual Curve framework, this paper examines the widening “legitimacy gap” between technology’s exponential rise and governance’s linear lag, arguing that bridging this gap holds the key to confronting today’s global crises. Three structural transformations emerge: ideological competition has migrated from the “ideas versus institutions” battleground to the “technology versus governance” arena; computing power, data, and intelligence have become the new “political surplus” reshaping national power; and individuals find themselves caught between two predicaments—Fukuyama’s “last man” and the algorithm-driven “predicted man.” These shifts have opened three critical gaps—in interpretation, in norms, and in order—that call urgently for a systematic response from the humanities, social sciences, and education. Drawing on Latour’s actor-network theory, the paper contends that education must shoulder a dual mission: fostering AI literacy for effective human-machine collaboration, while rebuilding humanistic literacy to equip citizens with the capacity to audit algorithms, challenge automated decisions, and participate in governance. Only by advancing both tracks in tandem can society cultivate the resilience to self-correct and rebuild the trust networks and legitimacy that a human-machine symbiotic era demands. Figures and Tables | References | Related Articles | Metrics

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The Innovation and Development of Talent Cultivation Paradigm in Economics in the AI Era: A Reflection on the Construction of the New Liberal Arts Shiyi Chen, Mei Chen 2026, 44 (3):  25-39.  doi: 10.16382/j.cnki.1000-5560.2026.03.003 Abstract ( 3 )   HTML ( 0 )   PDF (2065KB) ( 5 )   Save The new generation of artificial intelligence (AI) technology is having a profound and far-reaching impact on the economy and economics, and there is an urgent need for innovation in economics and its talent cultivation paradigm. Therefore, this article first analyzes the rapid development trend of artificial intelligence technology and reviews the existing research on the impact of artificial intelligence on disciplines including economics. Secondly, further analysis was conducted on the challenges and opportunities of artificial intelligence technology for economics, and it was clarified that the new orientation of economic development in the era of artificial intelligence is to achieve a fundamental transformation from classical econometrics driven by iteration, integration, and upgrading to AI technology driven. Based on this, we innovatively propose a “five dimensional” foundational literacy for cultivating economic talents in the AI era, including domain knowledge and skills, interdisciplinary integration skills, data-driven skills, AI application skills, and frontier sensitivity skills. We also classify talents into research-oriented and application-oriented categories, and analyze the unique literacy needs of these two types of talents in detail. Finally, this article analyzes the innovative path of educational reform and reasonable institutional arrangements for cultivating economic talents in the era of artificial intelligence from two dimensions: the transformation of teaching through digitalization and learning through interactivity. It can be said that the rapid development of artificial intelligence technology will accelerate the pace of the construction of new liberal arts, further promoting the innovation of talent cultivation paradigms that deeply integrate economics with other disciplines such as technology, ethics, and society, as well as industry and practice. Figures and Tables | References | Related Articles | Metrics

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Ten Years of Global Online Course Development in the Context of Digital Transformation: Proximity Effects in Disciplinary and Regional Growth Jingjing Zhang, Bo Yu, An Zeng 2026, 44 (3):  40-56.  doi: 10.16382/j.cnki.1000-5560.2026.03.004 Abstract ( 3 )   HTML ( 0 )   PDF (2672KB) ( 4 )   Save The development of online courses has become a critical driver of global higher education’s digital transformation, characterized by complex and dynamic patterns in disciplinary and regional evolution. Drawing on data from 168,115 courses offered by 965 universities and research institutions across 57 countries between 2012 and 2022, this study employs complex network analysis combined with the theories of comparative advantage and product space to construct a global digital course space and explore proximity effects in online course development. The results reveal a distinct “core-periphery” structure within the global digital course space. Over the long term, universities tend to develop courses closely aligned with their existing comparative advantages, demonstrating a reliance on proximity. In the short term, however, a greater emphasis on diversification is observed. Regionally, the degree of digital transformation in course development is strongly tied to national economic development, with North America maintaining significant advantages in traditional disciplines and emerging technologies, while developing nations lag behind in computer science and advanced technology. Additionally, the distribution of proximity within the course space significantly shapes the pathways of digital transformation, constraining the efficiency and scalability of course upgrading. This study suggests that universities need to strengthen their disciplinary comparative advantages by optimising their curricular structures, thereby advancing the digital transformation of higher education. Figures and Tables | References | Related Articles | Metrics

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How International Curriculum Is Localized and Its Reverse Implications：An Approach to Chinese Characteristics Pedagogy Jian Zhao, Shiyu Chen, Wei Wu 2026, 44 (3):  57-69.  doi: 10.16382/j.cnki.1000-5560.2026.03.005 Abstract ( 4 )   HTML ( 0 )   PDF (695KB) ( 4 )   Save In the context of building China into a powerhouse in education, the focus of international curriculum research needs to shift from mere introduction to mutual learning. The global promotion of international curricula in basic education, like the International Baccalaureate (IB), has made full use of historical opportunities and a shared global educational consensus. However, the core challenge lies in effectively navigating tensions and conflicts encountered when such curricula enter national education systems—particularly those involving international mindedness versus national identity, performance orientation versus holistic education, and elite education versus inclusive education. Through extensive literature review, case studies, and analysis based on Actor-Network Theory (ANT), this study finds that the mechanisms by which international curricula address these tensions are dynamically negotiated among diverse actors—governments, schools, markets, and civil society—within various cultural contexts. To shift from curriculum introduction to mutual learning, it is essential to foster a new understanding that promotes the global articulation of educational value discourses, the creation of social negotiation networks among diverse actors, and the development of multi-level localization models. This approach aims to achieve a two-way construction and embedded negotiation between Chinese curricula and overseas local education systems. It offers a practical pathway to enhance the international influence of Chinese curricula and promote dialogue and mutual learning between Chinese and other international curricula. References | Related Articles | Metrics

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Presence and Representation: The Photo Voice Practice of Rural Teachers’ Sense of Place Formation Shuqian Zeng, Jianping Wang 2026, 44 (3):  70-84.  doi: 10.16382/j.cnki.1000-5560.2026.03.006 Abstract ( 3 )   HTML ( 0 )   PDF (9562KB) ( 2 )   Save The sense of place among rural teachers serves as a crucial emotional bond for sustaining the rural educational ecosystem, and its cultivation holds strategic significance for the revitalization of rural education. Guided by the theory of sense of place, this study deconstructs rural teachers’ sense of place into four dimensions: place cognition, place dependence, place attachment, and place identity. Employing an innovative photovoice method, a qualitative research was conducted on 24 rural teachers to systematically explore the formation and cultivation paths of their sense of place.The findings reveal that material space stimulates the linear generation of the sense of place through environmental elements; teachers’ daily behavioral practices shape the sense of place non-linearly via human-environment interaction; and key events process the sense of place by triggering mental imagery movements. These three factors interact multidimensionally and collaboratively to shape rural teachers’ sense of place. Based on these findings, a strategy system for cultivating rural teachers’ sense of place should be established from three aspects: reconstructing the embodied material environment and activating the potential of spatial narratives; innovating interactive practical activities to co-shape emotional connections; and creating a positive emotional atmosphere to drive emotional resonance. This study breaks through traditional research paradigms, realizes the visual “presentation” of “on-site” experiences through photovoice, dynamically analyzes the complex process of sense of place formation, and provides new theoretical and practical approaches for the construction of rural teacher teams and the revitalization of rural education. Figures and Tables | References | Related Articles | Metrics

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The Implementation Effect, Challenges and Strategies of the Policy of Professional Tilting Senior Towards Rural Teachers Huibin Gao 2026, 44 (3):  85-102.  doi: 10.16382/j.cnki.1000-5560.2026.03.007 Abstract ( 3 )   HTML ( 0 )   PDF (978KB) ( 2 )   Save In 2012, China launched the policy of professional tilting senior towards rural teachers. After more than ten years, the problem of “historical arrears” caused by the low proportion of senior teachers in rural areas has been effectively resolved. This policy has provided varying degrees of contribution to promoting the professional growth of rural teachers, increasing their salary and benefits, enhancing their career attractiveness. But with the advancement of reforms, the proportion of senior teachers in rural areas has grown too fast and there are significant inter-provincial differences. In some provinces, there is an inverted urban-rural ratio, and the obvious gap between high rural and low urban teachers has become apparent. There is a significant gap between the literacy, professional vitality, and high-quality teacher demand of senior rural teachers. In accelerating the construction of a strong education country, the goal should be to improve the professional level of teachers and adhere to professional title evaluation and appointment towards rural teachers. Based on urban-rural integration, establish and improve a moderate tilt mechanism for senior teacher positions towards rural teachers. With attracting outstanding talents as the core, we will implement a tilt policy towards rural teachers with outstanding contributions and high potential for literacy in senior teacher positions. Using the high-quality teaching staff assist rural education in better serving the construction of an education powerhouse. Figures and Tables | References | Related Articles | Metrics

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Research on the Theories and Pathways for Incorporating Lifelong Education into the Education Code Suping Shen, Ziyi Zeng 2026, 44 (3):  103-110.  doi: 10.16382/j.cnki.1000-5560.2026.03.008 Abstract ( 5 )   HTML ( 0 )   PDF (586KB) ( 2 )   Save Lifelong education should be provided in the Education Code. The specific pathway for lifelong education into the Education Code can be analyzed from the perspective of legal dogmatics, employing methods of conceptual interpretation and systemic positioning. Compared with the concept of “lifelong learning”, the concept of “lifelong education” aligns with China’s existing educational legislation while also corresponding to its normative focus. In terms of specific connotation, the concept of lifelong education encompasses both an ideational dimension and a systemic dimension. On the ideational dimension, lifelong education should be established as one of the fundamental principles in the Education Code, guiding the structural arrangement of the specific provisions at a macro level and informing the formulation of specific regulations at a micro level. On the systemic dimension, lifelong education should be provided as an independent section within the Education Code at a meso level, stipulating its basic types, contents, and norms in connection with the national education system. References | Related Articles | Metrics

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The Triangle Partnership: The Construction of Modern Educational Institution for EDN Childhood Chonghan Wu, Tingting Gong, Menglu Tu 2026, 44 (3):  111-120.  doi: 10.16382/j.cnki.1000-5560.2026.03.009 Abstract ( 3 )   HTML ( 0 )   PDF (697KB) ( 4 )   Save An accurate understanding of the purpose of the Triangle Partnership (partnership among schools families-society led by governments)serves as the most fundamental cornerstone and essential prerequisite for its effectiveness. “What”Triangle Partnership is for operates by optimizing the social environment and refining operational modalities, which in turn exerts an influence on individuals’ life experiences and further facilitates their growth progression and transformative growth. It needs a collective societal endeavour to rebuild expectations for childhood, enhance childhood experiences, and return to and reconstruct the Evolved Developmental Niche (EDN) of childhood——a process that may be termed “Experience Education” (“Bildung”). EDN childhood, an objective baseline from humanity’s evolution, is a prosocial paradigm of mixed-age free play, social learning and emotional harmony, with no educational goals but abundant fun. Fundamentally, as a core strategic task and capacity-building priority for constructing a leading education powerhouse, the Triangle Partnership is fundamentally the Construction of Modern Educational Institution. The Triangle Partnership, core to building an education powerhouse, focuses on optimal childhood and its social operation mode, aiming to reconstruct an EDN via family-anchored "dual reconstruction of childhood" for societal and national development. References | Related Articles | Metrics

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Achievements, Deficiencies, and Future Prospects of Education Code Research Hua Guan 2026, 44 (3):  121-134.  doi: 10.16382/j.cnki.1000-5560.2026.03.010 Abstract ( 4 )   HTML ( 0 )   PDF (805KB) ( 4 )   Save To facilitate the codification of the Education Code, it is imperative to systematically organize and analyze the existing research findings. The academic community has reached a certain consensus on key aspects such as the concept, necessity, feasibility, challenges, timing, moderate codification approach, digitization, and legal responsibilities of the Education Code. However, divergences remain regarding its positioning, compilation model, and logical thread. Moreover, there has been an insufficient review of the achievements in the development of the educational system. Future research should address the shortcomings of existing studies and strengthen the investigation of legislative gaps in education and issues related to legal reservations. These legislative gaps include, but are not limited to, the evaluation system for the effectiveness of moral education and the assurance system for equitable and high-quality secondary education. Issues related to legal reservations encompass specialized education and the fundamental right to education. References | Related Articles | Metrics