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01 July 2026, Volume 44 Issue 7 Previous Issue   

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“Narrative” for “Dialogue among Civilizations”: A Paradigm in Comparative Education Beyond Western-Centric Perspectives: An Interview with Professor Ruth Hayhoe Hantian Wu, Xiaochao Zhang, Ruth Hayhoe 2026, 44 (7):  1-14.  doi: 10.16382/j.cnki.1000-5560.2026.07.001 Abstract ( 5 )   HTML ( 0 )   PDF (627KB) ( 2 )   Save Against the current backdrop of an evolving global knowledge landscape and intensifying geopolitical tensions, there is an urgent need to transcend the Western-centric paradigm and reconstruct the theoretical and methodological framework of comparative education research. The “dialogue among civilizations” paradigm, as a vital means of reflecting on Western-centricism and revitalizing diverse knowledge traditions, provides new intellectual guidance and practical directions for comparative education studies. In this interview, Professor Ruth Hayhoe, drawing upon over half a century of her cross-cultural academic experience, systematically elucidates the core implications and practical pathways of her “dialogue among civilizations” paradigm. She discusses the methodological shift towards “China as a method” and “Asia as a method”, exploring the application value of narrative research and mixed methods in cross-cultural educational studies. She also clarifies the dialectical relationship between “story” and “history” in comparative education research, and the unique value embodied in Chinese normal universities. This provides significant insights into creating a new comparative education research paradigm based on “dialogue among civilizations” that integrates value-based concerns with practical significance. It also offers methodological references for Chinese educational studies to contribute to the reconstruction of the global knowledge system and demonstrate civilizational responsibility. References | Related Articles | Metrics

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International Science and Technology Exchanges and University-Industry Innovation in an Era of Deglobalization: Evidence from STEM Disciplines in 56 Ministry-Affiliated Universities Lan Xu, Jingjing Xu, Weiyi Cai, Xiaoqi Meng 2026, 44 (7):  15-32.  doi: 10.16382/j.cnki.1000-5560.2026.07.002 Abstract ( 5 )   HTML ( 0 )   PDF (1038KB) ( 1 )   Save Against the backdrop of rising deglobalization, Chinese enterprises encounter growing obstacles in technological innovation and global cooperation. In this context, leveraging the international resources and expertise accumulated by universities, university-industry collaboration presents a critical path for enterprises to overcome these challenges and advance national sci-tech self-reliance and self-strengthening. Based on 56 universities directly under the Ministry of Education as research samples, Difference-in-Difference (DID) and Difference-in-Difference-in-Difference (DDD) models are employed to examine the impact of international science and technology exchanges by Chinese universities on university-industry innovation in the context of deglobalization. The results show that the international science and technology cooperation by universities significantly promote university-industry innovation in China. Key mechanisms driving this effect include the “intellectual-driven” effect of overseas talent recruitment, the “knowledge-transfer” effect of joint publications with foreign universities, and the “technology-derivative” effect of overseas patent applications by Chinese universities. Heterogeneity analysis revealed that the level of international science and technology exchanges has a stronger positive effect on university-industry innovation in key core technology fields, and the strengths of university disciplines also play a more significant role. Moreover, recruiting overseas talent (particularly from the USA) and fostering international cooperation more effectively promote such innovation. Therefore, it is imperative to establish university-industry collaborative innovation platforms, promote the alignment of their internationalization strategies, and enhance the systems for international science and technology exchanges and the cultivation of global competencies within universities. Figures and Tables | References | Related Articles | Metrics

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How Does the Quality of Professional Internship Practice Influence the Enhancement of Master Students’ Competence in Professional Degree Education Jianru Guo, Linxia Ma, Qianqian Zhang 2026, 44 (7):  33-44.  doi: 10.16382/j.cnki.1000-5560.2026.07.003 Abstract ( 6 )   HTML ( 0 )   PDF (706KB) ( 1 )   Save Internship Practice is a most important fact distinguishing Master’s degree in professional education from academic education. Based on the data of the National Survey of Master’s degree in professional education, this paper explores the effect of the quality of internship practice on the competence of professional degree graduate students. It is found that the quality of professional internship practice has a positive and significant effect on the improvement of competence quality of master’s degree in professional education, but this effect is affected by the level of school-enterprise cooperation. The close connection between universities and graduate training bases, sufficient communication between internal and external supervisors, and integrated training within and outside universities will enhance the marginal effect of professional internship practice on the quality of individual competence; whereas the purely superficial or formalized requirements of professional internship practice do not have a significant effect on the enhancement of the quality of the competence of graduate students in professional degree education. Therefore, in order to improve the cultivation quality of professional degree graduate students and cultivate their human capital different from academic graduate students, it is necessary to pay special attention to the integration of industry and education and university-enterprise cooperation to ensure the quality of professional internship practice of professional degree graduate students, which in turn effectively improves the enhancement of their competence quality.It should take different approaches depending on disciplinary differences. Figures and Tables | References | Related Articles | Metrics

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“A Bad Apple” : The Impact of Peers with PE Specialty on High School Students’ Academic Performance Congbin Guo, Jiemin Sha, Zhiyuan Gao, Shoudeng Zhang 2026, 44 (7):  45-60.  doi: 10.16382/j.cnki.1000-5560.2026.07.004 Abstract ( 6 )   HTML ( 0 )   PDF (870KB) ( 2 )   Save As an important attempt and effective measure to promote the integration of sports and education, the cultivation model for students with PE specialty in regular high schools has achieved notable results and has attracted increasing attention from various sectors of society. However, many teachers and parents have expressed concerns and doubts about the mixed teaching of students with PE specialty and regular students. Based on survey data from a province in central China in 2022, this study employs threshold regression models and other methods to examine the impact of the proportion of students with PE specialty in a class on high school students’ academic performance. The findings show that there is a pronounced inverted U-shaped relationship between the proportion of students with PE specialty in a class and students’ academic performance. An appropriate and small proportion of students with PE specialty, specifically when the class proportion is no more than 7.32%, does not have a significant negative impact on their classmates’ academic performance. On the contrary, it can contribute to students’ academic development by helping relieve academic pressure and improve physical health. However, when the proportion of students with PE specialty in a class is excessively high, the negative peer effects from these students become evident and dominant, thereby affecting their classmates’ academic development. Further heterogeneity analysis indicates that in city-level high schools, the positive effect of students with PE specialty is no longer significant, the number of students with PE specialty that a class can accommodate is relatively smaller, and the negative effect of having too many peers with PE specialty is more pronounced than in county-level high schools. Accordingly, the proportion of students with PE specialty in a class should be reasonably allocated, positive interactions between students with PE specialty and regular students should be strengthened, and the distinctive resource value of students with PE specialty should be fully activated so as to promote the healthy development of both groups. Figures and Tables | References | Related Articles | Metrics

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What Shapes the Innovative Ability of Primary and Secondary School Students: An Empirical Study Based on Machine Learning Jia Qian, Xiaonan Cui 2026, 44 (7):  61-75.  doi: 10.16382/j.cnki.1000-5560.2026.07.005 Abstract ( 6 )   HTML ( 1 )   PDF (1033KB) ( 3 )   Save The key to the early cultivation of innovative talents is to promote the development of primary and secondary school students’ innovative ability through appropriate education. In order to discover and cultivate the top innovative talents and consolidate the foundation of talent cultivation, based on the survey data of 7552 students, the study focuses on the heterogeneity of internal and external components of the innovative ability, and empirically examines the development mechanism of the students’ innovative ability by machine learning. The study found that, first, the development of students’ innovative ability is a complex process of long-term interaction between various internal and external factors, in which the contribution rate of the internal component of an individual (83.09%) is greater than that of the external environment component (13.44%). Second, the individual’s internal component, such as learning interest and optimism, is the most critical, while the external environment component, teacher support, has the highest contribution rate. Third, in terms of the stage of development of innovativeness, there is temporal fluctuation in the contribution of the factors. Among them, students’ resilience trait and leisure time become more and more critical with the extension of school stages, and teacher support is more important in primary and junior high school. Finally, from the perspective of the prediction model of innovation ability, there is a non-linear relationship between knowledge base, intrinsic motivation, interpersonal support and leisure time and innovation ability. In this regard, we should adhere to the concept of cultivating students’ innovative ability by combining inclusiveness with stratification, improve the cultivation mechanism of endogenous-exogenous dual empowerment, and build the cultivation mode of segmented-through mutual articulation, so that the top innovative talents can continually emerge. Figures and Tables | References | Related Articles | Metrics

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Mental Health Education in the New Era: Adversity and Transcendence Tao Xin, Yu Xie, Gang Li 2026, 44 (7):  76-84.  doi: 10.16382/j.cnki.1000-5560.2026.07.006 Abstract ( 3 )   HTML ( 0 )   PDF (616KB) ( 1 )   Save Since the advent of the new era, China has attached great importance to mental health education. Governments at all levels and schools have actively explored and practiced, and have achieved notable results in health education, monitoring and early warning, consultation services, intervention and treatment, etc. However, the current practical dilemmas, ideological dilemmas, system dilemmas and practical dilemmas facing mental health education are caused by multiple factors such as social culture, technological revolution, educational mechanism and educational system. To deepen mental health education in the new era, it is necessary to adhere to the educational concept of all-round development and health first, build an integrated mental health education ecosystem involving home, school and community, and strengthen the precise and intelligent transformation of mental health services. References | Related Articles | Metrics

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Policy Implementation Blockage and Promotion Direction of Group School-Running in Basic Education: Based on China’s Context Analysis of the “Ambiguity-Conflict” Model Wei Jia, Xue Zou, Qiyong Cai 2026, 44 (7):  85-96.  doi: 10.16382/j.cnki.1000-5560.2026.07.007 Abstract ( 5 )   HTML ( 1 )   PDF (804KB) ( 1 )   Save During the in-depth implementation of the group school-running policy, how to realize the transformative leap from “scale-driven expansion” to “quality and efficiency improvement” has become a critical breakthrough focus in basic education reform. Based on the “ambiguity-conflict” model constructed in the context of China, this study focuses on the logical framework of “identity difference” in policy implementation, and analyzes the “ambiguity-conflict” patterns of typical implementation cases, such as the intensive management model of prestigious schools establishing branches, the land enclosure assistance model of strong schools supporting weak schools, the cross-regional pairing model of linkage and radiation, and the collaborative development model of heterogeneous multi-subjects. Furthermore, it comprehensively reveals the practical manifestations of the local implementation blockage of group school-running from four dimensions, including environmental constraints of resource dependency, the imbalance of ownership and rank relations, the pressure from interest groups, and insufficient collaborative incentive measures. In implementing the spirit of the Outline for Building a Leading Country in Education and moving towards the high-quality development of basic education, group school-running is increasingly approaching the fundamental logic and original intent of educational reform. To this end, the study proposes recommendations to foster long-term development of group school-running in local basic education, including strengthening resource support, clarifying the structure of authority, promoting modern governance, and improving incentive and constraint mechanisms. Figures and Tables | References | Related Articles | Metrics

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How Does Teacher Knowledge-Sharing Behavior Occur? Xiaoyu Wei, Na Su 2026, 44 (7):  97-110.  doi: 10.16382/j.cnki.1000-5560.2026.07.008 Abstract ( 2 )   HTML ( 0 )   PDF (799KB) ( 2 )   Save Teacher knowledge sharing is crucial for enhancing teaching abilities and improving educational quality, but the level of teacher knowledge sharing in practice is not satisfactory. Based on the motivation-opportunity-ability (MOA) theory framework, this study analyzes how individual and lesson-preparation group factors influence the occurrence of teacher knowledge-sharing behavior using a structural equation model with data from 3,483 questionnaires of primary and secondary school teachers. The results indicate that, first, after controlling for teacher background variables, both individual knowledge-sharing motivation and ability have a significant positive impact on knowledge-sharing behavior, while time pressure has a significant negative impact, with sharing ability having the greatest influence among all variables. Second, the impact of lesson preparation group knowledge co-construction and knowledge conflict on knowledge-sharing behavior is second only to sharing ability, and knowledge co-construction fully mediates the relationship between lesson preparation group cohesion and knowledge-sharing behavior, while knowledge conflict fully mediates the relationship between knowledge distance and knowledge-sharing behavior. Finally, in terms of the interaction between individual and group factors, lesson preparation group cohesion enhances the relationship between individual motivation and ability and knowledge-sharing behavior, and both lesson preparation group cohesion and knowledge distance buffer the relationship between individual time pressure and knowledge-sharing behavior. In view of this, schools should strengthen training in shared capability to enhance knowledge transformation efficiency, reinforce the cohesion of lesson preparation groups to deepen collective knowledge co-construction, and establish a tiered faculty development system to achieve the creative transformation of knowledge conflicts. Figures and Tables | References | Related Articles | Metrics

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Digital Revival and Memory Evocation through Old Textbooks: Textbook Nostalgia and Its Digital Turn in the Social Media Era Zixian Xu, Beifei Dong, Yuxin Zhuang, Bohan Jiang 2026, 44 (7):  111-127.  doi: 10.16382/j.cnki.1000-5560.2026.07.009 Abstract ( 4 )   HTML ( 0 )   PDF (967KB) ( 1 )   Save With the widespread use of social media, textbook nostalgia is evolving from an individual emotional experience into a social cultural phenomenon. To explore the manifestations, psychological mechanisms, and causes of textbook nostalgia, drawing on the typology of nostalgia and narrative transportation theory as the analytical framework, this study adopts a netnography approach and selects Douban, Bilibili, and Zhihu as online fields. Research results show that textbook nostalgia presents three different forms: collectible nostalgia, interactive nostalgia, and restorative nostalgia. Collectible nostalgia has long existed. Nostalgists emphasize the materiality of textbooks as carriers of childhood memories and stories of youth. Interactive nostalgia emerges with the development of media technology, as the immersive experience of social media awakens individuals' textbook-related memories. Through the combined effect of platform interaction mechanisms and algorithmic recommendations, individual memories grounded in similar educational experiences coalesce into the collective memory of a particular textbook generation. Restorative nostalgia stems from the dilemma of textbook use in the current textbook reform, where nostalgists are trying to alleviate educational anxiety by returning to the old textbook editions. Textbook nostalgia is a unique dual transportation experience involving both “textual context” and “everyday context.” Its formation stems from several factors: the need for self-identification rooted in exam culture; the deep experience of reading printed materials in a specific era; and the practical tensions arising from curriculum reform. The development of Web 2.0 technology and the rise of social media are the key driving forces for the sustainable development of textbook nostalgia. Figures and Tables | References | Related Articles | Metrics

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Systematic Construction of the Theory of Educational Constitutional Law Studies：Based on the Normative Analysis of Educational Provisions in the Constitution of China Xianghe Gong, Yaoyuan Zhang 2026, 44 (7):  128-138.  doi: 10.16382/j.cnki.1000-5560.2026.07.010 Abstract ( 3 )   HTML ( 0 )   PDF (654KB) ( 1 )   Save As an essential component of educational jurisprudence, the systematic construction of the theory of Educational Constitutional Law Studies not only maintains the balance between individual citizens’ self-realization and national economic and social development from the educational perspective, but also constitutes an indispensable pivotal link in constructing the independent knowledge system of educational jurisprudence in China. The systematic construction of the theory of Educational Constitutional Law Studies shall follow the progressive logical paradigm of “citizen rights - state obligations - state powers”, and take the current constitutional text and educational legal norms as the basic analytical foundation. Specifically, the logical starting point of the theory of Educational Constitutional Law Studies lies in citizens’ fundamental educational rights, including citizens’ right to receive education, educators’ right to engage in educational activities, parents’ right of education, and citizens’ freedom of scientific research. These fundamental educational rights derive corresponding fundamental state obligations in education, covering the state’s obligations of respect, protection and provision. Furthermore, the performance of such fundamental state obligations in education necessitates the establishment of corresponding fundamental state powers in education, which is mainly manifested in the integration of centralization and local decentralization, as well as the division of functional powers among legislation, law enforcement and judicature. References | Related Articles | Metrics