International Journal of Social Science and Education Research
International Journal Of Social Science and Education Research (IJOSSER) is a monthly online, international, peer-reviewed journal. All articles published are rigorously and fast reviewed meeting the Journal Quality standards. IJOSSER is dedicated to publish empirical, academic, theoretical and review research articles that contribute to the practice in management, economics, education and social sciences. Scope of the journal includes: Anthropology, Communication studies, Economics, Education, Geography, History, Law, Linguistics, Political science, Psychology, Sociology, etc.
A Study on the Optimisation and Application of the 4P Marketing Strategy Theory in the Digital Economy Era
With the rapid development of the digital economy, the upgrading of consumer demand and the restructuring of the competitive landscape, the traditional 4P marketing strategy theory is facing numerous challenges and opportunities for restructuring. Based on classical theories of marketing, this paper systematically traces the origins and core essence of the 4P marketing strategy theory, thoroughly analyses the characteristics of the market environment in the digital economy era and its impact on the 4P marketing strategy theory, and proposes pathways for the optimisation and innovation of the 4P marketing strategy theory.
4P marketing strategy theory, marketing, digital economy, optimisation and innovation.
Copyright (c) 2026 International Journal of Social Science and Education Research https://creativecommons.org/licenses/by-nc/4.0
Research on the Educational Values and Implementation Paths of Aesthetic Education in Secondary Vocational Education
With the development of the times and the renewal of educational concepts, aesthetic education has become an indispensable element in China's education system. Aesthetic education is an inherent requirement for developing compound talents and a necessary condition for the individual development of students in terms of the educational value of aesthetic education. As a branch of secondary education in China, secondary vocational schools undertake a unique mission in talent development, facing the changes of the times and the requirements of policies, implementing aesthetic education and developing all-round developed high-quality laborers and technical talents have become the exploration direction of secondary vocational schools. This research starts from the perspective of aesthetic education and secondary vocational education, explores the educational value and implementation paths of aesthetic education in secondary vocational education, and provides theoretical perspectives for the practice of aesthetic education in secondary vocational schools.
Aesthetic education; secondary vocational education; implementation path.
“From ‘Access to Kindergarten’ to ‘Affordable Kindergarten’”: Implementation Logic, Practical Challenges, and Institutional Improvement of China’s Free Preschool Education Policy
Since the fall semester of 2025, China has officially launched a free preschool education policy, marking a critical step from “access to kindergarten” to “affordable kindergarten.” Based on a systematic review of the policy’s evolution and implementation progress, this article analyzes four major practical challenges: fiscal sustainability, teacher workforce development, urban-rural resource disparities, and integration of childcare and preschool education. It then proposes institutional improvements including establishing a stable and long-term funding mechanism, strengthening teacher compensation and professional development systems, improving quality supervision and evaluation, and accelerating the institutional design for integrated childcare and preschool education. The aim is to provide a reference for the high-quality advancement of the free preschool education policy.
Free preschool education, Preschool Education Law, inclusive kindergartens, fiscal investment.
In-depth Research on the Application of Large Models in University Teaching
With the continuous emergence of large AI models such as ChatGPT, large models are rapidly driving development and transformation across various fields. This paper mainly studies the application of large models in higher education teaching, using specific examples to analyze the current ways in which large models are applied, and discusses the core differences between shallow and deep applications of large models, exploring how large models can be deeply applied in higher education teaching. The research shows that at present, large models are still at the stage of being auxiliary tools and have not changed the existing methods of higher education. However, with the deep application of large models, the current teaching methods will be reconstructed. In the future, using a fusion architecture of vertical large models, knowledge graphs, and intelligent agents as support, vertical large models can provide more accurate educational services through knowledge construction. Knowledge graphs organize knowledge in a structured manner. Intelligent agents can make teaching more proactive. The collaboration of these three elements will lead higher education towards a new ecosystem..
Large models; higher education; knowledge graph; intelligent agents.
Research on the Reform Pathways of Physical Education Teaching in Colleges and Universities from the Perspective of Curriculum-based Ideological and Political Education
Against the grand backdrop of the high-quality development of higher education in the new era, Curriculum-based Ideological and Political Education has evolved from a singular innovation in teaching models into a strategic measure for implementing the fundamental task of fostering virtue through education. As the discipline with the broadest coverage, the largest student enrollment, and the strongest practicality within the higher education system, physical education in colleges and universities bears the responsibility not only for enhancing students' physical fitness, imparting sports skills, and improving their mental and physical health-functions that are biological and sociological in nature, but also contains exceptionally rich ideological and political education resources, including patriotism, collectivism, striving for excellence, and the observance of rules and the rule of law. However, for a long time, physical education teaching in colleges and universities has exhibited a tendency to "emphasize skills while neglecting moral education" and to "focus on physical training while overlooking holistic nurturing." This has resulted in shortcomings within the educational chain of physical education curricula. This paper adopts Curriculum-based Ideological and Political Education as its macro perspective, grounded in the reform of educational evaluation in the new era and the educational policy of "simultaneous development in the five domains of education" (moral, intellectual, physical, aesthetic, and labor education). Employing the literature review method, logical analysis, and systems theory, it conducts an in-depth interpretation of the coupling mechanism between Curriculum-based Ideological and Political Education and physical education teaching in colleges and universities. The study begins by reviewing the Marxist Theory on the All-round Development of Human Beings, Embodied Cognition Theory, and Recessive Education Theory, thereby establishing the theoretical cornerstone for their integration. Subsequently, through a thorough analysis of the current status of implementing Curriculum-based Ideological and Political Education in college physical education, the research accurately diagnoses five core issues: the "superficial integration" of ideological elements, the "forced infusion" in instructional design, the "competency gap" among faculty, the "monotonous" teaching methods, and the "excessive reliance on quantification" in the evaluation system.
Curriculum-based Ideological and Political Education; College Physical Education; Teaching Reform; Foster Virtue through Education.
Practical Problems and Exploration of Paths for Inclusive Early Childhood Education
With the increasing attention paid to educational equity and quality in society, inclusive early childhood education, as the starting point for young children with special needs to integrate into society, has become increasingly important. Based on the current reality, this paper systematically analyzes the lags in the system, cultural cognition and resources of inclusive early childhood education, as well as the core problems arising therefrom, such as uneven quality of teachers and a single curriculum system. The study points out that the deep-seated causes of the above problems are the lack of top-level design, the imperfect teacher training system, and the misalignment of curriculum evaluation orientation. Therefore, starting from systematic construction, this paper puts forward breakthrough paths including establishing a long-term mechanism, promoting curriculum ecologization, improving teacher quality, creating an inclusive atmosphere and promoting multi-stakeholder cooperation, so as to provide references for promoting the high-quality development of inclusive early childhood education.
Inclusive early childhood education; children with special needs; inclusive early childhood education system; curriculum system; teacher training.
Research on the Reform Path of the Teaching Content System for Resource Exploration Engineering Oriented to the Construction of Strong Engineering
In the context of accelerating the construction of high-level strong engineering education and implementing the new management norms for national control undergraduate majors, resource exploration engineering, as a key discipline supporting national energy and resource security, the new round of prospecting breakthrough strategy and carbon neutrality goal, is facing an urgent need to transform and upgrade its talent training system. As a traditional engineering major rooted in geological science, resource exploration engineering has long played an irreplaceable role in ensuring national mineral resources supply, promoting geological environment governance and supporting regional economic development. However, with the in-depth advancement of industrial upgrading and technological iteration, the traditional teaching content system of this major is increasingly restricted by a series of prominent problems, such as aging knowledge modules, insufficient integration of digital and intelligent technologies, shallow integration between industry and education, and a single evaluation mechanism. These problems make it difficult for the training effect to match the demand for compound engineering talents with strong practical ability, innovative thinking and digital literacy in the new era. Based on the Outcome-Based Education concept, combined with the standards of new engineering construction and engineering education certification, this paper systematically constructs a reform framework of teaching content system with the characteristics of “four-dimensional integration, three-level progression, digital intelligence empowerment and diversified evaluation”. The reform practice focuses on reconstructing the hierarchical curriculum group, optimizing the whole chain practical teaching system, deeply integrating intelligent exploration technology, improving the multi-dimensional evaluation mechanism and building a collaborative education platform between industry and education, so as to realize the comprehensive upgrading of professional training orientation, knowledge structure and ability training system. The data from three consecutive years of practice in Guizhou Institute of Technology and four other cooperative universities show that after the reform, the proportion of students who can skillfully use 3D geological modeling and AI-assisted geological interpretation has increased from 32.5% to 86.3%; the excellent and good rate of engineering practice ability evaluation has increased from 61.7% to 89.4%; the comprehensive satisfaction of employers has reached 92.8%, and the employment rate of graduates has remained above 95% for a long time. The research results not only effectively solve the practical difficulties in the teaching reform of resource exploration engineering, but also can provide stable theoretical support and replicable practical path for the teaching reform of resource exploration engineering and other geological national control majors under the background of strong engineering, which is of great significance for promoting the high-quality development of national control engineering majors and serving national strategic needs.
Strong engineering; national control major; resource exploration engineering; teaching content system.
A Critical Reflection on the Paradigm Transformation of Liberalism in the Age of Risk
Contemporary society is increasingly shaped by systemic risks generated within the very process of modernization. Climate change, ecological degradation, public health crises, the loss of control over technological systems, and failures of global governance no longer appear as isolated events; rather, they threaten the shared conditions of human existence and reshape the problem horizon of modern political philosophy. This article argues that such systemic existential crises expose and intensify liberalism’s internal tensions between liberty and equality, the individual and the community, and neutrality and substantive value commitments. The age of risk, however, does not require a simple rejection of liberalism. It calls instead for a paradigm transformation: from a rights-centered model based on isolated individuals toward a conception of freedom grounded in the shared conditions of existence of real individuals in coexistence and co-being, and from negative liberty toward resilient freedom. Taking Marx’s conception of humanity as “human society or associated humanity” as its methodological point of departure, this article argues that this conception itself contains three interrelated dimensions: a perspective of totality, a principle of real individuals, and a critical measure for understanding the unity of the individual and humanity. On this basis, it explores the possible direction of liberalism’s paradigm transformation in the age of risk. It concludes that liberalism can regain theoretical explanatory power and normative vitality only by rethinking individual freedom in relation to the shared conditions of human existence.
Systemic existential crisis; liberalism; paradigm transformation; human coexistence and co-being; resilient freedom.
The Evaluation Index System and Synergistic Development Pathways for AI-Empowered Professional Ethics among Primary and Secondary School Teachers
In the process of empowering teacher professional development with intelligent technology, professional ethics of teachers are facing new demands for high-quality development. Currently, the cultivation of professional ethics among primary and secondary school teachers confronts three core challenges: a deviation between policy orientation and practical implementation, weakening of objective evaluation and diagnostic function, and lag in the expansion of intelligent application and ethical regulation. To address these issues, this research applies synergy theory, aiming to reveal how intelligent technology, as a control parameter, facilitates the synergistic evolution of the teacher professional ethics governance system. The specific research objectives are to: (1) systematically observe the states of subsystems, (2) establishing evaluation indicators for teachers in the era of AI , and (3) confirm the upgrade to the collaborative path. Methodologically, this study is based on the analysis of 18 teacher ethics policy texts and related literature. It adopts a mixed-method approach, such as grounded theory, Analytic Hierarchy Process (AHP), Fuzzy Comprehensive Evaluation, and questionnaire surveys. Through this approach, we construct an index system for teacher ethics development, consisting of 4 first-level Indicators (thought, behaviour, competency, institution) and 13 second-level indicators. This study seeks to resolve the synergistic dilemma of teacher ethics evaluation in educational digitalization and provide theoretical support and practical basis for the cultivation of ecological governance system.
Artificial Intelligence; Teachers’ Professional Ethics; Synergistic Paths; Evaluation Index System.
Research on Strategies for Physical Experience in Early Childhood Labor Education: A Perspective Based on Embodied Cognition Theory
Under the current educational goal of all-round development in morality, intelligence, physical fitness, aesthetics, and labor, there are still many deficiencies in the implementation of labor education for young children in China. The most prominent problem is the lack of sufficient physical experience in labor education for young children, which directly leads to the superficial and formalized predicament of labor education. The embodied cognition theory proposed in the 1980s indicates that cognition is "embodied", and it has the characteristics of embodiment, experience, and contextuality. Introducing this theory into labor education and fully exploring the core content of physical experience in early childhood labor education can provide a solid theoretical basis and feasible practical paths to solve the problem of insufficient physical experience. Based on the embodied cognition theory, strategies for the return of physical experience in early childhood labor education can be proposed from five aspects: concept, content, environment, teacher guidance, and evaluation, providing a guarantee for the scientific implementation of labor education.
Labor education; Physical experience; Embodied cognition theory.
A Review of Academic Procrastination: Retrospect and Prospect
Academic procrastination is a common negative learning behavior among students and is also an important research topic in educational psychology. This paper systematically reviews current research on academic procrastination, focusing on its key influencing factors, core theoretical perspectives, and documented consequences. The findings show that academic procrastination arises from the interplay of contextual and intra-personal factors, with cognitive-behavioral theory and temporal motivation theory offering primary explanatory frameworks. While the behavior correlates with poor academic performance and increased psychological distress, existing research remains fragmented, lacking integrated analyses of multi-factor interactions and context-specific mechanisms. Future studies should adopt more holistic designs to explore these pathways and develop targeted interventions.
Academic procrastination; Measurement; Influencing factors; Intervention.
Exploration of Experimental Teaching Reform in Object-Oriented Programming Based on the "Three-phase Progressive and Multi-dimensional Assessment" Model
In response to prevalent issues in current Object-Oriented Programming (OOP) experimental teaching, such as the disconnection between experimental content and engineering practice, low student learning enthusiasm and initiative, simplistic traditional assessment methods, and the impact of AI code generation tools, a "Three-phase Progressive and Multi-dimensional Assessment" experimental teaching model was proposed and implemented. This model systematically restructured experimental activities into three organically connected phases: "pre-class foundational exploration, in-class incremental practice, and post-class in-depth review and reflection." It incorporated a competitive mechanism based on an Online Judge (OJ) platform and a multi-dimensional formative assessment covering the entire process. Teaching practice indicates that this model can effectively enhance students' analytical and problem-solving abilities. While boosting learning initiative, it also provides an actionable pathway for addressing the challenges posed by AI technology and deepening the reform of practical teaching in engineering education.
Object-Oriented Programming; Experimental Teaching; Teaching Model; Three-phase Progressive; Multi-dimensional Assessment.
Research on the Construction of an Artificial Intelligence–Empowered Evaluation System for Ideological and Political Teaching in College English Courses
Under the background of the continuous promotion of ideological and political college courses and the deep integration of artificial intelligence technology into the teaching scene, the evaluation of college English teaching can no longer stay at the level of language knowledge testing and final performance accounting. College English has both instrumental, humanistic and value guidance functions. Text reading, cross-cultural communication, oral expression and writing training in the classroom all contain space for value shaping. Artificial intelligence technology can record the learning process, analyse learning behaviour, identify expression tendencies, generate feedback suggestions, and provide more detailed data support for the ideological and political evaluation of the course. This article analyses the construction of the ideological and political teaching evaluation system of artificial intelligence-enabled university English courses, puts forward the principle of value should be adhered to, and discusses the implementation strategy from different aspects. At the same time, it puts forward the guarantee path from the level of platform construction, teacher training and departmental collaboration. The study believes that intelligent evaluation does not replace teachers' judgement with technology, but improves the accuracy, continuity and educational orientation of evaluation through data analysis, so that college English courses can better implement the requirements of moral cultivation in language ability cultivation.
Artificial intelligence; college English; curriculum thought and politics; teaching evaluation; evaluation system.
Bibliometric and Visualization Analysis of Language Ability Research on Deaf and Hard-of-Hearing Individuals
This study conducts a comprehensive bibliometric and visualization analysis of research on deaf and hard-of-hearing (DHH) language ability published between 2006 and 2025, using CiteSpace and Microsoft Excel. Based on 1250 SSCI-indexed publications from the Web of Science database, the study explores publication trends, core contributors, and evolutionary hotspots. The results show that: (1) The number of publications exhibits a stage-specific trend---slow fluctuating growth (2006-2011), rapid expansion (2012-2020, peaking at 104 articles in 2020), and stable high-level output (2021-2025). (2) Core contributors are dominated by the U.S. (599 publications), with prolific authors including Marschark, M. and Easterbrooks, S. R., and high-impact journals such as Journal of Deaf Studies and Deaf Education. The top-cited references focus on cochlear implant (CI) outcomes and language predictors. (3) Research hotspots have evolved from foundational assistive technology and phonological awareness (2006-2011) to cognitive mechanisms and comparative studies (2012-2020), with recent trends emphasizing personalized intervention (e.g., “predictors”) and cognitive development. This study systematically maps the intellectual structure and evolutionary paths of DHH language ability research, providing a reference for future interdisciplinary exploration and practical intervention.
Bibliometric analysis, Deaf and hard-of-hearing (DHH), Language ability, CiteSpace.
Awakening Historical Memory and Innovating Teaching: Applying the “lieux de mémoire” Theory in Chinese Middle School History Education
The theory of lieux de mémoire (places of memory) was proposed by the French historian Pierre Nora and has aroused extensive scholarly discussion ever since. Central to this theory is the awakening of national collective memory and the construction of historical memory through tangible and symbolic sites as carriers. History education in China emphasizes the cultivation of a sense of community for the Chinese nation, as well as the shaping of historical memory and national identity. The application of the theory of lieux de mémoire to Chinese history teaching is conducive to awakening students’ historical memory and offers a new perspective for the innovation of history instruction.
lieux de mémoire, Pierre Nora, Chinese history education.
Reaserch on the Construction of the “Six Micro-Measures” path for Online Education in the Era of Intelligent Media
In the Era of Intelligent Media, cyberspace has become a crucial arena for ideological and political education in colleges and universities. Currently, online education in higher education faces practical dilemmas including complex information dissemination, the backward competence of educators, and difficulties in guiding educatees. Grounded in the theories of recessive education, media ideological and political education, and precise education, and based on the actual educational practice in universities, this paper constructs an integrated online education path featuring the "Six Micro-Measures", namely Micro-Teams, Micro-Party Building, Micro-Platforms, Micro-Activities, Micro-Courses, and Micro-Models. It also elaborates on its application with the practice of the School of Electronic Engineering, Chengdu Technological University. Research findings indicate that the "Six Micro-Measures" can transform ideological and political education from "fingertips" to "hearts and minds", enhance the pertinence and effectiveness of online education, and provide practical references for the innovation of online education in colleges and universities in the Era of Intelligent Media.
Era of Intelligent Media, Online Education, Six Micro-Measures, Ideological and Political Education.
Renarrating Xiangxi: Narrative Deviations and Translation Strategies in Museum Discourse
With the growing emphasis on global cultural exchange, the translation of ethnic minority cultures has shifted from a focus on linguistic equivalence to a process of narrative reconstruction. This study examines how translation reshapes cultural representation in museum contexts, taking the Xiangxi Tujia and Miao Autonomous Prefecture Museum as a case study. Drawing on narrative theory, the research analyzes a corpus of 56 Chinese–English bilingual exhibition texts and identifies four recurring types of narrative deviation: narrative reductionism, frame misalignment, narrative discontinuity, and evaluative silencing. These deviations demonstrate how translation can alter narrative framing, weaken cultural context, and reshape the positioning of ethnic identity in cross-cultural communication. To address these issues, the study proposes a set of renarration strategies, including narrative thickening, dynamic relabeling, macro–micro integration, and evaluative positioning. These strategies are further conceptualized as a narrative-oriented translation model that emphasizes the translator’s role as an active mediator of cultural meaning. The findings contribute to the application of narrative theory in translation studies by offering an operational framework for analyzing narrative shifts, and provide practical insights for improving the international communication of ethnic cultural heritage in museum settings.
Xiangxi ethnic culture, museum translation, narrative theory, renarration, narrative deviation, cultural representation, international communication.
From Separation to Integration: A Theoretical Construction of the Paradigm Shift in Early Childhood Education Program Curricula
The development of inclusive early childhood education poses fundamental challenges to the traditional “general-special separation” model of teacher preparation. Drawing on paradigm theory, this paper systematically analyzes the paradigm shift in early childhood education program curricula from “general-special separation” to “general-special integration.” The study reveals that the “general-special separation” paradigm exhibits structural deficiencies at the ontological, epistemological, methodological, and axiological levels, and its legitimacy is being undermined by three interrelated logics: theoretical, policy-based, and practical. On this basis, this paper constructs a theoretical framework for a new paradigm — the “dual competence in general and special education” paradigm — elucidating its ontological foundations, epistemological framework, methodological system, and axiological orientations. Finally, a five-dimensional pathway for achieving the paradigm shift is proposed. This study provides a systematic theoretical framework for curriculum reform in early childhood education programs and holds significant theoretical and practical implications for the preparation of inclusive early childhood educators.
Paradigm shift, dual competence in general and special education, early childhood education program, curriculum theory.
How Curriculum Intervention Enhances Pre-Service Early Childhood Music Teachers’ Teaching Self-Efficacy: A Conceptual Framework and Curriculum Design Grounded in Bandura’s Self-Efficacy Theory
Pre-service early childhood music teachers frequently experience a pedagogical impasse characterized as being "able to play but unable to teach." This gap originates in the systemic disjunction between music-skill courses and music-pedagogy courses, which has long obscured the development of pedagogical content knowledge (PCK) and the self-efficacy that accompanies it. Drawing on Bandura’s four-source theory of self-efficacy as an analytic framework, this paper delineates the construct of music teaching self-efficacy among pre-service early childhood teachers and examines its principal antecedents. It further advances a curriculum intervention logic anchored in mastery experience and orchestrated through the coordinated activation of all four efficacy sources, operationalized in a four-module curriculum scheme—Knowledge Reconstruction, Observation and Analysis, Progressive Simulation, and Authentic Practice—accompanied by a four-stage developmental model of self-efficacy. The central argument is that enhancing teaching self-efficacy depends less on expanding skill-training hours than on engineering sufficient low-risk opportunities for successful performance, reinforced by structured professional feedback and peer-based vicarious experiences, so that confidence migrates from the technical to the pedagogical domain. As a conceptual study, the proposed scheme and developmental model await empirical validation.
Pre-service teachers; early childhood music education; teaching self-efficacy; curriculum intervention; Bandura’s theory; pedagogical content knowledge (PCK).
Gender Differences for Middle School Students’ Agentic Engagement in Oral English Learning
In an increasingly globalized world, oral English competence is vital, and learners’ proactive agency plays a key role in their achievement in oral English learning. Self-Determination Theory (SDT) offers a useful lens for examining learners’ motivation in oral English acquisition. This study investigated middle school learners’ agentic engagement in oral English and examined gender-based differences grounded in SDT, employing a mixed-methods approach that combined questionnaires with semi-structured interviews. Findings indicate a generally moderate level of agentic engagement, with notable gender differences across certain dimensions. Male students scored higher on “independent study,” “assisting teachers,” and “supporting classmates,” whereas no gender gap was observed in “cooperating with teachers.” Additionally, the four core components of SDT show positive associations with agentic engagement. Interview data highlight that engagement is shaped by internal factors and external influences. The results suggest pedagogical implications that educators should emphasize self-determined motivation, cultivate supportive learning contexts, and implement gender-responsive strategies.
Agentic engagement; self-determination theory; oral English learning; gender difference.
The Teaching Reform Practice of Integrating BOPPPS Mode into Ideological and Political Education in Higher Vocational Preschool Education Major Courses
In response to the issues of disconnection between theory and practice, awkward integration of ideological and political education into the curriculum, weakened student subjectivity, and insufficient effectiveness in educating students that exist in the teaching of "Developmental Psychology of Preschool Children" in higher vocational preschool education majors, this paper takes Piaget's "preoperational stage" teaching content as the entry point, constructs a teaching reform plan that deeply integrates the BOPPPS model with ideological and political education in the curriculum, and organically combines knowledge impartation, ability cultivation, and value guidance through six links: "introduction - objective - pre-test - participatory learning - post-test - summary", exploring a "three-in-one" teaching reform path. Practice has shown that this reform plan can effectively improve classroom teaching efficiency, students' professional application abilities, and ideological and political literacy, addressing traditional teaching pain points and providing practical reference and paradigm for theoretical curriculum teaching reform in higher vocational preschool education majors.
BOPPPS; ideological and political education integrated into curriculum; higher vocational preschool education; developmental psychology of preschool children; teaching reform; Preoperational Stage.
Research and Practice on the Reform of Experiment Teaching in Software Engineering Courses Empowered by AI Agents
With the rapid development of artificial intelligence technology, AI agents, as intelligent systems capable of autonomous perception, decision-making, and task execution, are changing teaching models. In response to the issues in traditional software engineering course laboratory teaching, such as insufficient practical skills development, low student participation, and lack of personalized guidance, propose an AI agent-based experimental teaching reform scheme. It constructs a teacher-student-AI agent collaborative teaching model, deeply integrating AI agents into the entire experimental teaching process, including core aspects such as intelligent code generation, real-time error diagnosis, automated code review, and personalized learning support. By comparing the effects of two rounds of experimental teaching, it was found that students’ project completion, code quality, team collaboration skills, and satisfaction with the teaching model were all significantly improved. This study provides a reference teaching reform path and practical scheme for software engineering course experimental teaching in the AI era.
AI agents; software engineering; experimental teaching; teaching reform.
Domesticating AI: Sociotechnical Imaginaries and Grassroots Discourses on Chinese Social Media
Integrating Critical Discourse Analysis (CDA) and framing analysis, this study investigates the sociotechnical imaginaries of AI through grassroots discourse on RedNote by shifting the analytical focus from institutional narratives toward the vernacular processes of technological domestication. The research identifies six discursive frames including Tool, Affective, Anthropomorphism, Resistance, Threat, and Futurity, revealing that AI is increasingly reimagined as both a productivity assistant and an emotional surrogate through a process of affective integration. As users perform strategic identity labor and boundary work to navigate tensions surrounding algorithmic encroachment and human agency, the findings uncover a fundamental ambivalence where AI is embraced as a catalyst for modernization while being contested as an ontological threat to human uniqueness. Ultimately, the study underscores social media as a vital discursive arena where the future of AI is continuously negotiated and co-constructed by everyday users.
Artificial Intelligence (AI), Critical Discourse Analysis (CDA), Sociotechnical Imaginaries, Domestication Theory, Grassroots Discourse.
A Comparative Study on National Security Education in Private Universities in China and Abroad
National security serves as the cornerstone of national rejuvenation and the fundamental basis for national stability. As the backbone of the country’s future development, college students’ national security awareness and comprehensive literacy are directly related to the long-term stability of the country and the great cause of national rejuvenation. As an important part of China’s higher education system, private universities undertake the task of educating a large number of young students and shoulder an irreplaceable mission in national security education. At present, national security education in private universities in China is still confronted with practical dilemmas including insufficient attention, weak teaching staff, fragmented curriculum system, monotonous teaching methods, and inadequate practical education, which can hardly meet the inherent requirements of national security education under the Overall National Security Outlook in the New Era. By sorting out the institutional design, curriculum system, teaching mode and guarantee mechanism of national security education in private universities in the United States, the United Kingdom, Japan, South Korea and other countries, this paper summarizes their mature experience and practical implications. Combined with the actual conditions and student characteristics of private universities in China, this paper puts forward implementation paths to optimize national security education, so as to provide theoretical reference and practical experience for promoting the high-quality development of national security education in private universities and building a comprehensive, whole-process and all-dimensional education pattern.
Private universities in China; private universities abroad; national security education; international comparison; education path.
The Impact of Servant Leadership on the Responsibility-Taking Behavior of Grassroots Administrators in Colleges and Universities: The Mediating Role of Prosocial Motivation
With the growing problems such as insufficient initiative and ineffective performance among grassroots administrators in colleges and universities, how to effectively stimulate their responsibility-taking behavior has become an urgent issue to be addressed in current higher education governance. Through a literature review of servant leadership and responsibility-taking behavior, combined with practically observed phenomena, this study finds that servant leadership may exert a positive impact on the responsibility-taking behavior of grassroots administrators in colleges and universities, which calls for further empirical exploration. Therefore, drawing on prosocial theory, social learning theory, and job relational design theory, this study investigates the mechanism underlying the influence of servant leadership on subordinates’ responsibility-taking behavior. A questionnaire survey, as an empirical research method, is adopted to test the research hypotheses. Based on 417 valid questionnaires collected, the results show that servant leadership positively promotes the responsibility-taking of grassroots administrators in colleges and universities, and their prosocial motivation plays a mediating role between servant leadership and their responsibility-taking. According to the findings, this paper elaborates on the theoretical value and practical implications of the study, discusses its limitations, and provides prospects for future research.
Servant Leadership, Responsibility-Taking Behavior, Prosocial Motivation.
Research on The Learning Path of Database Courses Based on Question-oriented Knowledge Graph
With the rapid development of information technology, database technology has become a central foundational discipline in the field of computer science and technology. However, traditional teaching methods for database courses often follow a linear, fixed knowledge delivery approach, which hardly meets the individual learning needs of students and fails to effectively bridge the gap between theoretical knowledge and the ability to solve practical problems. To address these challenges, this article presents a model for recommending learning paths for database courses based on a problem-knowledge graph (Problem-Knowledge Graph based Learning Path, P-KGLP). First, a Database Problem-Knowledge Graph (DB-PKG) is created by conducting in-depth analysis of textbooks, online courses (MOOCs), technical forums, and project examples in the field of database courses, integrating the three-part relationship of "knowledge point – problem – resource." This graph not only reveals logical dependencies between knowledge points but primarily establishes a mapping between knowledge content and real-world problems. Based on this, a personalized algorithm for generating learning paths is developed, which takes into account the current knowledge level and interests of students. The algorithm employs graph traversal techniques and dynamically plans a problem-oriented learning sequence that both deepens weak knowledge areas and enhances student motivation, while adhering to the prerequisites of the knowledge points. To verify the effectiveness of the model, experiments were conducted using publicly available MOOC datasets (such as MOOCCube). The results show that the proposed P-KGLP model significantly outperforms classical methods like the collaborative filtering algorithm (BPR), knowledge graph embedding-based recommendation approaches (TransE), and modern graph neural network models (LightGCN) in key metrics such as recommendation accuracy (Hits@10) and normalized discounted cumulative gain (NDCG@10). This study thus provides a new and effective approach for intelligent, personalized, and problem-based teaching in database courses.
Knowledge graph, Database course, Learning path recommendation, Problem-oriented learning, Personalized learning.
Teaching Method Innovation of Visual Communication Design Serving Rural Revitalization in the Digital Media Era
This paper explores innovations in teaching methods for visual communication design majors in the digital media era, aimed at cultivating high-quality design talent capable of efficiently serving the countryside. It begins with three levels of conceptual change, methodological path, and implementation guarantee. It proposes the teaching path of "field investigation method empowered by digital tools, workshop of digital vernacular project system, and practice method of online and offline linkage" to realize the sustainable development of visual communication design education and empower the revitalization of the countryside.
Digital media; visual communication design; rural revitalization; teaching method innovation.
Promoting the Construction of the “Computer Organization” Course through the “Four Threes” Model
To implement the concept of "Emerging Engineering Education" and achieve the goal of deeply integrating its development with innovation and entrepreneurship education, enabling students to acquire a solid foundation of professional knowledge, advanced engineering application skills, and strong innovation and entrepreneurship qualities and capabilities, this study addresses long-standing issues in the school’s "Computer Organization" course, such as difficulties in understanding and mastering theoretical knowledge, poor practical hands-on abilities, and weakened innovation capabilities. Accordingly, a specialized innovation-entrepreneurship integrated teaching model, termed the "Four Threes" model—guided by three objectives, integrated through three content areas, advanced in three steps, and evaluated via three outcomes—has been proposed and constructed. This model is based on three overarching goals: knowledge, ability, and literacy. It revolves around three types of teaching content: hardware innovation cases, entrepreneurial practice, and project design. The learning process is carried out step by step through a three-phase approach: pre-class guided learning, in-class research-based learning, and post-class extended learning. Additionally, based on the teaching characteristics of each phase, a comprehensive multi-evaluation mechanism encompassing knowledge and ability, process and results, and individual and team performance has been established. Practical results show that the "Four Threes" specialized innovation-entrepreneurship integrated teaching model can fully engage students, effectively stimulate their learning motivation, enhance their interest in learning, help them master systematic design, and foster their collaborative awareness and innovative thinking. The application of this model in professional courses of Computer Science and Technology has led to a 10.01% increase in students’ final comprehensive scores, an excellent rate of 85% in project design, and a course satisfaction survey rate of 92.5%, demonstrating the strong operability of this model.
Specialized Innovation-Entrepreneurship Integration; Computer Organization; Teaching Reform.
Research on the Cultivation Strategies of Learning Habits for Senior Kindergarten Children from the Perspective of Kindergarten-Primary School Transition
The importance of cultivating good learning habits for senior kindergarten children under the background of kindergarten-primary transition has become increasingly prominent. Cultivating good learning habits at this stage is not only a requirement for implementing relevant educational documents, but also an inevitable choice to comply with the laws of children’s development. Using interviews and observations, the researcher investigated the existing problems in cultivating learning habits of senior kindergarten children. In kindergartens, the main problems include: teachers’ one-sided understanding of learning habits and incomplete cultivation content; insufficient depth in cultivation and guidance; and lack of a scientific evaluation system for learning habits. In families, parents lack both the ability to cultivate learning habits and the sense of educational subjectivity. Accordingly, the researcher put forward strategies for cultivating learning habits of senior kindergarten children from the perspective of kindergarten-primary transition. For kindergartens, three measures should be taken: strengthening teachers’ professional quality and improving the habit cultivation system; deepening habit cultivation and implementing differentiated guidance; and improving the evaluation system and standardizing its implementation. For families, it is necessary to enhance parents’ sense of educational subjectivity and improve their ability to cultivate learning habits scientifically. By understanding the current situation and proposing scientific and feasible strategies for existing problems, this study aims to provide references for kindergartens and families in cultivating children’s learning habits.
Learning habits; kindergarten-primary transition; senior kindergarten children; cultivation strategies.
Research on the Evaluation System of Course Objective Attainment for Computer Science Programs under the OBE Framework
Outcome-Based Education (OBE) has become an important guiding philosophy in higher education reform, especially in engineering and computer science disciplines. The OBE approach focuses on learning outcomes and emphasizes whether students have achieved the expected abilities after completing the learning process. However, in many computer science courses, evaluation methods still rely heavily on final examination results, which cannot fully reflect students’ comprehensive abilities such as programming skills, practical problem-solving capability, and collaborative learning capacity. To address these limitations, this study proposes a systematic evaluation framework for course objective attainment under the OBE concept. First, the hierarchical relationship among program objectives, graduation requirements, and course objectives is analyzed to establish a clear mapping structure. Second, a multi-dimensional evaluation indicator system is constructed by integrating process assessment, final examination performance, and practical project evaluation. Third, a quantitative calculation method for course objective attainment is introduced to improve the objectivity and accuracy of teaching evaluation. A case study based on the course Data Structures is conducted to validate the effectiveness of the proposed evaluation framework. The results demonstrate that the evaluation system can effectively measure students’ learning outcomes and provide reliable feedback for teaching improvement. The proposed approach contributes to improving the scientific evaluation of learning outcomes and promoting continuous improvement in computer science education.
OBE; computer science education; course objectives; evaluation system.