Search

This study delves into the cultural significance and educational potential of Hua'er folk songs within the Hui ethnic communities of Gansu and Ningxia in northwest China. By positioning Hua'er as an indispensable educational tool in folk song history, the research seeks to safeguard and elevate this revered musical tradition. Employing literature reviews, immersive fieldwork, questionnaire surveys, interviews with four significant contributors, and direct observations, the study sheds light on the importance of Hua'er music as a cultural legacy. These insights offer valuable guidance for educators, cultural institutions, and future research initiatives. Through a detailed exposition of the research methodology, this study enriches our understanding of the diverse landscape of Chinese folk song history, presenting avenues for further exploration and practical application in educational contexts.

During attempts to prevent and control the COVID-19 pandemic in China, higher education programs shifted their traditional educational models to online models. This paper aimed to explore how Chinese universities organized online teaching and learning during the pandemic. It investigated the factors affecting the implementation of online teaching and provided policy recommendations for improving the quality of education in the post-pandemic period. The primary data for this study came from in-depth interviews with nine students and five teaching and administrative staff at eight major universities in mainland China. Literature was obtained in both English and Chinese from January 2020 to September 2021. Peer-reviewed journals, policy reports, and university documents regarding online education in Chinese universities were reviewed, and their challenges and countermeasures were investigated. The paper found that the implementation of online education was affected by various sources, including technologies, teachers' teaching skills, network information literacy, and students' learning motivations and self-directed learning skills. Based on the insiders' views, the paper suggested that to promote the quality of online education in the post-COVID-19 pandemic, higher education institutes and programs could develop their infrastructure construction, improve teachers' quality of teaching, and focus on students' learning motivations.

Among the East Asian nations, a recurring predicament faced by educational institutions is that of providing inclusive but high-quality education. Active involvement of non-governmental organizations (NGOs) in education is valuable in China. Adream was such an NGO on education in China, established in 2008 with a singular and noble objective: promotion of equitable access to quality education within the disadvantaged regions of China. The trajectory of Adream's endeavor to secure equitable access to quality education in rural China stands as a compelling exemplar of the transformative potential that NGOs wield within the realm of education.

Purpose: Mobile-assisted language learning (MALL) apps such as Duolingo have great potential for promoting learners' motivation to learn a second language (L2). However, little research has investigated how this motivational impact takes place. Additionally, despite the flexibility of mobile learning, most existing studies are conducted in classroom settings, with less attention paid to out-of-school technology usage. Design/Approach/Methods: To address these gaps, we present a model based on self-determination theory and propose the idea of "motivational transfer" to explain the psychological mechanism underpinning the impact of technology. To examine the model, we conducted a case study with 20 Year 8 Chinese junior school students who used Duolingo to learn English as a foreign language (EFL) after school for 6 weeks. Findings: Questionnaire and group interview data support our hypothesized mechanism--learners' activity-specific intrinsic motivation (IM) for using Duolingo and their underlying psychological need for autonomy and competence can be transferred to a more general level, thereby enhancing learners' global IM for L2. Originality/Value: The proposed theoretical model expands our understanding of how digital technology stimulates learners' L2 motivation; it can help L2 educators design better technological affordances to promote learners' motivation both in and outside the classroom.

Purpose: This study introduces a policy with great strategic significance and far-reaching impact by analyzing the background, measures, and future development trends of teacher evaluation reform in China. Design/Approach/Methods: This study primarily conducts a policy text analysis of the section on teacher evaluation of the "Overall Plan for Deepening the Reform of Educational Evaluation in the New Era". Findings: The "Overall Plan for Deepening the Reform of Educational Evaluation in the New Era" was drafted to enhance the quality of Chinese teachers and address many problems in teacher evaluation. It comprised four sections: teachers' professional ethics, teaching effectiveness, evaluation models and methods, and honorary titles. The policy has distinctive features such as the high status and authority of the issuing body, a holistic and systematic nature, and an orientation toward practical issues. This article proposes three major policy foresights: promoting implementation through the force of political trends, giving schools autonomy in teacher evaluations, and implementing progressive reforms. Originality/Value: This study conducted a specialist analysis of the policy in combination with the real scenario and institutional environment of Chinese teacher evaluation, which could encourage international peers to better understand Chinese teacher evaluation policies and promote policy learning and dissemination internationally.

Purpose: This study investigates university in-service English as a Foreign Language (EFL) teachers' perceptions of technology integration and the relevant factors that may affect their technology integration in the classroom. Design/Approach/Methods: This multiple case study applies Teo's extended technology acceptance model (TAM) and the theory of teacher value beliefs associated with using technology to explore seven in-service EFL teachers' perceptions of effective technology integration and the challenges they encountered. Findings: This study suggests that (1) perceived usefulness and (2) teacher value beliefs are two important factors that influence in-service teachers' technology integration. Additional factors are (3) subjective norm, (4) facilitating conditions of the environment, and (5) cultural values. Originality/Value: This study contributes to the existing literature on in-service EFL teachers' technology integration and increases the applicability of the extended TAM in China. This study also provides insights into these teachers' perceptions and practices of technology integration. Finally, insights gleaned from this study will guide school-level, local, and national educational policy groups on optimally supporting in-service teachers' future technology integration.

Purpose: This study elucidates the rationale, implementation, values, and challenges of the Synergized Quality Improvement Program in Teacher Education (SQIPTE)--the first policy specifically dedicated to the development of teaching staff since the founding of the People's Republic of China. Design/Approach/Methods: After introducing the primary structure and rationale of the SQIPTE, this study reviews the existing data and research to explain why the program focuses on local normal colleges and determine how it could be implemented more effectively. Findings: In establishing group-based assistance under the principle of "1 + M + N" (M [greater than or equal to] N), the SQIPTE seeks to make normal colleges the primary force in the education of rural teachers and explores a collaborative operating mechanism to this end. Evidence suggests that this innovative program will provide new practical experience for the collaborative development and quality improvement of teachers. Originality/Value: This study reviews the SQIPTE as a new Chinese intervention to improve the quality of rural teachers. There is strong evidence to suggest that this innovative program will inspire the construction of collaborative operating mechanisms incorporating multiple resources for teacher education systems across different areas.

The Qin Zheng, an ancient Chinese musical instrument, embodies centuries of cultural heritage and artistic expression. Amidst its strings, melodies resonate with stories of ancient China, reflecting the country's rich history and cultural identity. The objective of this study is to analyze the Qin Zheng playing techniques of Zhou Wang in musical literacy development. The research investigates Zhou Wang's historical development, pedagogical approach, and playing techniques through a qualitative analysis. The study focuses on the Xi'an Conservatory of Music as the primary research site, where Zhou Wang has taught and mentored students for over three decades. Key informants include Zhou Wang herself, her students, and colleagues in the field of Chinese musical education. Data analysis involves structured interviews, observations of performances and teaching sessions, and transcription of musical examples. The findings reveal Zhou Wang's mastery of Qin Zheng techniques, including intricate right-hand and left-hand skills, and their significance in fostering musical literacy development. The study highlights the potential benefits of integrating music education, particularly traditional Chinese music like Qin Zheng, into curricula as a means to enrich students' language skills, cognitive abilities, and emotional intelligence.

In the global context, male participation in early childhood education is notably low, with only 3% of the workforce in mainland China comprising male professionals. This study delves into the intrinsic motivation of male kindergarten teachers, employing the framework of self-determination theory. Qualitative research, comprising face-to-face interviews with seven Chinese kindergarten teachers, aims to uncover the factors influencing their intrinsic motivation at work. By understanding their perspectives on intrinsic motivation, this research offers valuable insights to professionals in the field of early childhood education.

ICAP is a framework that classifies learning processes based on students' explicit behaviors. The framework is developed for testing the hypothesis that interactive exercises are better than constructive exercises, and active exercises are better than the passive exercises for higher cognitive engagement and better learning outcomes. The ICAP Framework is intended to assist researchers, instruction designers and instructors in determining the activities appropriate for the aimed research and teaching. This study aims to evaluate articles based on or supported by the ICAP Framework from various aspects. In the study, employing the descriptive survey method, data collection was conducted through document analysis, while content analysis was utilized to analyze the data. The 71 articles reviewed within the study's scope were examined through the "data collection form" developed by the authors. In this context, the articles' general and methodological characteristics and themes and the findings related to ICAP contexts are presented. As a result of the research, no study regarding the ICAP Framework was conducted in Turkey. It was revealed that most of the studies, which have increased in number since 2017 in various countries, utilize the ICAP framework at the analytical level or create models-modules and develop toolsscales based on the ICAP Framework. Additionally, it was observed that mostly undergraduate and K12 students were studied in face-to-face education, with social sciences as the leading disciplinary field and teaching-learning approaches and design-development-evaluation as the most frequently studied topics, while in studies in which mixed and qualitative methods were the leading methods, exploratory and experimental approaches were more preferred. In line with these results, recommendations are presented to contribute to the field.

This research aimed to 1) study the factors that affect third-year undergraduate students' creative thinking ability at Baise University, 2) develop an instructional model based on design thinking and brainstorming, 3) compare third-year undergraduate students' creative thinking ability before and after using the instructional model based on design thinking and brainstorming. The sample group was 45 third-year undergraduate students at Baise University. The research Instruments were 1) an interview form about factors that affect the development of third-year undergraduate students' creative thinking ability, 2) a questionnaire about factors that affect the development of third-year undergraduate students' creative thinking ability, 3) lesson plans, 4) a creative thinking ability test 5) an interview form about opinions on teaching 6) an observation form about students' behavior. This study analyzed quantitative data through descriptive statistics, frequency, percentage, means, and standard deviation. For dependent samples, t-tests were used to analyze the different scores of undergraduate students before and after using the instructional model. Qualitative data were analyzed through content analysis. The research results were 1) the factors affecting undergraduate students' creative thinking ability include environmental factors (family, school, and society) and personal factors (personality traits, motivation, attitude, and emotional state), 2) the four components of the instructional model are principle, objective, learning process, and result, 3) after implementing the instructional model, the post-test scores of undergraduate students' creative thinking ability significantly increased, with a statistical significance of 0.01.

Yulin Normal University preschool education major existing children's game course instructional model more in passing test knowledge and practice test skills, students used to passively accept knowledge, rarely use critical thinking to treat knowledge, with a critical eye to question, thinking, and discovery, long-term students will not be able to adapt to the needs of the new era of social development of survival ability and professional competitiveness. Therefore, the objectives of this study were (1) to study the factors affecting the development of critical thinking ability, (2) to develop an instructional model based on experiential learning theory and six thinking hats, and (3) to compare the critical thinking ability of Third Year college students before and after the instructional model of experiential learning theory and six thinking hats. The sample group was 30 students from preschool education majors at Yulin Normal University. The research was conducted in three steps: studying the factors that affect the development of critical thinking ability, developing the instructional model, and the experimental and improvement process. The research instruments were a questionnaire about factors that affect the development of critical thinking ability, an interview form about factors that affect the development of college students' critical thinking ability, an observation form about student behavior, an interview form about opinions on teaching, lesson plans, and a critical thinking ability test. The study's results were 1) the main factors affecting the development of critical thinking ability include the instructional environment, the teachers, and the students, respectively, 2) the instructional model based on experiential learning theory and six thinking hats was developed consisting of four core components: a) principles, b) objectives, c) learning process, and d) results, and 3) after the implementation of the instructional model based on experiential learning theory and six thinking hats, the critical thinking ability scores of the students were higher than the critical thinking ability of the students before the experiment, with a statistical significance of 0.01 level. Finally, this paper strives to develop a based on Experiential Learning Theory and Six Thinking Hats instructional model to improve the critical thinking of preschool education students at Yulin Normal University.

This study examined the Technological, Pedagogical, and Content Knowledge (TPACK) professional development needs of English as a Foreign Language (EFL) Teachers. EFL teachers participated in semi-structured interviews from seven primary schools in a middle-sized urban school district in the east part of China. Content analysis with frequency tables and quotations from the interview transcription were conducted. The results indicated that though primary EFL teachers in China have the basic technological knowledge to support teaching, they lack appropriate knowledge and training particularly in areas of TPACK related to EFL teaching. Results from the present study indicate that there is a need for professional development (PD) that helps EFL teachers integrate technology in teaching reading, speaking, and writing.

The objective of this qualitative research study is to analyze the contemporary transmission methods and educational approaches employed in preserving and revitalizing Chinese Jinghe opera to address current challenges in Hubei Province. The research site, Jingzhou City in Hubei Province, serves as the backdrop for exploring this multifaceted cultural heritage. Nine key informants, including scholars, practitioners, and community members, provide diverse perspectives on Jinghe Opera and its transmission. Semi-structured interviews serve as the basis for data collection, and thematic analysis follows to reveal recurring themes and patterns. The study reveals the historical significance of Jinghe Opera, its evolution, and the critical roles of supporting institutions, such as the Intangible Cultural Heritage Protection Center and Yangtze University. Challenges facing Jinghe Opera, such as a shortage of original works and an aging transmission workforce, are discussed. Proposed solutions include fostering creativity, modernizing education, and establishing institutional support. This research contributes to the broader discourse on cultural heritage preservation and demonstrates the resilience of traditional art forms in a changing cultural landscape.

The objectives of this research were: 1) to study the current situation of digital management in universities in Guangxi, 2) to develop the purpose model for improving digital management in universities in Guangxi, 3) to evaluate the suitability and feasibility of the purpose model for improving digital management in universities in Guangxi. The sample group of this research was 148 administrators in 20 public undergraduate universities in Guangxi. They were selected by systematic random sampling and sample random sampling. The interview group was led by administrators from 12 universities, totaling 12 people. The experts for evaluating the suitability and feasibility of the purpose model for improving digital management consisted of high-level administrators from 7 universities, totaling 7 people. The research instruments were document analysis, questionnaire, structured interview, and evaluation form. The statistics to analyze the data were percentage, average value, and standard deviation. The results found that the current situation of digital management in universities in Guangxi in five aspects was at a high level. Considering the results of this research aspects ranged from the highest to lowest level were as follows: the highest level was the digital campus security management system, followed by the digital student management system, and the digital scientific research management system was the lowest level. The purpose model for improving digital management in universities in Guangxi has five aspects, which contain 40 measures. There are 7 measures to enhance the digital management ability of Guangxi University managers, 10 measures to promote the digital teaching management system in Universities in Guangxi, 8 measures to promote the digital scientific research management system in Universities in Guangxi, 9 measures to promote the digital student management system in Universities in Guangxi, 6 measures to promote the digital campus security management system in Universities in Guangxi. The results of the evaluation of the suitability and feasibility of the purpose model for improving digital management in universities in Guangxi were at the highest level.

This study involved 51 Chinese universities from the Quacquarelli Symonds (QS) World University Ranking 2021. With based the resource-based view (RBV) as a framework, it aimed to identify the determinants of human resource capital that were related to universities' production of MOOCs. Three determinants were detected--size, lifelong learning, and proximity to the political centre. Both size and proximity to the political centre proved to be significant. The findings provide timely implications for university managers and suggest that the variety of management spaces be expanded to increase the portfolio of high-quality Chinese universities that facilitate the production of MOOCs. In addition, universities should increase their proximity awareness to remedy the disadvantages of uneven resource allocation due to geographical proximity.

This study examined the dynamic between perceived authoritarian parenting style (PAPS), and subjective wellbeing (SWB) among purposively recruited 423 college students in China. Expectancy value beliefs (EVB), fear of failure (FOF), and competitiveness were taken as mediators. The data were analyzed using Bootstrap method of 5000 sample and 95% confidence interval. The results revealed a significant negative total effect of PAPS on SWB. Additionally, two indirect paths were found to be significant: the mediation of FOF (Path 2) and the serial mediation of FOF and competitiveness (Path 6). These findings suggest that the perception of authoritarian parenting style is a negative predictor of students' happiness, and that FOF and competitiveness played important mediating roles in this relationship. These findings have important implications for educators, parents, and policymakers who aim to promote positive academic and personal outcomes for college students. The results suggest the need for interventions that address the negative impact of PAPS on students' wellbeing, and the importance of fostering positive beliefs about the value of education and academic achievement, as well as reducing FOF and promoting healthy competition.

This study aims to evaluate the impact of the application of Internet + technology in accounting education on academic performance, with a special focus on the academic performance changes of 2022 accounting students of Ningxia Vocational and Technical College of Finance and Economics. The study adopted a quantitative analysis method to evaluate the effects of these technologies by comparing and analyzing students' scores before and after receiving Internet + technology teaching. The data was collected from the school's student status management system, covering the performance records of 124 students. SPSS software was used for data processing and analysis, and the academic performance before and after the technology application was compared through Wilcoxon signed-rank tests. The results show that the average score of students increased significantly after the application of technology, from 48.27 points to 85.40 points, indicating that Internet + technology has played a significant role in improving academic performance in accounting. This performance improvement is attributed to the flexible learning resources, enhanced interactive learning environment, and practical learning materials provided by Internet + technology. Research also explores the potential of these technologies to improve the quality of teaching and develop students' critical thinking and problem-solving skills. Based on these findings, the study recommends that educators integrate Internet + technology in accounting course design and calls for future research to expand the sample scope and use qualitative methods to gain an in-depth understanding of students' feelings and feedback on digital learning tools. Overall, this study highlights the importance of integrating digital technology into accounting education and provides empirical support and reference direction for other educational institutions to implement teaching reforms in similar fields. As technology continues to develop, the education field should continue to explore and adapt to new technologies to prepare students for the needs of the future accounting industry.

This research aimed to (1) study the current situation and existing problems of undergraduate students 'understanding of intangible cultural heritage, (2) develop a curriculum of intangible cultural heritage based on experiential learning theory, and (3) compare undergraduate students' understanding of intangible cultural heritage before and after teaching. The sample group was 50 students who were selected to attend the Intangible Cultural Heritage curriculum in the spring semester of 2023. The research tools were (1) Lesson plans (2) a Questionnaire on the current situation and existing problems of undergraduate students 'understanding of intangible cultural heritage, (3) an Interview form on the current situation and existing problems regarding students' understanding of intangible cultural heritage, (4) understanding intangible cultural heritage test, (5) Observation of Students' Behavior form, and (6) Interview form on opinions about teaching. This study was conducted in three steps: (1.) The study on the current situation and existing problems of undergraduate students 'understanding of intangible cultural heritage, (2.) The development of a curriculum of intangible cultural heritage based on experiential learning theory, and (3.) The experimental and improvement of curriculum. The results of the study showed that: 1) The current situation and existing problems of the intangible cultural heritage of college students have three aspects: students, teachers, and the school environment. The most important current situation and existing problems of undergraduate students 'understanding of intangible cultural heritage was the school environment aspects. 2) The Curriculum of intangible cultural heritage based on experiential learning theory includes 6 elements: Principle, Goal Contents, Learning process, Learning resource, and Evaluation. The learning process consisted of 4 steps: (1) Concrete Experience, (2) Reflective Observation, (3) Abstract Conceptualization, (4) Active Experimentation 3) The curriculum based on experiential learning theory can improve undergraduate students' understanding of intangible cultural heritage.

Lusheng is a traditional wind musical instrument cherished by various ethnic minorities in China. The objective of this study is to investigate the role of Lusheng Chinese musical instruments in promoting literacy through educational functions and transmission. Conducted in Guizhou Province, a region rich in ethnic diversity, this study employs qualitative methods and engages two key informants who are local artisans with interview and observation forms. The data analysis reveals multifaceted insights into Lusheng's transmission and promotion. Findings highlight the challenges posed by modernization to traditional craftsmanship, emphasizing the urgency of preserving Lusheng production skills. The inclusion of Lusheng in the National Intangible Cultural Heritage list and the establishment of educational programs in primary, and secondary schools, and universities underscore the government's commitment to safeguarding Lusheng culture. Moreover, the research underscores the transformative impact of modern media on Lusheng's dissemination, and cross-cultural engagement is recognized as vital for expanding its influence. Balancing tradition and innovation remains a challenge. The study suggests collaborative efforts among government, academia, and society to develop a comprehensive conservation strategy, ensuring the continued transmission and promotion of Lusheng culture.

Yongning River Boatman Work Songs are traditional folk music from the Yongning River region, performed by boatmen for practical purposes during laborious tasks. The study's objective is to investigate the promotion of education and literacy through the preservation of the Yongning River Boatman Work Song. Three key informants, including an inheritor of intangible cultural heritage, an academic expert, and a cultural heritage preservationist, provide comprehensive insights into this multifaceted topic. Data was analyzed thematically using a mixed-methods approach, including in-depth interviews, document analysis, and observations. The findings highlight the transformative power of these songs as educational tools, bridging the past and present, fostering cultural identity, and enabling multifaceted learning. Additionally, community collaboration among local individuals, cultural centers, educational institutions, and government authorities plays a pivotal role in preserving and promoting these songs. Successful initiatives for engaging the younger generation ensure the intergenerational transmission of this cultural heritage. This research suggests that cultural preservation, education, and community involvement are intertwined elements that can enrich education and enhance literacy while safeguarding intangible cultural heritage.

Si Zhu Yue music is a traditional Chinese folk music genre characterized by stringed and bamboo wind instruments. It originates from the Yangtze River basin in China. This study aims to propose guidelines for transmitting literacy studies in traditional Chinese folk music in Si Zhu Yue. We synthesize literature to provide insights into the cultural heritages. Three key informants with expertise in Si Zhu Yue music, educational settings, and cultural preservation efforts were purposefully selected to provide diverse perspectives on Si Zhu Yue music's transmission and literacy studies. Data analysis involved qualitative approaches to identify recurring themes, patterns, and insights from interviews and observations. The findings highlight the significance of integrating cultural values into planning processes, the challenges of preservation in the face of modernization and globalization, and the need for innovative approaches to safeguard intangible cultural heritage. Recommendations include prioritizing cultural heritage preservation in planning policies and adopting interdisciplinary approaches to address the complexities of cultural sustainability planning.

Chinese court music from the Zhou Dynasty holds immense cultural and historical significance, reflecting ancient China's sophisticated societal ethos, rituals, and values. The study's objective is to investigate the reviving of literacy in Chinese court music from the Zhou Dynasty at a University in China. The study encompasses a comprehensive literature review exploring ancient Chinese music, educational practices, and cultural preservation efforts. The research primarily focuses on the efforts made at a university in China to reconstruct and promote ancient court music, collaborating with cultural institutions like museums and performance venues. Three key informants include experts in Chinese court music, educators specializing in ancient music education, and students engaged in court music programs. Data analysis involves thematic analysis of qualitative data gathered through observation forms, interview forms, and questionnaires. The research results reveal the significant educational role of court music in moral education, virtue cultivation, and societal harmony. Suggestions for future research include exploring innovative pedagogical approaches, expanding collaborative partnerships, and evaluating long-term sustainability strategies for preserving Chinese court music heritage.

The objectives of this research are to study: (i) the history and development of knowledge of Yiwulv Mountain Manchu paper-cutting art, and (ii) the process of designing and developing digital media for learning about cultural heritage. This research used qualitative research methods. By studying documents and collecting field data by surveys, interviews, observations, group discussions, and workshops. The data was elicited from a group of 40 participants. The analysis was based on the objectives and the results were presented in a descriptive analytical manner. The results are as follows: (i) The art of paper-cutting is related to history and culture. There is a unique cultural identity of the Manchus on Yiwulv Mountain. The way of conveying knowledge is told orally. Currently, there is a problem due to the age of paper-cutting artists and lack of inheritance. Therefore, it is necessary to find ways to protect them as well as transfer them to youth and those who are interested. (ii) The art of paper-cutting is applied with 3D animation technology to inherit and learn the art of Yiwulv Mountain Manchu paper-cutting. The teaching materials created can be explained in detail from the perspective and content. The design combines virtual tour technology to make it interesting. Learners study through digital media and computer systems, which makes it convenient to access information.

This research is part of the "Ancient Xuzhou Houses in China: Cultural Memory, Symbol and Process Reconstruction in the Context of Rural Revitalization" project. Traditional houses contain a large amount of cultural value, literacy role, and historical memory. In order to sort out the transfer process more clearly between memory and people, this study set three research objectives. First, spatial memory transmission and literacy role needs to be studied and analyzed. Then, on this basis, we will further study the method of spatial memory transmission and literacy role. Finally, the appropriate medium for spatial memory transmission is analyzed. This study used descriptive analysis to summarize and discuss the results. The results show that spatial memory transmission and literacy is a process of maintaining and transmitting social and cultural values through the use and evolution of architecture and spatial design over time. Symbols in the memory space of residential buildings are containers for storing memories, just like a mobile hard drive that records relevant memory information. Residential buildings and people are like two devices that convey information and communicate through symbols. After comparison, in the dimension of cultural memory, symbols are more social and cultural and are more suitable as a medium for transmitting spatial memory and literacy role under cultural identity. This article explains the relationship between symbols and spatial memory, through spatial memory transmission to describe how common memories are shared and reproduced among collective members through cultural memory, literacy role and symbolic translation. It can transmit cultural and historical memories between different generations and acquires the importance of spatial positioning and environmental interaction in transmitting cultural memory.

This research employs a multidisciplinary approach, incorporating musicology and ethnomusicology, to explore the cultural significance of Huaibang Opera--a traditional Chinese Han ethnic local opera genre in Henan province, China. The investigation encompasses the historical evolution, cultural contexts, and musical attributes of Huaibang Opera, aiming to contribute to education, literacy, and a deeper comprehension of this traditional art form. The methodology involves interviews with key informants possessing profesional experience in Huaibang Opera, coupled with live performance observations. Through the analysis of collected data and its alignment with existing literature and theoretical frameworks, the study delineates the evolution of Huaibang Opera from a folk song art form to a prototype opera and its subsequent establishment as a local opera. This comprehensive examination sheds light on the cultural and artistic dimensions of education and literacy within Huaibang Opera, providing valuable insights into the historical significance, artistic expressions, and cultural heritage of this distinctive Chinese opera.

Youyang folk songs represent a significant component of China's intangible cultural heritage from Youyang County in Chongqing Municipality, China. The study objective is to analyze the education literacy in preserving and transmitting Youyang Chinese folk songs within the cultural context of Chongqing Municipality, China. The research content encompasses various aspects, including integrating folk songs into educational curricula, artistic engagement in rural communities, government initiatives for transmission enhancement, and preservation through publication and book distribution. The research site primarily focuses on Youyang County, renowned for its cultural heritage and ethnic traditions. Three key informants include governmental bodies, educational institutions, private organizations, and individual custodians involved in preservation efforts. Data analysis involves qualitative methods such as document analysis and interviews with stakeholders. The research results highlight a concerted effort from stakeholders to preserve and transmit Youyang folk songs, emphasizing the importance of legislative support, increased funding, and community involvement in safeguarding intangible cultural heritage. Suggestions for further improvement include strengthening legislative support, increasing funding for preservation efforts, and enhancing community involvement in protecting intangible cultural heritage.

The objectives of this research are to study (i) the development of the Lusheng and its relationshipwith Rongshui culture and (ii) the knowledge management for learning arts and culture insouthern China. This research used qualitative research methods by studying documentsand collecting field data through surveys, interviews, observations, group discussions, and workshops. The data was collected from a group of 18 people. The analysis was based on the objectives, and the results were presented in a descriptive-analytical manner. The research results indicated that: (i) Lusheng is an ancient musical instrument in the bamboo family that has spread throughout Asia, This instrument has evolved differently in difference regions. This musical instrument is closely related to the way of life of people in southern China. People use it as a show for entertainment during important festivals. They believe that the worship of ancestors and gods can protect one's life. Lusheng culture has artistic value and should be studied to be photographed for future generations. (ii) The knowledge of Rongshui Lusheng, a wind instrument made from bamboo, is a valuable musical and dance cultural heritage and deserves to be carefully studied through systematic inheritance. It was found that it is a teaching activity in educational institutions starting in primary school. Secondary and higher education learning in this study has two characteristics: Learning to produce Lusheng and practicing playing Lusheng, which must create a melody. The rhythm goes along with the related dance. In summary, this study can be used as a guideline for the conservation and inheritance of cultural heritage as well as a guideline for teaching and learning for the transmission of artistic and cultural heritage.

The Poya Songbook, an integral part of Zhuang traditional culture, embodies rich music and folklore passed down through generations. This study aims to examine the historical development and literacy transmission of the Poya Songbook for education and literacy studies in Funing County, Wenshan Prefecture, Yunnan Province, China. Drawing upon a combination of ethnographic methods and semiotic analysis, the research delves into the intricate journey of the Poya Songbook, contrasting its state before and after the pivotal year 2006, when it received official recognition as an intangible cultural heritage. Three key informants, deeply rooted in the local cultural milieu, provide valuable insights into the songbook's transformation, its role in education, and the challenges of preserving its authenticity amidst modern influences. The data analysis discerns shifts in transmission methods, content, and performance, shedding light on the evolving relationship between tradition and cultural identity. The findings underscore the importance of balancing preservation with adaptation to ensure the continued vitality of this cherished cultural heritage. Suggestions for the sustained safeguarding of the Poya Songbook include innovative educational initiatives that integrate its teachings into contemporary curricula, fostering a deeper understanding and appreciation of Zhuang cultural identity.

Bayu folk songs, integral to the cultural heritage of Southwest China, face challenges in transmission and preservation amidst rapid social and technological changes. This study aims to investigate and propose guidelines for literacy transmission and preservation of Bayu folk songs. Drawing upon ethnomusicological research and the intersection of education and cultural preservation, the study explores the cultural significance, diversity, integration, and challenges in transmitting Bayu folk songs. Methodologically, 14 key informants were selected from the Chongqing, Guizhou, and Hunan regions, including inheritors of folk songs, local villagers, leaders of cultural centers, and relevant experts. Data were gathered through interviews and observation forms and analyzed using thematic analysis. Results highlight the profound cultural significance of Bayu folk songs, the rich diversity and integration within Bayu culture, and the challenges in transmission within educational settings. The study suggests developing standardized guidelines, curriculum frameworks, and capacity-building initiatives to ensure the successful transmission and preservation of Bayu folk songs within educational contexts, enriching students' learning experiences and promoting cultural heritage preservation.

Anhui Phoenix Painting Art explores the intersection of traditional art with digital innovation to enhance education literacy. The study's objective is to investigate the impact of digital innovation in Anhui Phoenix Painting Art on education literacy in the new era. The research content includes a literature review on semiotic theory, cultural identity theory, and digital design theory, highlighting their relevance to the study. The research site encompasses Chuzhou City, Anhui Province, known for its rich history of Phoenix painting art dating back over 600 years. Key informants for the study include artists, educators, and digital media experts familiar with Anhui Phoenix Painting Art. Data analysis involves a combination of qualitative methods such as field surveys, expert interviews, and image composition analysis, along with quantitative methods like questionnaires and data visualization tools. The research results indicate advancements in digital innovation and information integration, enhancing education literacy and cultural preservation. The study suggests continued collaboration between traditional artists and digital technology experts to revitalize folk art forms like Anhui Phoenix Painting and bridge the gap between tradition and modernity.

This study aims to explore the overlapping influences of the home and school on peer victimization in adolescents under the notion of home-school partnership and to investigate how the parent-child relationship, teacher-student relationship, teenage depressive symptoms are related to peer victimization by constructing a moderated mediation model. It surveyed 1,710 students in 5-8 grades, using the Inventory of Parent and Peer Attachment, Student-Teacher Relationship Scale (brief version), Multidimensional Peer Victimization Scale, and Center for Epidemiologic Studies Depression Scale (brief version). Research findings show that the parent-child relationship had a direct impact on peer victimization and indirectly affected peer victimization via the mediation of teenage depressive symptoms; and that teacher-student relationships had moderating effects on the three paths in the mediation model, playing roles in enhancing the protection effect of the parent-child relationship against peer victimization, weakening the possible impact of the parent-child relationship on teenager depression, and alleviating the predictive effect of depressive symptoms on peer victimization. The research suggests that home-school partnership is a viable avenue for the prevention of school bullying.

Virtual reality (VR) is used across the educational spectrum (higher education, high school, primary school, and even pre-school); however, primary school teachers' perceptions of using VR in their classrooms require further research. A brief review of the literature of 100 existing articles related to teaching within the primary school context was conducted. The articles were obtained by performing a word search within Google Scholar, with the keywords 'virtual reality primary school teachers 2018 - 2023'. Teachers indicated both hesitance and enthusiasm for incorporating VR. The findings of this study indicated that only a low number of articles (n = 11) addressed VR and primary school teachers, compared to the total number of articles reviewed (n=100). Researching VR and teaching assists in supporting the wider fringe aspects of e-learning practices, such as VR. It advances the compass of e-learning knowledge by integrating immersive learning tools into the primary school classroom.

Teacher identity is the reflection of teachers' perception, position, and identification as teachers. Teachers' identities are dynamic and continuously negotiated by the interplay of their professional practices, past experiences, and contextual conditions. Drawing on this understanding, this study explores Chinese English teachers' professional identities within a private English institution in China. Research data was collected through semi-structured interviews with six Chinese English teachers from one private English institution. Interview data was analysed thematically. The study results revealed common teacher identities as advocates of learner autonomy, struggling teachers for higher-level students and sources of students' learning motivation. Specifically, teachers were challenged in cultivating autonomous students by institutional and sociocultural contextual obstacles. They were also in a challenging situation to improve the effectiveness of teaching higher level students. However, teachers exhibited positive perceptions towards their influence on students' learning motivation reflected in their effort to actively establish teacher-student relationships and utilize facilitative teacher roles. The research findings suggest the need for designing more effective teacher trainings, improving teachers' working conditions and a call for re-evaluating English language learning among Chinese students.

This study investigated student engagement by conceptualizing learning engagement and examining the inner mechanism that operates in the university English learning context. This study administered a questionnaire to 376 college students, and data analysis was conducted with SPSS 26.0 and AMOS 24.0. The findings revealed that student engagement can be conceptualized into behavioral, cognitive, affective, and interactive engagement. The results confirmed that cognitive engagement positively affected behavioral engagement, whereas affective engagement did not. Affective engagement had positive effects on both cognitive engagement and interactive engagement. Interactive engagement positively affected cognitive engagement but did not affect behavioral engagement. Further, the results showed that cognitive engagement acted as a full mediator between affective engagement and behavioral engagement, as well as between interactional engagement and behavioral engagement. The findings of this study propose implications for optimizing English teaching to facilitate student engagement and ultimately enhancing their learning satisfaction along with improving academic outcomes.

In the current climate of global international education, overseas student integration and difficulties in adjusting into the academic life of the host country are often posited as personal failures. However, the categorization of international students is premised on them not being active subjects in the curriculum and the ways in which they can contribute to the internationalization of higher education. The current study addresses this negative characterization through a selective qualitative methodology, observing and interviewing 24 Chinese international students at an Australian university. Conducted during the COVID pandemic period, this study offers new insights into how the shift to online learning exacerbated the failure of the teaching, learning, and curriculum models that predominate in Australian universities. We conclude that as the pandemic subsides, deeper conversations are necessary over the continued prevalence of the deficit model while considering international students' agency in their learning practices.

Redox reaction is a core chemical concept. However, its abstract nature makes it very difficult for students. Students' conceptual structure reflects their mastery of concepts, which helps teachers implement targeted educational strategies. This study aimed to explore the conceptual structures of redox reaction held by students (grades 10 to 12) by employing MDS and HCA. A total of 606 students participated, with 195 students in 10th grade, 202 in 11th grade, and 209 in 12th grade. The results indicated that three-dimensional solutions were appropriate for the conceptual structures of 10th and 12th graders, while 11th graders demonstrated two-dimensional solutions. All students grouped the 15 concepts related to redox reaction into two large clusters: metrology and the redox reaction process. Moreover, both 10th and 12th graders further subdivided the 15 concepts into four subclusters: metrology, oxidation process, reduction process, and chemical reaction. Students' conceptual structures were rational across all three grades. The conceptual structures of 10th and 12th graders were more refined than those of 11th graders, and there was no significant difference between the conceptual structures of 10th and 12th graders. 11th graders learned about electrochemistry and tended to confuse concepts related to redox reaction with those related to electrochemistry.

Science identity, encompassing perceptions of competence, interest, and recognition in science, alongside learning self-efficacy reflecting confidence to master science skills, are key drivers of outcomes. However, developmental patterns likely vary across contexts. Participants were 512 Chinese students spanning grades 1-3 who completed the Science Identity Scale and Science Learning Self-Efficacy Scale, with physics, chemistry, and biology achievement scores gathered. A Partial Least Squares Structural Equation Model assessed relationships. Results substantiated psychometrics for motivational measures. The model indirectly predicting achievement via first-order discipline-specific paths explained more variance than direct second-order effects. Effects significantly varied across groups stratified by grade and region. Interest and conceptual knowledge drove physics and chemistry success, while higher-order skills enhanced biology achievement overall. However, relationships differed within subgroups, suggesting personalized motivational support needs--self-belief/competence foundations for struggling learners, conceptual development for those with high prior achievement, and intrinsic enrichment for disinterested students. Results detail complex motivational profiles underlying science achievement requiring tailored identity safety and self-efficacy scaffolding alongside conceptual and skill-building for excellence across scientific disciplines. Motivational support systems may spur more equitable and optimal science outcomes among diverse adolescent learners.

Biotechnology has great importance as a socioscientific issue in STEM education. This study aimed to explore the knowledge and attitudes of college students toward biotechnology. A total of 236 university students participated in the study. Questionnaires on knowledge and attitudes towards biotechnology were used for data collection. The results revealed that participants had inadequate knowledge about several basic concepts related to genetics and biotechnology, particularly those concerning genetically modified organisms. The results regarding the attitudes revealed more neutral results. The participants had a neutral attitude towards biotechnology, with mean scores ranging from 2.71 to 3.55. They were generally against buying genetically modified products but supported biotechnology for medical purposes and strongly desired to increase their knowledge about genetically modified products. The participants did not have a negative opinion of biotechnology in general but were critical of its purpose and use. The correlation analysis between knowledge and attitudes produced weak correlations. Offering supplementary resources on biotechnology can enhance students' and individual's understanding and attitudes of this topic.

The study on the preservation and transmission of Lusheng knowledge in Qiandongnan Miao and Dong Autonomous Prefecture, Guizhou Province, China, yields important findings. It begins by detailing the traditional 6-pipe Lusheng's production process, stressing its employment on numerous cultural occasions but its limited applicability for solo performances owing to its narrow tonal range. Throughout, regional differences in Lusheng scale configurations contribute to a variety of musical styles. Mr. Dong Dan Gan is a key figure in the growth of Lusheng instruments. It starts with the 8-pipe Lusheng, then moves on to the 11-pipe version, which expands tonal potential. Subsequent variations, such as the 12-pipe, 13-pipe, 14-pipe, 16-pipe, 19-pipe, and ground-breaking 18-pipe, 21-tone Lusheng, increased adaptability and melodic possibilities even more. Moreover, Lusheng has a wider tone range. These advancements accommodate varied musical traditions and help to preserve and disseminate Lusheng knowledge, strengthening the cultural legacy. And efforts have enhanced Lusheng music greatly, aiding its transmission and cultural continuation.

This study aims to develop comprehensive education and learning guidelines aimed at preserving and protecting Qinghai Mongolian folk songs in China within the broader context of intangible cultural heritage. With a strong theoretical foundation emphasizing the role of education, interdisciplinary approaches, and community engagement, this study employs a multidisciplinary methodology. This includes an extensive literature review, expert consultations, fieldwork, and case studies to develop comprehensive education and learning guidelines for the safeguarding of Qinghai Mongolian folk songs. The historical evolution of Mongolian folk songs, legal frameworks, collaborative efforts, government-led initiatives, the role of social forces, published resources, and higher education institutions all feature prominently in the research results. These findings align with the theoretical principles outlined in the literature review, emphasizing the importance of education, interdisciplinary approaches, and community engagement in ICH preservation. The education and learning guidelines generated by this research serve as a valuable framework for the sustainable protection of Qinghai Mongolian folk songs and offer insights applicable to the preservation of intangible cultural heritage globally.

Mobile phone dependence refers to the excessive use of mobile phones by individuals, which may cause problems in study, work and life. We compared differences in mobile phone dependence among Chinese and Czech university students, and explore the relationship between mobile phone dependence and academic achievement among them in this paper. The subjects of this study included 358 Chinese university students and 282 Czech university students who were recruited during March to April 2022. We collected data through online questionnaires, using the Short Version of the Smartphone Dependence Scale (SAS-SV) to assess the level of students' mobile phone dependence and the Academic Achievement Questionnaire (AAQ) to assess the level of students' academic achievement. The results show that for the level of mobile phone dependence are negatively correlated with the scores of various dimensions of academic achievement and the total score of academic achievement, among them, Chinese students have more significant effect in the relationship between mobile phone dependence and study performance; moreover, the correlations between the three sub-factors of academic achievement in Chinese students were stronger. It can be concluded that mobile phone dependence may lead to lower study performance, more difficulty in handling study demands, and lower social adaptation, or lower academic achievement may also lead to more severe mobile phone dependence.

Teacher support significantly affects student learning and directly relates to their academic development. Learning satisfaction is the subjective perception and evaluation of learning quality on the part of the student, which represents, to certain extent, the quality of education. Based on data from a questionnaire survey of 1251 migrant children in grades three throughout six, this study analyzed how teacher support impacted the learning satisfaction of migrant children. Research findings indicated that teacher support had a significantly positive effect on migrant children's learning satisfaction; and that teacher support indirectly and positively affects their learning satisfaction through the separate mediating effect of their learning engagement as well as via the chain mediating effects of their academic adjustment and learning engagement.

Demonstrating higher-order thinking skills is crucial for thriving in a volatile, uncertain, complex, and ambiguous (VUCA) environment. In science education, inquiry-based learning has increasingly been recognized as a potent approach to stimulate students' higher-order thinking skills. While prior research has shown evidence of its positive impact on student achievement, no study has critically synthesized its effect on students' higher-order thinking skills in the context of science learning. Thus, this study conducted a meta-analysis following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol. The study extracted twenty-six (26) effect sizes from twenty (20) studies, involving 1,349 students exposed to both inquiry-based and conventional approaches. Using the Comprehensive Meta-analysis Software, effect size (Hedges g) was calculated to determine the magnitude of the effectiveness of inquiry-based approaches. The overall weighted effect size of g = 0.893 demonstrates that inquiry-based approaches have a significantly large and positive impact on students' higher-order thinking skills. Moderator analysis suggests that regardless of students' educational level, scientific discipline, or level of inquiry, the use of the inquiry-based approach in teaching scientific concepts maximizes students' higher-order thinking skills. Although various inquiry-based approaches were effective when combined with other instructional strategies for teaching scientific concepts, only a few studies integrated technology into the implementation of inquiry-based approaches in science. Given the positive findings of this meta-analysis, science teachers are further encouraged to adapt inquiry-based approaches to enhance their teaching practices and support students in strengthening their higher-order thinking skills.

The study's objectives were to present a way for transmission Yi folk songs into educational institutions in Liangshan and Chuxiong prefectures, China. This study is qualitative. Interviewing inheritors of Yi folk songs, for instance, as well as consulting relevant literature and materials. The field investigation method was used for data collection and research, and informants included: 8 inheritors of Yi folk songs in the two places; 6 vocal actors who are professionally engaged in singing Yi folk songs in the two places; 4 leaders of primary and secondary schools and local universities in the two places; 4 music teachers from primary schools and local colleges; and 8 students from primary and secondary schools and local colleges in the two places. According to the results of this study, Yi folk songs should be taught in elementary and secondary schools to improve art and promote national pride. Mixing Yi folk songs into teaching activities, using the new experiential method of teaching, and organizing practical activities outside of school are all effective ways to spread the culture and bring folk songs back to life. Folk song art festivals on college campuses, the formation of professional art groups, and the spread of Yi folk songs in local universities are all excellent ideas that should be encouraged. Teachers should hire Yi folk song inheritors to perform and sing for them, and more teachers should be trained to be good inheritors.

Involving the global issues as listed in Sustainable Development Goals (SDGs) in education is necessarily done in the education process, especially in English as a Foreign Language (EFL) learning. Exposure to global issues is known to improve students' understanding, awareness, and ability to solve urgent issues faced by global society. This paper aims to find out the trend of research on the coverage of SDGs in students' learning process. This systematic literature analysis was done by applying Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Method. A total of 25 studies were recognized through a systematic search by using Sustainability, SDGs, and EFL as keywords. The result shows that the trend of associating SDGs with EFL settings was done mostly in Indonesia. In the recent year 2022, it reached the highest number of studies in the particular matter with 7 total of research. It was also found that the study involving SDGs on EFL learning was mostly done in the tertiary setting, compared with K-12, junior high school, secondary, high school, and other educational institutions. It was also discovered that the specific area of study enhances EFL students' learning achievement, environmental awareness, global citizen values, as well as students' levels of self-norms, beliefs, and self-value.

As humanity reaches the 5.0 industrial revolution, education plays a critical role in boosting the quality of human resources. This paper reports bibliometric research on emerging TiP during 1993-2022 in the educational field to analyse its development on any level of education during the last three decades. This study employed a Scopus database. The findings are that the trend of TiP publication in educational fields has tended to increase every year during the past three decades and conference paper became the most published document type, the USA is the country which produces the most publications; "Students" being the most occurrences keyword and total link strength. The publication of the TiP is ranked to the Quartile 1, which implies that a publication with the cited performance is a publication with credibility because the publisher has a good reputation. Researchers can find the topics most relevant to other metadata sources such as Web of Science, Publish, and Perish.

The vast majority of Chinese universities have embraced higher education reform that emphasizes a "publish or perish" ideology. This brings challenges to the early-career academics, especially those working in language-related fields. This paper employs a multiple case study to explore the identity tension of early career academics in applied linguistics. The three cases had diverse backgrounds and demonstrated different identity trajectories. Data were triangulated through narrative frames, interviews, and documents. Data analysis was conducted using an inductive approach that focused on interpreting the underlying meanings within the data, drawing upon relevant theoretical frameworks for guidance. The findings revealed an array of identity options (e.g., "temporary worker", "blind follower", "green pepper", "leek"). The factors that shaped the identity construction included the shifting value of being a teacher and researcher, intensified "publish-or-perish" ideology, and changing institutional and societal systems and requirements. Implications on teacher development for early-career academics in applied linguistics were proposed based on the findings.

Research on international students suggests they have a low sense of belonging at the U.S. institutions they attend. This study examined whether academic advisor's cultural empathy, advisor-advisee rapport, and international students' advising satisfaction influenced international students' perspectives of belonging to the institution. We further examined whether cultural empathy and advisor-advisee rapport mediated the effect of advising satisfaction on international students' sense of belonging. The cross-sectional quantitative study used a convenience sample of 209 international students enrolled in two institutions in the United States. Results indicated that cultural empathy and student advising satisfaction had a statistically significant influence on the sense of belonging, not advisor-advisee rapport, and cultural empathy mediated the effect of advising satisfaction on sense of belonging. We offered recommendations for institutions and academic advisors when working with international students.

Since the outbreak of the COVID-19 pandemic, cases of discrimination and hate crimes against minority populations including international students have soared in the U.S. This study explores the relationship between international students' perceived discrimination and their self-reported overall health and the role of social support and positive emotions in such relationship. In total, 203 international students studying at two U.S. universities participated in an online survey. The results indicated that: (1) when international students perceive higher levels of discrimination, they experience lower levels of positive emotions and have lower levels of perceived social support; and (2) positive emotions were significantly associated with both psychological distress and physical health. Perceived social support was only significantly associated with physical health not psychological distress. We also provided meaningful implications for higher educational institutions that strive to enhance international students' overall health.