Vol 4 No 1 (2026)

• The Ethical Boundaries and Developmental Logic of AI-Assisted Personalized Learning in Senior High School English

  Zhen-Zhen Wang

  With the rapid development of generative artificial intelligence and adaptive learning systems, AI has increasingly penetrated the field of senior high school English education. Its core value lies in leveraging data- driven technologies to design personalized learning pathways, recommend learning content, and assess learners’ competencies, thereby addressing the limitations of the traditional “one-size-fits-all” instructional model in meeting students’ diverse needs. However, technological empowerment also conceals ethical risks and structural tensions. This paper systematically explores the developmental logic of AI-assisted personalized learning in senior high school English and provides an in-depth analysis of its ethical boundaries. It first reviews the application scenarios and driving forces behind AI integration, then identifies potential ethical dilemmas from five dimensions, including data privacy and algorithmic bias. Finally, it proposes the construction of a “human- centered” governance framework. Through institutional regulation and technology-for-good approaches, AI can achieve a unity of instrumental rationality and value rationality in senior high school English education, ultimately serving the fundamental educational goal of holistic human development.

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• Practical Pathways and Challenges of Integrating Cultural Awareness into Senior High School English Teaching

  Xiu-Chun Li

  In the 21st century, marked by the in-depth development of globalization, intercultural communicative competence has become an essential component of core competencies. As a bridge connecting Chinese and foreign cultures, senior high school English has shifted its instructional goals from a sole focus on language skill training to a comprehensive educational model that integrates language competence with cultural awareness. This paper aims to systematically explore the theoretical foundations, practical significance, diversified implementation pathways, and underlying challenges of incorporating cultural awareness into senior high school English teaching. It first clarifies the connotation of “cultural awareness” and its positioning in the English Curriculum Standards for General Senior High Schools (2017 Edition, 2020 Revision). It then proposes specific and operational practical pathways from four dimensions: curriculum content, teaching methods, teacher competence, and assessment systems. Finally, the paper conducts an in-depth analysis of the challenges encountered in current practice, including limitations of teaching materials, deficiencies in teachers’ professional competence, exam-oriented pressure, and students’ cognitive biases, and accordingly puts forward optimization suggestions. The study indicates that only by constructing a student-centered, multi-dimensionally coordinated, and dynamically developing culture-immersive teaching ecosystem can the educational value of the English discipline be truly realized, thereby cultivating a new generation equipped with Chinese cultural identity, a global vision, and intercultural communicative competence.

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• Construction and Implementation of Reading Thinking Hierarchies in Junior High School English within Project-Based Learning

  Zhang-Chao Cen

  Against the backdrop of the new curriculum reform oriented toward core competencies, junior high school English teaching urgently needs to shift from knowledge transmission to ability cultivation. Project- Based Learning (PBL), as a student-centered instructional approach that emphasizes authentic contexts and problem solving, provides an effective pathway for enhancing students’ higher-order thinking skills. However, in PBL practice, how to systematically construct and implement reading thinking hierarchies in English remains an issue that requires in-depth exploration. Based on Bloom’s Taxonomy of Cognitive Objectives and deep learning theory, and in combination with the characteristics of the junior high school English discipline, this study constructs a four-level reading thinking model consisting of “information extraction – meaning construction – critical reflection – transfer and innovation.” Through specific teaching cases, the paper elaborates on the implementation strategies of this model within PBL. The findings indicate that the model helps guide students to engage in reading activities progressively, enabling a shift from passive reception to active inquiry and from lower-order memory to higher-order thinking, thereby comprehensively enhancing students’ core competencies in English.

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• The Integration Logic and Implementation Path of AR Technology Empowering Chinese Character Literacy Instruction in Lower Grades of Primary School

  Dong-Yuan Hu

  Chinese character literacy is the core of Chinese language instruction in the lower grades of primary school and serves as the foundation for students’ reading, writing, and lifelong learning development. However, traditional literacy instruction often fails to align with students’ cognitive characteristics at this stage due to its abstract content and monotonous instructional forms, resulting in low learning interest and poor instructional efficiency. Augmented Reality (AR) technology, with its features of virtual–real integration, immersive contexts, and strong interactivity, offers new possibilities for addressing these challenges. This paper explores the intrinsic integration logic of AR technology empowering Chinese character literacy instruction in lower primary grades and constructs a systematic implementation path. The study first elaborates on the educational value of AR technology and its alignment with the objectives of literacy instruction, then reveals the integration logic from three dimensions, including cognitive psychology. Finally, a comprehensive implementation framework is proposed from five aspects—top-level design, resource development, instructional models, teacher professional development, and evaluation systems—providing reference guidance for promoting the deep integration of information technology and basic education and for improving the quality of Chinese language instruction.

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• Impact and Countermeasures of Generative AI on the Curriculum System of Computer Science in Universities

  Dan-Yang Liu

  Generative AI (GenAI), represented by Large Language Models (LLMs) and diffusion models, is rapidly reshaping the global technological landscape, with higher education—particularly computer science (CS) majors—at the forefront of this transformation. This paper systematically analyzes the multi-dimensional and deep-seated impact of GenAI on the curriculum system of university CS courses, spanning knowledge structures, competency cultivation, pedagogical paradigms, and ethical values. It first elucidates the technical characteristics of GenAI and its deconstructive effect on core course content such as traditional programming. Subsequently, it discusses the potential threat GenAI poses to students' foundational coding abilities while simultaneously enhancing their creativity. The paper then analyzes the necessitated shift in teaching modes from "knowledge transmission" to "competency guidance." Finally, a strategic framework for response is proposed, integrating "preservation of fundamentals" with "innovation." By reconstructing course objectives and other measures, the framework aims to strengthen human-machine collaboration, solidify ethical boundaries, and build a new ecosystem for future-oriented computer science talent cultivation.

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• Research on Innovative Models of Youth Swimming Teaching under the Background of “Integration of Sports and Education”

  Hong-Wei Wang

  With the state deepening educational reform and advancing the strategies of a Healthy China and a strong sporting nation, the “integration of sports and education” has become a core concept and key pathway for the development of school physical education in the new era. The physical and mental health and comprehensive development of adolescents are of great significance. As a comprehensive sport, swimming plays an irreplaceable role in youth growth and development. However, current youth swimming teaching in China is constrained by problems such as single teaching objectives, outdated content, rigid methods, fragmented resources, and one-sided evaluation, making it difficult to meet the holistic educational requirements of sports–education integration. This paper conducts an in-depth analysis of the connotation of sports–education integration and its new requirements for youth swimming teaching, and systematically examines existing teaching dilemmas. From six dimensions—objective system, curriculum content, teaching methods, resource integration, evaluation mechanisms, and teacher development—this study constructs a systematic, diversified, and collaborative innovative model for youth swimming teaching. Centered on student development, the proposed model integrates knowledge acquisition, skill development, and value cultivation, providing theoretical support and practical pathways for improving teaching quality and promoting the comprehensive and healthy development of adolescents.

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• Research on the Design of a Real-Time Feedback System for College English Classrooms Based on an Intelligent Teaching Platform

  Ya-Jing Jin, Wen-Jun Zhong, Le-Qi Zhang

  This study focuses on the design of a real-time feedback system for college English classrooms within an intelligent teaching platform. Through theoretical analysis and current situation research, system requirements were clarified. Guided by principles such as student-centeredness, a five-layer architecture was constructed, and three major functional modules along with a standardized database were designed. Experimental verification demonstrated that classes using this system achieved significantly improved grades and a substantial increase in classroom interaction participation rates, with both teachers and students reporting good satisfaction. However, issues such as insufficient accuracy in oral feedback were identified. Subsequent efforts should focus on optimizing algorithms and interfaces to enhance practicality.

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• Research on Paths for Integrating the History of Mathematics into Senior High School Mathematics Teaching

  Zheng-Hong Zhou, Yu-Feng Qiao

  The history of mathematics serves as a bridge connecting mathematical knowledge, ideological methods, and the humanistic spirit. Its effective integration into senior high school classrooms plays a vital role in stimulating interest, deepening understanding, and fostering both the scientific spirit and cultural confidence. However, current teaching practices often suffer from "history for history’s sake" or formalistic approaches, failing to fully realize its educational potential. This paper systematically explores effective paths for integrating the history of mathematics into senior high school mathematics teaching. It first elucidates the theoretical foundations and contemporary value of this integration, and then constructs a systematic and operational framework across four dimensions: curriculum content reconstruction, teaching strategy innovation, teaching resource development, and teacher professional development. Research indicates that only by organically and strategically embedding the history of mathematics throughout the entire teaching process can the goals of "enlightening wisdom through history" and "educating people through history" be achieved, providing strong support for cultivating the new generation.

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• The Impact of AI-assisted Tool on the Practical Skill Performance of Accounting Students in Higher Education: An Empirical Study

  Dandan Qi, Hao Huang

  The accounting profession is undergoing significant transformation driven by artificial intelligence (AI), creating an urgent need to modernize accounting education. However, traditional teaching methods often lack scalability and authentic contextualization for practical skill development. While AI-based teaching assistants show promise, empirical evidence of their effectiveness in accounting education remains scarce. This study investigates the impact of an AI-assisted tool on students' practical accounting skills. A quasi-experimental design was employed, involving 90 second-year accounting students assigned to an experimental group using an AI assistant or a control group receiving traditional instruction. The AI-assisted tool provided personalized feedback and adaptive exercises during a two-week intensive module. Results from independent samples t-test showed that the experimental group achieved significantly higher practical skill scores. Multiple regression analysis within the experimental group further revealed that self-efficacy, AI tool usage, and course satisfaction were significant positive predictors of performance. The study concludes that a well-designed AI teaching assistant can effectively enhance practical skill acquisition by acting as a dynamic scaffold. It highlights AI's role not only as a cognitive tool but as a multifunctional enabler that supports personalized, engaging, and effective skill development, offering valuable insights for innovating accounting pedagogy in the digital era.

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• Innovative Directions and Practical Exploration of Employment Guidance for Higher Vocational Students in the Context of Artificial Intelligence

  Dan Zhou, Yi Ma

  Against the backdrop of the rapid development of artificial intelligence (AI), employment guidance for students in higher vocational colleges is facing new challenges as well as opportunities. AI brings multiple core values to employment guidance, such as alleviating information asymmetry, enabling personalized career planning, and enhancing service efficiency. Accordingly, employment guidance for higher vocational students is demonstrating new development directions, including precision-oriented employment services, individualized career planning, the construction of intelligent employment guidance platforms, and innovation in human–machine collaborative guidance models. This paper aims to conduct an in-depth exploration of these innovative directions and, combined with practical experience, provide referenceable ideas and methods for employment guidance for higher vocational students in the AI era, thereby supporting their achievement of high-quality employment.

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• A Project for an Easier and Significantly Improved Academic Performance

  Rafael Rodriguez-Nieto

  The objective of this study is to present an Educational Project, to make less difficult the lives of millions of Students around the world and, at the same time, improving significantly their academic performance. Also, the work of Teachers will be better. The main part of the involved Methodology is a Mathematical Model representing the Teaching-Learning and the Integral Performance Capacities processes, considering all the variables in these processes. More than 50 Course Workshops, guided by the Model, are presented.

  An analysis created by Artificial Intelligence, states that a one-week Course Workshop is crucial to properly apply the Model. This Course Workshop has a Multiplier Effect (Participants will be Instructors of other courses). Best results are obtained by applying the Model in its stage of Integral Performance Capacities.

  By applying the Model, a “True Education” (unfortunately, this kind of Education is needed more than ever) is obtained; definition and advantages of this concept are included. In any course, Integral Performance Capacities are developed, but not significantly, due to at least two reasons.

  On the other hand, now humanities and strategic thinking are explicitly included in the Model, integrating science, technology, humanities and strategic thinking; this is known as “Engineering Diplomacy”, involving a very important synergy effect. Also, Engineering Diplomacy is needed more than ever.

  This research might be classified as an Educational Project; the topic of particular interest was stated above (“to make less difficult the lives of millions of Students around the world and, at the same time, improving significantly their academic performance”). This presentation is considered the most important of the Educational Project.

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• The Evolutionary Cost of Competition: A Bio-Psychosocial Analysis of Developmental Constraints

  Vo Minh Vinh, Nguyen Ngo Phuong Lam, Hoang Minh Quan

  In today’s performance-driven world, this study explores how competitive settings create complex limitations on human development. Grounded in Life History Theory, Social Comparison Theory, and the Theory of Planned Behavior, the research investigates the biological, psychological, and social processes that contribute to developmental stagnation. It focuses on how biological activation response (BAR) and perceived social competition (PSC) directly influence human development constraints (HDC) while also analyzing how revolutionary adaptability (RA) and social norm sensitivity (SNS) moderate these effects. Using a quantitative approach, the study collected 385 responses from students, professionals, and development specialists in Vietnam, Singapore, and Malaysia through stratified purposive sampling. The findings reveal that both BAR and PSC significantly intensify developmental barriers in highly competitive environments. Furthermore, RA helps mitigate the adverse effects of BAR, whereas SNS increases the harmful impact of PSC. These results challenge the common belief that competition inherently promotes growth, emphasizing instead how it can hinder development across biological, psychological, and social domains. The study suggests practical reforms, including adaptability training, personalized evaluation methods, and emotional resilience programs. It offers an innovative framework that enriches the understanding of competitive stress and provides valuable guidance for educators, policymakers, and mental health professionals aiming to support sustainable human development.

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• Coming Out and Thriving: The Role of Family Acceptance, Authentic Self-Expression, and Community Belongingness in Empowering LGBTQ+ Individuals

  Vo Minh Vinh, Nguyen Ngo Phuong Lam

  This study explores the psychological empowerment of LGBTQ+ individuals in the aftermath of the coming out process, with particular emphasis on the roles of family acceptance, authentic self-expression, and community belongingness. Grounded in Minority Stress Theory and Social Identity Theory, the research investigates how these psychosocial factors influence or moderate key psychological outcomes. Drawing on data from a cross-sectional survey of LGBTQ+ participants from Southeast Asia and other global regions, the study employed a 5-point Likert scale to measure core constructs related to identity and well-being. Findings indicate that both family acceptance and authentic self-expression exert significant and positive effects on psychological empowerment. Moreover, community belongingness functions as a moderating variable, strengthening the positive relationship between authentic self-expression and empowerment in socially supportive environments. In contrast, the benefits of self-expression are diminished in contexts characterized by social exclusion or rigid normative frameworks. These results highlight the critical importance of inclusive familial and communal environments in fostering identity affirmation and psychological well-being among LGBTQ+ individuals. The study offers both theoretical and practical contributions by illustrating how interconnected support systems can mitigate the effects of minority stress and enhance resilience following disclosure. Implications are discussed for mental health interventions, advocacy strategies, and future research, particularly within culturally diverse and underrepresented contexts.

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• The Sexual Education among Students in Higher Learning Institutions: A Case of Higher Learning Institutions in Tanzania

  Chesko Tweve, Shadrack Mwakalinga, Peter Mwamwaja

  This study explored the perceptions of students and lecturers regarding sexual education in higher learning institutions in Tanzania. A mixed-methods research design was employed. Quantitative data were collected using questionnaires administered to students, while qualitative data were gathered through interviews and focus group discussions with lecturers and administrators. Quantitative data were analysed using descriptive statistics, including percentages and charts, whereas qualitative data were analysed thematically. The findings revealed a high level of awareness of sexual education among respondents; however, formal provision within institutions was largely inadequate, inconsistent, or unclear. Sexual activity and unintended pregnancies were found to be most prevalent during the early years of university study, particularly in the first year. Respondents acknowledged the importance of sexual education in promoting responsible behaviour, reducing sexually transmitted infections and unwanted pregnancies, and enhancing academic performance. The absence of structured sexual education resulted in reliance on informal sources, limited open discussion, and increased exposure to risky sexual behaviours. The study concludes that Tanzanian higher learning institutions need to consider including sexual education courses in their curriculum. These findings underscore the urgent need for institutionally supported, curriculum-based sexual education to promote students’ health, well-being, and academic success.

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• Research on the Mental Model of Organic Chemistry Concepts of Chemistry Normal University Students from the Perspective of Senior High School-University Cohesion

  Jiaying Liu, Zhuojun Lin, Guixiu Huang, Sisi Wei, Xingwen Zhang, Shuxian Qiu, Tairong Huang, Xingyuan Gao

  The teaching cohesion between secondary school and university has long been a research focus for educators, while studies on how to effectively bridge organic chemistry between these two educational stages remain scarce. Furthermore, the new curriculum standard lists "chemical concepts" as an important component of the core disciplinary competencies that need to be mastered. As future frontline secondary school teachers, normal university students are required to have a deeper grasp of chemical concepts. Based on this, this study combines text analysis with a two-tier paper-and-pencil test to evaluate the mental models of organic chemistry held by normal university students, focusing on various chemical concepts such as the element concept and structure concept. According to the test results, seven types of defective mental models are summarized, and corresponding teaching suggestions are put forward, aiming to lay a solid foundation for normal university students' subsequent chemistry learning and teaching practice.

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• Teacher Shortages in Developed Countries: A systematic literature review of measures and their effectiveness

  Dave H. J. van Breukelen, Hanneke Theelen

  This systematic literature review explores measures implemented in developed countries since 2007 to address teacher shortages across all educational levels, and examines their effects. The review identifies five main categories of interventions: workplace support and improvement, financial incentives and rewards, training and development, recruitment strategies, and stakeholder engagement. These measures operate across different phases of the teacher pipeline (recruitment, pre-service, and in-service) and vary in their short- and long-term impact. Findings indicate a strong emphasis on in-service interventions, such as salary increases and workload reductions, which provide immediate relief but often lack sustainability. Long-term strategies that improve working conditions, enhance professional development, and strengthen teacher preparation are essential to shift the focus from short-term fixes to prevention. Furthermore, teacher shortages are unevenly distributed across regions, subjects, and school types, making universal solutions impractical. Rural and high-needs schools face particularly acute challenges, underscoring the need for context-sensitive approaches. Addressing this complexity requires coordinated action among stakeholders and robust policy support to ensure systemic improvements in recruitment, training, and retention. Ultimately, effective solutions require integrated, evidence-based strategies that combine immediate interventions with structural reforms, sustained investment, and collaborative efforts to build a stable and motivated teaching workforce, thereby enhancing the profession’s image and attractiveness.

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