The 2024-2035 master plan on building China into a leading country in education explicitly proposes the strategic goal of “establishing an important education center with global influence”. The world’s important education center is a center of educational thought innovation, a source of educational reform, a center of high-quality educational development, and a center of educational science research. From the two-way orientation at the national level and the city level, through the construction of an evaluation index system, a multi-dimensional evaluation of the world’s important education centers is conducted to look for the deficiencies and gaps in China’s educational development. Focusing on education strategic planning, the education center city construction, and education high-quality development, and enhancing the level of education internationalization, competitiveness and influence, based on the socialist country and with the capital Beijing city as the core, we will build a national education center city system, carry out scientific planning and the whole advancement, and speed up the construction of an important world education center.
The rapid development of AI technology continues to blur the boundaries between humans and machines, while empathy, a core trait distinguishing humans from machines, will face severe challenges in technology-dependent intelligent societies, including weakened emotional connections, diminished collaborative capabilities, and a lack of values education. Grounded in the question of “how do humans differ from AI”, this study adopts an interdisciplinary perspective integrating design and educational technology to systematically construct pathways for empathy cultivation in intelligent societies. By analyzing the historical evolution of empathy across philosophy, psychology, and design disciplines, we reveal its core characteristics as a unity of “emotion, cognition and behavior” and identify its four key values in intelligent societies: 1) safeguarding the essence of humanity; 2) fostering cross-cultural understanding; 3) implementing learner-centered concept; and 4) guiding future professional talent development. Based on design thinking, this study proposes empathy cultivation path: 1) Building integrated instructional models rooted in design thinking; 2) Internalizing empathy through the process framework (discovery, immersion, connection and detachment); 3) Uncovering implicit needs using the co-design iceberg model; 4) Optimizing educational practices through the four-layer sensitivity (human, design, technology and collaboration); and 5) Establishing a five-tier empathy cultivation ecosystem (culture, mindset, methodology, method, tools and technologies). The research provides systematic solutions to address emotional deficits in intelligent society, offering theoretical foundations and practical guidance for educational technology developers, policymakers, and educators to build human-AI collaborative educational paradigms.
In recent years, with the increasing demand from society for teachers, teachers have been under tremendous pressure. The particularity of teacher work leads to conflicts between their roles as “parents” and “teachers”, thus the identity of teachers as parents must be given important attention. What kind of pressure do teachers face in parent-child education? How do they turn these pressures into motivation? Focusing on this core issue, this study starts from the perspective of “work-family enrichment” and uses grounded theory from qualitative research as a methodological tool. Through interviews with 17 teachers from a public complete high school in Z City, Guangdong Province, the current situation and transformation mechanism of parent-child education for middle school teachers from the perspective of work-family enrichment are revealed, and a benign psychological interaction model of parent-child education for middle school teachers is preliminarily constructed in order to promote teachers’ better self-development and educate their children, which is also beneficial for schools to provide guidance and suggestions for teachers’ mental health.
New quality productive forces and the Chinese educational moderni-zation are the strategic drivers and fundamental supports for building a strong country and rejuvenating the nation. There is a logical interdependence and unity between new quality productive forces and the Chinese educational modernization. The bidirectional interaction logical mechanism between the two lies in their inherent consistency. The Chinese educational modernization is the key support for promoting the development of new quality productive forces, and the new quality productive forces are the core driving forces for accelerating the Chinese educational modernization. The strategic value of the two-way mutual construction of new quality productive forces and Chinese educational modernization lies in promoting the great cause of building a strong country and national rejuvenation, achieving common prosperity for all people, unleashing the innovative vitality of talents and promoting scientific and technological innovation and industrial revolution, and accelerating the construction of a strong country in education, science and technology, and talents. To achieve the two-way mutual construction of new quality productive forces and Chinese educational modernization, we should return to the essence of productive forces development, focus on aspects, such as labor purpose, laborers, labor materials, labor objects and labor methods, and lead the exploration and practice of Chinese educational modernization with new quality productive forces, and support the development of new quality productive forces with Chinese educational modernization.
Top-notch innovative talents are the key elements and positive variables in the development of new quality productive forces. Cultivating and bringing up top-notch innovative talents is the only way to develop new quality productive forces. The cultivation of top-notch innovative talents is subject to the development needs of new quality productive forces, but it also determines the development level of new quality productive forces. The top-notch innovative talent training system needs to be reformed based on the development requirements of new quality productive forces, highlighting the upgrading of talent training specifications generated by “creative ability”, paying attention to the adjustment of the educational content structure of “interdisciplinary integration” and strengthening the innovation of integrated teaching mode in “Industry-University-Research”. However, at present, the supply of top-notch innovative talents training theory is insufficient, the training direction has not yet accurately targeted the development of new quality productive forces, and the training process is “vertical and horizontal”. Therefore, it is necessary to follow the growth law of top-notch innovative talents and design an “advanced” training target system for top-notch innovative talents; According to the requirements of the development of new quality productive forces, the curriculum and teaching system for cultivating top-notch innovative talents should be constructed; Strengthen multi-agent collaborative education, and build an integrated practice system in “Industry-University-Research” to meet the needs of the development of new quality productive forces.
The development of new quality productive forces and the basic education curriculum reform are mutually driven by liberating and cultivating new quality talents. The new quality productive forces forward inherent innovation requirements, sustainable development concepts, and international competition response needs for the basic education curriculum reform; the basic education curriculum reform provides indirect but fundamental support for the new quality productive forces by shifting from training test takers to liberating innovators, developing fair, ba-lanced, and green ecological education, and aligning with international curriculum reform trends. For the connotation of basic education curriculum reform, the industrial development direction and liberation characteristics of new quality productive forces guide the vertical and horizontal integration and focus on student in curriculum system; its departure from traditional paths guides the orientation of literacy in curriculum objectives; its technological revolution guides the advancement of curriculum content from digitalization to digital intelligence; its high-quality and efficient characteristics guide the curriculum implementation relying on teacher’s professional grasp of “what can and cannot be done” of intelligent technology. At present, the possible practical paths include exerting the innovation and foresight of curriculum theory research in response to the innovation of new quality productive forces, exploring the green attributes of the curriculum reform system in response to its greenness, implementing AI plus curriculum reform in response to its intelligence, promoting the integration of resources from all parties in response to its high efficiency, and building the core literacy of new quality teachers in respond to its li-berating nature.
Science education is the key junction of education, science and technology, and talents, and plays an important role in promoting the development of new quality productive forces in knowledge foundation, innovation drive, talent cultivation, and other aspects. Starting from the system theory of “element-structure-function”, the mechanism of science education in promoting the development of new quality productive forces lies in the fact that science education promotes the linkage of elements of new workers, new labor materials, and new labor tools, providing technical support, paradigm guidance, and talent security for the future industrial structure upgrade, thus realizing the common vision of high-quality development. To promote the development of new quality productive forces through science education, it is necessary to shape new production relations that are in line with the development of new quality productive forces, strengthen the effective connection between science education and the new quality productive forces system, optimize the construction of science education discipline system, cultivate high-level new workers through the deep integration of industry, education, research, and application, establish the concept of “big science education”, and promote a virtuous cycle of education, science and technology, and talents with a high-quality science education system.
As the driving force of educational reform, digital technology has already participated in the deep texture of teacher identity mobility. As a typical individual living in the digital era, contemporary teachers’ identity shaping is influenced by multiple subjective and objective factors. Taking the digital transition of teacher’s identity as a clue, we understand the era presentation of their identification mode from the two flow processes of relational transformation and social transformation of teachers’ digital identity. In this sense, the digital identity of contemporary teachers contains a dual representation of self coding and mirror image of others, which is a dynamic interweaving of educational norms and individual imagination. The construction of digital identity is a process of pursuing a higher level of self understanding and transcendence, and is self integration in the digital context. In the context of the digital transformation of education, the contemporary challenge faced by teachers is not only the substitution of digital technology for self-identity, but also how to understand the significance and limits of technological change in classroom teaching, professional development, and student growth, change the framework constraints of traditional role concepts, and thus achieve self-remodeling in the transformation of digital identity.
Practical teaching is the key instructional design of the vocational education teaching system， and the practical teaching form is the dynamic characte-ristics of the practical process in which the relevant teaching elements are combined together in a specific way. With the comprehensive integration of digital technology， the teaching subject， teaching objective， teaching content， teaching environment and other teaching elements in vocational education practical teaching， as well as its organization， have undergone digital transformation， so that the contradiction between supply and demand of practical teaching and the interaction of the subjects have been fundamentally changed. On this basis， practical teaching will give rise to personalized practical teaching forms based on student needs， flexible practical teaching forms based on mixed supply， investigative practical teaching forms based on human-computer dialogue， and caring practical teaching forms based on human-computer collaboration. At the same time， in order to guarantee the smooth reformation of practical teaching form， it is also necessary to accelerate the digital upgrade of practical teaching elements， build a multi-modal teaching big data digital platform， improve the adaptability of teachers’ digital teaching， and establish and improve the digital ethics security assurance system.
