Qualitative research around the world has experienced more than 100 years of development, including three periods and eight phases, and enhanced the richness and diversity of its theories, which promotes the development of theories in the field of social science, the innovation of research methodology, the transformation of knowledge production mode, and the intersection and integration of disciplines. However, myths about the essential characteristics of qualitative research, data collection and analysis, theoretical functions, evaluation criteria and so on are constantly troubling researchers and have a great impact on the development of qualitative research itself. Through the clarifications of eight myths such as “storytelling” “techniques and theories” “sampling” “saturation” “coding” “writing”“evaluation” and “effect”about qualitative research, it is beneficial and conducive to clear up the basic principles of qualitative research and lay the foundation for the sustainable and healthy development of qualitative research.

As the country enters a new era of modern governance,it has become inevitable to accelerate the modernization of educational governance system and capacity,and promote the reform of education supervision system and mechanism as well as the improvement of informatization level in the field of education to respond to the proposition of the times. Based on the background of the educational digitalization strategic action of the Ministry of Education,combined with the practice of the research team participating in the construction of the national smart supervision platform,this study conducts an in-depth analysis of the connotation characteristics,value implications and system elements of smart supervision,and proposes that smart supervision is a combination of big data and artificial intelligence technology,transforming the traditional supervision model to generate a digital high-level form of education governance that combines the “dual attributes” of administration,school supervision,evaluation and monitoring and social public services. The concept model of smart supervision consists of five elements: information technology,index database,supervisory team,organizational structure and management model. Centering on the three scenarios of innovation of information technology enabling “problem detection in advance”,“active early warning and alarm” and “graded supervision and rectification”,the paper analyzes the creation of the smart supervision model of “multiple co-governance”,“one-key trigger” and “precise targeting”. Finally,combined with the trend of technology development,strategic suggestions for carrying out cross-provincial and regional pilot demonstrations,building a smart supervision community,building a human-machine collaborative smart supervision ecology,and “four-in-one” collaboratively promoting the transformation of smart supervision models are given.

In order to promote the professional development of rural teachers and address the practical problems of their training, this article explores the role of the Smart Platform for National Basic Education in supporting rural teachers' training based on the perspective of digital transformation of education. Based on activity theory, the article proposes that the platform-supported sustainable expert-led training model, the platform-supported scaled peer-to-peer training model, and the platform-supported normalized self-reflective training model could become new paths for rural teachers' training. Finally, this article analyzes the feasibility of this platform being able to provide scientific, professional and objective evaluation for the three training models.

The degree to which policy audiences understand, accept and comply with policy is related to the realization of policy objectives. As one of the audience units, family plays an important role in policy implementa tion and education reform. Through in-depth interviews with urban parents from different family backgrounds, this study found that the educational practice of urban families is deeply embedded in the current reform background,and different families have differences in their understanding, implementation attitude and behavioral participation of the “Double Reduction” Policy, which also contains profound cultural logic and social brand. The “Double Reduction” Policy with good intentions and clear goals has achieved some effects in reducing the burden, but also caused new risks of educational equity. The reason is that the implementation of “Double Reduction” is deeply restricted by various structural factors such as family background, state system, education and culture. It is suggested to alleviate the dilemma of “Double Reduction” implementation from four aspects: adhere to the guidance of education policies, improve the quality of school education, improve the family education guidance service system and promote the reasonable transformation of off-campus training institutions.

Connectivism holds that the learners are the knowledge producers and the knowledge production depends on learners’ social interactions, but its specific affecting mechanism remains unclear. Based on the connectivism and complex system theory, this study builds a model of factors affecting knowledge contribution in connectivist learning (SOA model) from three dimensions of connecting support, connecting opportunity and connecting ability, and selects nine conditional variables including facilitators’ attention, feedback, role model, interaction objects’ heterogeneity, identity disclosure, community size, initiative, social attraction and altruism. Furthermore, to reveal the combined effects of social interaction factors on the quality of individual knowledge contribution in connectivist learning, 10,598 interactive data from the first Chinese cMOOC are collected and analyzed through the fuzzy qualitative comparative analysis method (fsQCA). The findings are as follows: 1) There are three driving patterns of high-quality knowledge contribution, self-oriented, open altruistic and facilitator dependent; 2) High-quality knowledge contribution needs feedback incentive, role model and individual social attraction; 3) Facilitators’ attention or role model, initiative or altruism are the core conditions for high-quality knowledge contribution. This study not only provides an analysis model of factors affecting knowledge contribution in connectivist learning, but also further reveals the specific effect mechanism of the social interactions to knowledge contribution, which can help the researchers and cMOOCs designers understand the knowledge contribution behavior of learners, and give references to design the incentive mechanism and learning support to stimulate the learners’ high-quality knowledge contribution.

The selection and training of top-notch innovative talents is an important method of education to serve the national strategic needs and provide human resources support for socialist modernization. It is of great theoretical significance and practical value for the selection and cultivation of top-notch innovative talents to thoroughly clarify the connotation of top-notch innovative talents and accurately grasp the growth regularity of top-notch innovative talents. Based on relevant domestic and foreign theoretical research, this paper constructed a growth model of “one core, two paths and three characteristics” for top-notch innovative talents, namely, a core literacy with cognitive factors, non-cognitive factors and creativity as the core, two growth paths characterized by “progressive” development and “leap-forward” development, and three growth characteristics of dynamic development, domain particularity and practical exploration. According to this model, enlightenments and suggestions were put forward from the aspects of educational selection, educational placement and educational evaluation in view of the different growth paths of top-notch innovative talents.

As a kind of higher-order cognitive activity, knowledge building plays an important role in fostering learners’ innovation capabilities. At present, the application scenario of knowledge building has transformed from single disciplinary knowledge acquisition to interdisciplinary knowledge integration. However, traditional theories of knowledge building mainly address the integration of knowledge within a single discipline and lack theoretical exploration of knowledge creation in interdisciplinary contexts, making it difficult to meet the urgent demands of educational practices in solving complex interdisciplinary problems. Based on this, this study analyzes the existing problems and challenges of knowledge building theory and elucidates the characteristics of interdisciplinary knowledge building. Drawing from theories of situated cognition and social regulation, a multi-tiered conceptual model of interdisciplinary knowledge building is proposed, and combined with the current demands for educational development and reform, four practical principles for interdisciplinary knowledge building are proposed, with a view to providing a reference for widely concerned interdisciplinary practical activities and facilitating the cultivation of interdisciplinary innovative talents.

The emergence of generative artificial intelligence technologies, represented by ChatGPT, has sparked intense discussions among scholars in the field of education. To deeply explore the transformative significance of generative AI technology to the educational domain, this research focuses on how it reshapes teaching activities. Firstly, an instructional activity analysis model that incorporates generative AI was constructed based on activity theory, and three rounds of Delphi method were employed to refine and improve the model. Subsequently, existing research were selected using PRISMA literature extraction approach, and interviews were conducted with ChatGPT experience users in the education field. A total of 75 analysis samples were collected and organized. Content analysis method was then applied to the analysis samples to analyze the reshaping mechanisms of teaching activities by generative AI. By examining the six elements in the model, namely, subject, object, community, rules, tools, and division of labor, it was found that the reshaping of teaching activities by generative AI exhibits comprehensive characteristics and has discernible positive and negative effects. Lastly, this study proposes a combination path between generative AI and teaching based on activity theory's four subsystems: production, consumption, communication, and distribution, aiming to address the teaching challenges posed by generative AI.

School bullying is a significant predictor of antisocial behavior and violent crime in adolescence and early adulthood. Schools are the key to preventing bullying in schools, and teachers play the dual role of preventers and interveners. Can adolescents’ perceived teacher justice reduce school bullying and how does it impact school bullying? The researchers tried to explore the impact of adolescents’ perceived teacher justice on school bullying and the role of school belonging and moral disengagement in it based on cognitive-affective system theory. Through a survey of 1,077 middle school students, a structural equation model was constructed. The study found that the higher the perceived teacher justice, the lower the likelihood of students committing school bullying. The influence of perceived teacher justice on school bullying is realized through the chain mediation of school belonging (emotion) and moral disengagement (cognition). School bullying is essentially an unjust and unethical group process of bullying the weak by the strong. The sense of school belonging makes students willing to comply with injunctive norms such as school rules and classroom disciplines. However, when students perceive injustice in teachers who exhibit characteristics of group prototypical leaders, they may consider it a standard for descriptive norms and defend unfairness as a common behavior within the group. This activates the moral disengagement mechanisms of attributing responsibility to authority or emphasizing group decision-making, leading to the implementation of school bullying.

Generative artificial intelligence（GenAI） profoundly impacts the social division of labor and career patterns, driving the reshaping of societal knowledge and a rapid evolution in the perception of talent. The challenge for higher education is how to keep pace with the progress of the times and the new changes in the labor market structure, deepen the implementation of the fundamental task of cultivating people with moral integrity, meet the new demands for talent cultivation, and actively innovate in order to better promote student development. This is not only the current reality faced by higher education but also a practical problem that urgently needs to be solved. This study is theoretically guided by Astin’s framework of institutional influence and higher education evaluation. Through collating application guidelines of GenAI released by 38 world-class universities and by applying grounded theory and hierarchical clustering methods, it is found that the characteristics of the application of GenAI to empower students’ development in world-class universities manifest as attaching importance to the starting point, respecting differences, focusing on the process, and emphasizing development. Based on their own development positioning, universities present three types of differentiated attitudes towards the application of GenAI: strategic layout, defensive response, and targeted integration. Additionally, a series of scenarios such as standardized application, intelligent study companions, and high-awareness learning have been constructed. Based on the above forward-looking international experiences, it is proposed that universities in China deepen the exploration of their paths from three aspects: enhancing the cognition of functional value, detailing the guidance of the policy framework, and intensifying the creation of application scenarios.

With the rapid popularity of the Internet, online public opinion has gradually become an important factor in influencing public policy. At present, as out-of-school training enters a period of regulation and governance, how does online public opinion influence education policy-making in agenda setting. This is a topic worth exploring in depth. This article adapts the prototype of Kingdon’s multi-stream theory to the real situation and the needs of the subject matter, and constructs a theoretical framework of “one centre-two stages-three streams”, and takes the national “double reduction” policy agenda analysis as an example to investigate how online public opinion influences education policy. The study finds that “agenda setting” is a central point in understanding the policy of out-of-school training, and the policy agenda, driven by online public opinion presents two progressive stages from the “issue window” to the “political window”. The origins of problems, politics, and policies also converge in the superposition and coupling of two pairs, and finally open the “policy window” to enable the drafting and introduction of the “double reduction” policy. This study contributes to a deeper understanding of how the multi-stream theory applies to and explains the development of the education policy agenda in the Chinese context.

In the long process of human development, there has been a discourse shift from everyday language, to symbolic language, and then to digital language. Every turn has changed people's perceptions of the world or the way they interact with it. Educational prompts, as a new epistemological discourse in the era of digital intelligence, provide acceleration power in the educational application of large language models, and create customized learning experiences created for learners with personalized dialogue content, continuous and coherent dialogue processes, and high-quality and stable dialogue outputs, which provides full-process design support for educators and brings targeted decision-making insights for administrators. To unleash the potential of large language models in education, this paper proposes a "CORE" framework for designing educational prompts, consisting of essential elements (Context and Objectives) and optional elements (Role/Rule and Example). The paper categorizes five types of prompts: foundational prompts, example prompts, role prompts, rule prompts, and composite prompts. In conclusion, it is suggested that to realize educational prompt engineering, it is necessary to establish educational prompt libraries tailored for various scenarios, develop technical specifications for educational prompt engineering, nurture "prompt designers" within the educational domain, evaluate prompt performance, and implement risk mitigation measures. This is expected to inject new vitality into the new generation of AI-empowered education transformation.

Globally, the accelerated upgrade and optimization of industrial structure and the aging of population structure make low-skilled workers gradually replaced and marginalized by machines, and low-skilled workers face a high risk of unemployment. After clarifying the connotation of low-skilled workers by reviewing the research on low-skilled workers in China and abroad, this article also targets the group in real life. The group characteristics of low-skilled workers from the perspective of labour economics and labour sociology are combined to propose skill enhancement strategies to promote the employment of low-skilled workers, including relying on public services of vocational education and conducting vocational experience courses for low-skilled workers to enhance their employment stability, and formulating preferential policies such as training vouchers to enhance their motivation to participate in diverse skill enhancement trainings. In addition, with the trend of digitalization, it is suggested to establish a digital resource bank to share high-quality vocational education digital resources and build a digital platform for skills training and employment services in order to match training and employment opportunities accurately.

Chinese-style modernization of education is the central task of China's educational reform and development in the new era. Chinese-style modernization of education is fully led by the Communist Party of China and adheres to the direction of socialist education. It takes advantage of advanced experience abroad with keeping local characteristics, ensures people’s equitable rights in education, promotes common prosperity for all people, and pursues excellence in education along with equity and high-quality. The ideal of Chinese-style modernization of education is open, confident, and cooperative. Over the past 70 years, China's educational modernization has achieved a series of fruitful achievements, but it still faces a series of challenges, including supply shortage of core educational resources, the optimization and adjustment of education system relatively lagging behind, and the needs of urgent improvement in the ability of education to support the economy and society and in the overall layout opening to the outside world. Facing the future, Chinese-style modernization of education should aim for the mission of serving the overall Chinese-style modernization, and promote the great rejuvenation of the Chinese nation. Its key tasks include: developing world-class, high-quality education with Chinese characteristics; promoting the equitable allocation of educational resources; strengthening teachers’ professional development; accelerating the digital transformation of education; and enhancing educational communication and cooperation globally.

Teacher’s digital portrait is an important means to help teachers develop with high quality. It is necessary to carry out a teacher’s digital portrait based on Multi-scene integration in combination with the multi-comprehensive role of teachers and the multi-dimensional complex demand of professional ability in the new era. Aiming at the key scene applications related to teachers’ work attributes, such as precision teaching and research, teacher training, classroom teaching, intelligent research and performance evaluation, this paper constructs a Multi-scene digital portrait pattern of teachers from five aspects: data acquisition, data fusion, portrait description, portrait application and service optimization, so as to solve the problems of repeated construction, difficult sharing, low utilization rate and poor pertinence of portraits. Based on this, relying on the application methods such as multi-scenario demand identification, visual results presentation, multi-agent collaboration, and paying attention to data security issues, it is helpful to formulate evidence-based professional development paths, design intelligent evaluation schemes for the system, form a multi-connected teacher development community, and create a stable and sustainable portrait application environment, thus optimizing the Multi-scene application service system of teacher’s digital portrait.

Smart classroom is a field formed by loading various intelligent technologies into the classroom to support the development of various teaching activities. In the process of promoting a new round of educational informatization practice and deploying new infrastructure for education, the construction of smart classrooms has been given new connotations. How to build a new smart classroom structure model is not only the need of theoretical research, but also a better guidance for construction practice. Based on the research and practice of smart classrooms, building a smart classroom structure model with universal guiding value from the perspective of “function - structure” relationship will help to make up for the shortcomings of current research. From the perspective of functions, smart classrooms should have five major functions, including supporting teaching, learning, evaluation, management and teaching research. Among them, teaching, learning and evaluation are the three basic functions, and management and teaching research are the two expansion functions. The smart classroom structure model built on this basis includes five elements: physical/virtual environment, content resources, teaching interaction, testing and evaluation, and data governance. The proposal of these five elements not only draws on the structural idea of “seven elements of teaching”, but also draws on the theoretical support of existing research, and also looks forward to the methods and paths that can be taken to promote the research and practice of smart classrooms in the future.

In order to respond to the increasingly urgent needs of international community for information and communications technology (ICT) in education and to make full use of its comparative advantages in promoting ICT in education and leading the implementation of “Education 2030”, UNESCO put forward “Leveraging ICT for Achieving Education 2030” global initiative and proposed three basic strategies to implement the initiative including paying equal attention to international standard design and national capacity building for ICT in education, integrating solutions for ICT in education across the sustainable development goals, and strengthening technological innovation in education and evidence-based decision-making of ICT in education in the post-COVID era. Based on these strategies, UNESCO has respectively taken four measures, including developing the ICT in education improvement programs based on both international standards and local characteristics, taking information technology education for the youth as a lever to effectively promote the sustainable development goals, accelerating the construction of a technology-enabled resilient education system in the post-COVID era, and establishing a global database of ICT in education based on the sustainable development goals. However, the tensions and balances between UNESCO and the diversified interested parties of ICT in education throughout the world have restricted the effectiveness of UNESCO’s national and local intervention measures to promote ICT in education to some extent. As the task of realizing “Education 2030” is becoming more and more urgent, these findings can provide an important reference for the optimization of UNESCO’s promotional pattern of ICT in education.

From the dual dimensions of perception and power, digital learning space promises a constantly evolving and wonderful utopian learning landscape. However, in this ideal learning world, highly developed digital technology and learning activities are mutually constructive, deeply changing various relationships in the learning process, including the separation and alienation between the reality of digital learning and its supposed essence or real connotation, resulting in the alienation phenomenon of digital learning space, which is mainly manifested in the rootless identity caused by the alienation of subject identity, the invisible visual trap caused by the transparency of embodied interface, and the phantom binding of the learning “landscape” caused by the difficulty in distinguishing the false from the false. These phenomena of value alienation make the learning space become a “heterotopia” regulated by digital technology, which seriously hinders the realization of its lear-ning value. In order to recover the educational value of digital learning space, it is necessary to make joint efforts from the following three aspects: rethinking the existence of human subject and realizing the re-recognition of subject identity; avoiding the risk of interface temptation and enhancing the self-consciousness of technology embodiment; and beyond the delusional illusions of the landscape, finding the true value of learning, in order to better realize the value of digital learning space.

As key drivers in shaping and advancing new quality productive forces, new quality talents require digital, complex, and innovatie thinking skills. Their role involves continuous innovation and the creation of novel productive forces, providing strong intellectual support for scientific and technological innovation and industrial transformation. Cultivating such talents demands the development of a comprehensive education system attuned to the needs of the new era. Convergence education, characterized as a new quality education model empowered by digital intelligence technologies and driven by real-world, complex problems, integrates tools, content systems, and cognitive strategies to enhance creativies and develop effective problem-solving skills. This approach not only builds a transdisciplinary mindset but also promotes the practical integration and interdisciplinary fusion of knowledge systems, fostering a new educational paradigm for nurturing new quality talents. It serves as both a foundational cornerstone and a strategic guide for progress. To implement convergence education effectively, it is crucial to strengthen top-level design, utilize artificial intelligence to integrate digital thinking across disciplines, encourage complex thinking through collaborative efforts, and enhance creativity to stimulate innovative ideation. Therefore, we must develop a cadre of new quality talents, infusing society with continuous dynamism to propel its ongoing advancement and development.

The evolution of critical pedagogy from theory of reproduction to the theory of resistance showed the transformation of understanding in the fundamental dispute of structure-action, which is significantly influenced by Birmingham School. “Reproduction theory” brought a new horizon to pedagogy, but led critical pedagogy into a predicament of structural determinism. After the turn to Gramsci, the subculture study in Birmingham School, demonstrated the existence of resistance under the domination of hegemony, which embodies the subjecti-vity of human beings. After the theoretical travel of British cultural studies to the United States in the 1980s, Michael W. Apple, Henry Giroux and other scholars developed a new theory of resistance and gained the dominant discourse of theory of reproduction. Cultural studies bring back the subjectivity of actors in critical pedagogy, reali-zing. the leap of critical pedagogy from theoretical criticism to practical transformation.

Science education is the main battlefield for achieving independent cultivation of scientific and technological innovation talents, and exploring the connotation and methods of science education is an important foundation for promoting the implementation of science education addition in the new era. Science education is to study how science becomes human active learning action, which is embodied in the knowledge content, process methods, teaching rules and social interaction in the field of science education. This paper explores its essence, core problems and pathways to deeply reflect the important issues of science education in the new era. The essential connotation of science education has gradually enriched in its evolution. So far, it has formed an interactive representation involving multiple visions such as cognition, behavior, emotion and society. The policy evolution of the times and the diversified subjects’ themes explain the stage of the development of science education. The concept of competence-oriented talent and the continuous cultivation concept have become the educational trend of contempo rary science education. The core issues of science education are reflected in the process of students’ learning, teachers’teaching and their interaction in China.There are prominent problems in science education teaching and learning, namely, the low level of thinking and emotional skills behind students' high academic achievements, the weakness of teachers’ specialized subject teaching compared to interdisciplinary and inquiry-based teaching, and the lack of high-level thinking cultivation for students to excel in dual foundation mastery. Therefore, scientific education research in China should extensively carry out empirical and interdisciplinary research based on emerging technologies and physiological evidence, effectively promote the teaching practice of high-level thinking such as concept transformation, metacognition, scientific argumentation, reasoning and modeling, and deeply tap the teaching and learning laws in science education to achieve the goal of educating people in science education.

Original innovation is the core of developing new quality productive forces, and cultivating top innovative talents is the key to realizing original innovation. The cultivation of top innovative talents cannot be achieved only through higher education, but is a continuous cultivating process throughout primary school, middle school and university. Primary and secondary schools are a key part of cultivating top innovative talents and shoulder important responsibilities and missions. The early cultivation of top innovative talents incorporated into the curriculum construction of primary and secondary schools is a systematic construction on the basis of ensuring the comprehensive development of primary and secondary school students’ moral, intellectual, physical, artistic, and physical skills, and then the school following the early growth pattern of top innovative talents and implementing curriculum objectives, curriculum content, curriculum organization and implementation, and curriculum evaluation. However, the early cultivation of top innovative talents encounters difficulties such as poor environment, institutional difficulties, and technology lock-in when integrated into curriculum construction. The feasible way to solve the above dilemma is to promote the education culture, create a good environment for curriculum construction, improve the system supply, consolidate the foundation of curriculum construction, strengthen technology research and development and improve the competency of teachers, and strengthen the technical pillar of curriculum construction.

Connectivism learning is the process of continuously establishing connections and developing networks through interaction, and networks hold a fundamental and critical position in connectivism learning. The current application of social network analysis methods has been slightly successful in revealing the patterns of static characteristics of social networks in connectivism learning, but few studies have explored the characteristics and mechanisms of network change from a dynamic, time-lapse perspective, while dynamic growth and evolution is one of the typical features of connectivism learning. Therefore, this study attempts to explore the dynamic evolutionary characteristics of social networks in connectionism learning based on the interaction data of the first cMOOC in China, using the longitudinal probabilistic social network analysis method, to explore the dynamic evolutionary characteristics of social networks in connectionism learning in four aspects: homophily, re-ciprocity, transitivity, and preferential attachment, and to explain the dynamic mechanism of interaction in cMOOC. This study analyzes the generation and evolution process of connectivism social network from the innovative perspective of dynamism, which will provide principled support for understanding the interaction tendencies and characteristics of connectivism learners, enhancing the online learning experience in cMOOCs.

In the background of digital transformation, with the continuous deepening of the application of emerging educational technologies such as artificial intelligence, big data and blockchain in educational practice, educational technology ethics and its risks have also aroused widespread concern in society. Through the interpretation of the concept of educational technology ethics and a review of historical changes, combined with the new changes in educational technology ethics given by digital transformation, the two basic dimensions of educational technology ethics are disassembled in the context of digital transformation. Currently, it is found that in the context of digital transformation, educational technology ethics still has many risks, such as the destruction of the balance of the digital education ecological environment, the aggravation of the digital divide resulted from the uneven distribution of information resources, challenges and threats to the position of teachers and students as the helm of digital education, and the loss of moral emotions caused by the anomie of virtual interaction. Based on this, it is proposed to build an ecological ethics governance system that points towards the improvement of the digital education system, improve the decision-making and guarantee mechanism for the supply of high-quality resources empowered by digitization, enhance risk monitoring and evaluation of the evolution of educational subject rights, and create a digital culture vision of technology assisting emotions and humanistic care and other risk elimination paths.

Helping students establish a sense of identity and belonging to science and then prompting students to “think like a scientist” has become the core objective of the high-quality development of science education in countries all over the world, but there is no consensus in the academic community on the cultivation and assessment of “sense of identity”. The newly released PISA2025 Science Literacy Assessment Framework derives the dimension of “scientific identity” on the basis of “scientific attitude”, aiming at highlighting students’ sense of identity and sense of belonging to science, which provides a reference for the high quality of science education in China. The study has reviewed in detail the historical evolution of the concepts and assessment dimensions of science literacy in the assessment frameworks of PISA2006, PISA2015 and PISA2025, clarified the connotation and characteristics of scientific identity in science contexts, science knowledge and science competence, and clarified the strategic significance of scientific identity in promoting the sustained and high-quality development of science education. Combining “scientific identity” and the development demands of science education in China, the study puts forward the following suggestions: to realize the change of assessment concepts to scientific identity based on scientific attitudes; to create scientific contexts to promote the practical activities of science; to implement assessment and reflection to drive the improvement and refinement of the whole process of scientific inquiry; and to cultivate students’ ability to criticize information and enable them to distinguish falsehood while preserving truth in scientific information.

Teacher evaluation, as an effective tool to shape the path of teacher professional development and cultivate the ecosystem of teacher development, has been alienated in the logic of teacher evaluation led by efficiencyism. Meaningful teacher evaluation is based on the metaphor that teacher is a kind of complex living entity, with a focus on promoting input, stimulating vitality, and enhancing value. It promotes teachers’ independent participation, optimizing experiences, and collaborating with diverse subject values, and promotes the return of the meaning of teacher evaluation. The integration of digital technology strengthens teachers’ independent participation in evaluation，supports changes in evaluation methods, and helps teachers get rid of multiple constraints of standardized space and linear time through data, evidence, and other means of objectifying actors, providing support for teachers’ meaningful evaluation. Based on this, a meaningful teacher evaluation infrastructure based on data, algorithms, and computing power has been constructed, realizing meaningful teacher evaluation based on digital technology. Its generation requires the joint action of teachers’ capacity construction mechanism, organizational adaptation mechanism, and development control mechanism.

“Listening to the Voices from the Window Outside” is one of the ten major actions in the New Education Experiment. This paper aims to comprehensively summarize and deeply reflect on the theoretical research and practical exploration of the “Listening to the Voices from the Window Outside” action in the New Education Experiment, and devise new ideas and measures for this action to set out again, thus driving the New Education Experiment forward and helping the teachers and students involved in the experiment to listen to the voices from the window outside more scientifically and effectively, return to the world of life, and live a happy and complete educational life. This will enable the New Education Experiment to contribute wisdom and strength to the construction of a socialist modernization strong country in education in the new era.

With the rapid development of technology, the world is rapidly entering the digital era. International organizations and countries have gradually realized the necessity of cultivating students’ digital literacy, and constructed frameworks to guide the direction of talent cultivation. China also attaches importance to the cultivation of students’ digital literacy, but has not yet constructed a special framework to cultivate digital talents. Therefore, this study compares eight major international digital literacy frameworks for students in the first level dimension, then found that the main dimensions include of “Citizenship”“Operations”“Information”“Communication”“Content Creation”“Problem Solving”“Safety”“Learning and Development”, and most of them are divided into difficulty levels according to each literacy dimension. Based on this, the suggestion of dimensions is converted locally with reference to China’s national conditions and policy points, and finally consist of 8 first-level dimensions and 33 second-level dimensions. At the same time, based on the Taxonomy of Educational Objectives, this study suggests that digital literacy framework for students is divided into foundation, intermediate, advanced and highly specialised four levels of difficulty, forming a framework system of four levels and six segments. And the division of difficulty corresponds to different stages, so as to facilitate the development of digital literacy for students at different stages of age and ability level.

In the era of digital intelligence, the interaction between humans and AI has heightened expectations for realizing the potential of dialogic learning. AIGC (Artificial Intelligence Generated Content) opens up unparalleled opportunities for reviving the ancient pedagogical method of Socratic dialogue. This paper revisits the educational philosophy and methodology of Socratic dialogue and introduces a novel incarnation powered by AIGC, termed “I-Socratic”. It outlines a “3S3L” strategy of prompts designed to foster learner agency within I-Socratic dialogues and identifies three distinct styles of I-Socratic dialogue: conversations with a facilitator-AIGC to enhance learners’ acquisition of knowledge through heuristic questioning, interacting with a perfor-mer-AIGC to broaden learners’ perspectives through multi-role dialogues, and consulting with an answerer-AIGC to support learners’ reflection through adaptive interaction. Building on this framework, the paper delineates two innovative approaches for “new knowledge acquisition” and “new knowledge exploration” within I-Socratic Learning. It concludes with recommendations for creating a digital platform, designing instructional scaffolds, and adhering to the “human-in-the-loop” principle to guide learners in progressively developing their agency through I-Socratic dialogue.

Research on the innovation diffusion of artificial intelligence technology is the key to further promoting the application of artificial intelligence in education. The rapid development of artificial intelligence technology has promoted the integrated and innovative development of technology and education, and realized the transformation of education and teaching methods. However, since the practical application of artificial intelligence technology in education is in its infancy, teachers are still exploring its unique advantages in evaluation and management. In order to promote the large-scale and normalized application of artificial intelligence in the field of education, this research, based on the TOE theory and from the perspective of teachers, adopts the method of questionnaire survey and deeply analyzes the factors affecting the innovation diffusion of AI in education field among three dimensions: technology, organization and environment. The research results show that: trend pressure, policies and regulations, education and training, security, relative technical advantages, organizational preparation, and manager support are important factors that affect the further innovation diffusion of artificial intelligence in the field of education, while compatibility has no significant effect on the adoption and diffusion of artificial intelligence technology. Moreover, from the perspective of demographic variables, this paper analyzes the teachers' gender, teaching age and their attitudes towards the adoption and diffusion of AI technology. The results show that there is no significant difference in the adoption and diffusion of AI technology among the variables; only education level has significant differences in attitudes towards the adoption and diffusion of AI technology in education. On this basis, considering the patterns of AI development, the mechanism of the innovation diffusion of AI technology, and the policy requirements of developed countries in artificial intelligence education, suggestions are put forward to promote the further adoption and diffusion of artificial intelligence technology in the field of education in our country

As digitization creates new opportunities for educational transformation, it is imperative to rely on digital technology to deepen the reform of teacher team construction. Based on evidence and centered on people, digital evidence-based teaching and research integrates empirical wisdom with digital technology in a man-machine collaborative way, and promotes the comprehensive, personalized and lifelong development of teacher. The technology-influenced subject, evidence and situation together constitute the basic structure of digital evidence-based teaching and research, which has the humanistic concept of data-driven teacher developmental evaluation, the value concept of conducting personalized improvement at scale, the process concept of evidence-oriented teaching and research diagnosis and decision-making, and the complementary concept of experience and evidence. To promote the efficient implementation of digital evidence-based teaching and research, it is necessary to carry out training to enhance teachers’ digital literacy and evidence-based awareness, improve the platform to form a teaching and research community to promote the balanced development of teacher education, create an evidence-based cultural field to implement the two-way transformation of theory and practice, and pay attention to the evaluation and monitoring of digital evidence-based teaching and research in order to ensure the overall quality.

Project-based learning (PBL) is an innovative educational concept, which should carry the excellent traditional Chinese culture. PBL that points to the development of core literacy for Chinese students focuses on the core values of deep learning and comprehensive education, and lays emphasis on the connection between practice and curriculum standards. In order to provide ideas for Chinese teachers to carry out high-quality project-based learning, this study constructs the "Three-Six Standards" model of PBL according to its characteristics, design and implementation in Chinese educational context based on the educational reform in China and the "Gold Standard" of PBL designed by Barker Institute of Education in the United States. "Three-Six Standards" model includes six characteristics of PBL (knowledge, authenticity, practice, collaboration, engagement and perception), six elements of design (question-driven, sustained inquiry, students’ participation, subject integration, public product and evaluation guidance), and six elements of implementation (focusing on curriculum standards, building culture, project management, building scaffolding, learning assessment and reflection).

As one of advanced productive forces, information science and technology has become an important pillar of social and economic development. The rapid innovation of new technologies such as Internet, big data, cloud computing, artificial intelligence and blockchain has promoted the digital transformation of social eco-nomy and given new tasks to school information science and technology education. In order to meet the needs of social development and students’ growth, digital literacy and skills oriented information science and technology curriculum needs to focus on key capabilities, and realize the development from “information literacy” to “digital literacy and skills”, from “technical tools” to “combination of science and technology”, from “imitation exercise” to “discipline practice”, from “summative evaluation” to “value-added evaluation”, strengthen the combination of “learning by doing”, “learning by using” and “learning by creating” in theme activities to improve students’ digital literacy and skills.

The accelerating advancement of digital technology in intelligence is continuously driving human production and life towards a new realm of digital survival. Digital technology is also believed to have the power to reshape the education system and educational ecosystem,sparking a wave of digital development in education. In the field of education,it is common to refer to a certain trend as “-ization”,but it is rare to refer to “transformation” after “education digitalization”. Education digitalization is essentially a process of integrating digital technology into the education system,that is,relying on specific technology and equipment to promote the reform of the education system. It is neither possible nor necessary for the digitalization of education to go from “digitalization” to “transformation”. And in practice,it also has multiple hidden concerns: distorting digital goals and easily deviating from the original missions of education;exaggerating the role of digitalization can easily deviate from the real needs of education;diluting digital resistance can easily ignore the negative effects of technology;and indulging digital powercan easily lead to the domination of technology over people. Education digitalization must adhere to the basic direction and purpose of empowering education.

New quality productive forces are advanced new productive forces forms compared with traditio-nal productive forces. The development of new qualitative productive forces will inevitably bring about the historical transcendence of human development form, and then drive the universal reform of education in the new era, Four directions of reform are particularly important: the construction of educational values emphasizing the harmonious coexistence of man and nature, the upgrading of personnel training specifications highlighting the coordinated development of emotional abilities, innovation abilities and digital intelligence technology abilities, the adjustment of educational knowledge structure focusing on the cross-integration of scientific and technological knowledge, moral knowledge and ecological knowledge, and the construction of educational community conforming to the new production relations. In response to the requirements of the development of new productive forces and the directions of educational reform, it is necessary to focus on three key educational reforms: taking innovation as the core goal of educational evaluation reform, taking integration as the main direction of curriculum structure reform, and taking consciousness as the internal purport of teaching method reform.

Driven by technology, artificial intelligence has significantly reshaped the traditional education situation, bringing difficulties to the mapping and construction of teacher identity image, challenging teachers’ identity from the perspectives of self-image, environmental ecology, self-realization and so on. In order to solve this dilemma and promote the construction of teacher identity in the era of artificial intelligence, on the basis of sorting out the connotations of self-mirror and teacher identity mirror, this paper uses theoretical analysis method to analyze the educational reform and influence brought about by artificial intelligence, and innovatively proposes that the identity of teachers in the era of artificial intelligence should be constructed as educators who strive to realize self-worth, researchers who actively explore ecological construction, and learners who actively promote professional development. Finally, this paper puts forward constructive strategy of teacher’s identity mirror image from the perspectives of individual teachers and education ecology. Teachers should actively participate in man-machine collaboration, innovate the paths of self-realization and dynamically construct their identity mirrors in the changing development. Meanwhile, education departments, schools at all levels and the society should join hands to reshape the education ecology, empower and enhance the development of teachers, and create a good environment.

Self-Directed Learning (SDL) is widely concerned as an important skill for human survival and development in the learning society. Learning behavior is an important indicator to characterize learners’ SDL level. This study constructs the “SDL behavioral framework”, which aims to provide an operational tool for characterizing and diagnosing learners’ SDL level from a behavioral perspective. First, an initial “SDL behavioral framework” was constructed based on the literature research method. Then, the framework was modified and improved through two rounds of Delphi method. Finally, capturing the real learning behavioral data of 335 students in the context of Self-Directed 3D Design, the framework was verified through confirmatory factor analysis based on the “SDL behavioral framework”. The results showed that “SDL behavioral framework” had a good fit. It includes three activity phases, namely: planning, execution and regulation, and evaluation and reflection. The planning stage includes behaviors of goal setting, learning planning, and resource accessing; the execution and regulation stage includes behaviors of task execution, task observation, behavior regulation, and interpersonal communication; the evaluation and reflection stage includes behaviors of learning evaluation and learning reflection.

Persuasive human-computer interaction design can guide or change users' attitudes or behavior, and improve the user experience of information systems. Firstly, we built a content analysis framework based on Persuasive Systems Design Model, including 28 specific indicators of primary task support strategies, dialogue support strategies, system credibility support strategies and social support strategies. Then, we analyzed the persuasive design features of domestic representative MOOC platforms, and discussed how to engage students in deeper learning and improve learning effectiveness. The results show that websites provide more persuasion functions in primary task support, but rarely use Personalization or Tailoring; Websites use the dialogue support strategies less often and do not use Similarity or Social role; All websites are credible; Websites use the social support strategies less often, and none uses Normative Influence. Finally, to make MOOC websites more persuasive, we offer some suggestions for MOOC websites. The systems should add more Personalization or Tailoring designs; Multiple persuasion strategies can be used in one function; Add some human-computer dialogue functions, such as Pedagogical Agents; Strengthen interaction in learning activities through social support strategies. This research has enriched the application field of persuasive technology, and contributed to optimizing the human-computer interaction design of MOOC websites.

Using intelligent technology to promote the evaluation reform of basic education is the main content of basic education reform and development in the new era. The traditional evaluation of basic education has many difficulties, such as outdated evaluation framework, low-level evaluation technology, unitary evaluation subject, one-sided evaluation standard and traditional evaluation method. How to make rational use of the advantage of intelligent technology to solve the problems in traditional education evaluation is an inevitable requirement of the evaluation reform of basic education in the new era. The basic education evaluation in the new era should be guided by fostering virtue through education, developing intelligent education evaluation system, forming diversified professional evaluation subjects, building quality-based evaluation standards, and creating intelligent and efficient evaluation practices, so as to provide holographic and accurate evaluation results for teaching subjects and support for the construction of a high-quality and satisfying basic education system.

Ecological Civilization Education represents a new educational paradigm that permeates all know-ledge domains and educational processes. It plays a crucial role in supporting the transition to a low-carbon economy, fostering harmonious coexistence between humans and nature, and driving sustainable societal development. This form of education is not only a key initiative in China’s ecological civilization construction but also a practical necessity for building a beautiful China. However, China’s Ecological Civilization Education currently faces challenges such as inadequate theoretical supply, a monolithic approach in practice, and an underdeveloped governance mechanism. To expedite the construction of ecological civilization, comprehensively build a beautiful China, and vigorously advance Chinese path to modernization, Ecological Civilization Education should thoroughly implement Xi Jinping’s thoughts on ecological civilization. It should adhere to the new development principles of “innovation, coordination, green, openness, and sharing”, strengthen the construction of ecological civilization education theory with Chinese characteristics, establish an ecological civilization education practice system that emphasizes ecological justice, and create a diversified governance mechanism for ecological civilization education to promote its high-quality development.