Volume 3 Issue 3
Published on August 2025Based on the background of the national education new infrastructure strategy, this study proposes the concept of "digital resilient campus" to address the problems of network interruption, data governance failure, and teaching service obstruction in universities during emergencies, and constructs a measurement scale covering three dimensions: network infrastructure, data governance, and teaching services. The study formed 30 initial items, and after reliability, validity, and discrimination tests, the final scale showed good internal consistency, stability, content and structural validity, and significant discrimination. The validation of predictive validity further proves that scale scores can effectively predict the response capability of campus system failures. The research conclusion indicates that this scale can serve as an evaluation tool for the digital resilience level of universities, as well as provide quantitative basis for planning new infrastructure investment, improving governance mechanisms, and optimizing teaching services. It has important practical significance for promoting the stable operation of the education system.
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Teaching Chinese as a foreign language and nonverbal communication are two interrelated and mutually reinforcing areas of research. From an intercultural perspective, this study analyzes the BBC documentary Are Our Kids Tough Enough? Chinese School as a case study, observing classroom nonverbal behaviors from four dimensions: kinesics, paralanguage, time orientation, and spatial use. It highlights the differences in nonverbal communication between Chinese and British classrooms and explores the deeper cultural reasons behind these differences based on Hofstede's cultural dimensions and Hall’s high- and low-context communication theories. On this basis, the paper proposes strategies for cultivating nonverbal communication competence in teachers of Chinese as a foreign language. The study aims to promote the effective use of nonverbal communication in Chinese language classrooms, enhance teachers’ intercultural communicative competence, and improve the overall practice of international Chinese language education.
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This paper explores the persistence of educational inequality in the United States through a structural and policy-oriented lens. Based on empirical research, it analyzes how academic disparities are caused by the intersection of family economic status, racial bias, inter-district financial disparities, and governance fragmentation. The article combs through the evolution of federal education policies from ESEA to NCLB and ESSA, pointing out that performance-oriented reforms and market-oriented strategies that fail to address structural inequality (e.g., school choice policies), however, may instead exacerbate the concentration of resources and educational stratification. In response to existing limitations, the study proposes equity-oriented policy pathways, including student-weighted grants, federally supported teacher development programs in high-poverty districts, and institutional mechanisms for community engagement. These initiatives aim to embed the concept of “responsiveness to difference” in the entire process of policy design and implementation. The study ultimately concludes that the realization of educational equity requires not only the redistribution of resources, but also the promotion of systemic changes at the level of governance structures and social participation, so that education can truly become an institutional support for social mobility and democratic inclusion.
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In the context of globalization, second-language acquisition has become increasingly important. However, native language culture often affects second-language reading. Based on the theory of second language acquisition, which emphasizes the role of prior knowledge, this study explores how first language cultural schemata mediate text interpretation. Through a questionnaire survey of college students with different native languages and interviews, this research analyzes their understanding of the same reading materials. The results show that native language culture significantly impacts second-language reading comprehension, and there are differences in reading strategies and comprehension levels among students from different cultural backgrounds. For instance, students in the West generally favor the independence of reading, but students in East Asia emphasize comprehension of texts. Native German speakers exhibit heightened focus on data and causal reasoning (for instance, "A specific study indicates that mobile phone usage diminishes learning efficiency by 20%"). This study provides valuable insights for improving second - language reading teaching and cross-cultural communication.
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As global focus on educational investment grows, the link between school infrastructure and education quality remains underexplored. While prior studies emphasize tuition fees and exam systems, the role of physical infrastructure investment lacks empirical evidence. This paper examines how government education spending, compulsory education duration, teacher qualifications, and enrollment rates interact across educational levels, offering policymakers insights to optimize investments and advance sustainable education goals.Using UNESCO and World Bank data (1970–2023), we analyze national education expenditure, compulsory education years, enrollment rates, and income levels via linear regression. Key variables include education expenditure as a percentage of GDP, compulsory education duration, income, qualified teacher ratios, and school internet access. Findings reveal that higher government education spending strongly correlates with increased primary/secondary enrollment, especially in low-income countries. Extending compulsory education boosts enrollment in low- and middle-income nations. Teacher qualifications significantly drive higher education participation, while internet access effects vary regionally.Investments in teacher training and school infrastructure are pivotal for improving enrollment. Policymakers should prioritize optimizing education budgets and resource allocation to enhance equity and quality.
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This paper conducts a comparative study of China's national student loan policy and Japan's student loan policy administered by the Japan Student Services Organization (JASSO). The research reveals distinct characteristics in both systems: China's policy features strong government leadership coupled with commercial bank participation, achieving broad coverage of economically disadvantaged students but encountering challenges such as insufficient loan amounts and significant default risks. In contrast, Japan's JASSO system employs diversified funding sources and a refined tiered assistance approach, complemented by an income-contingent repayment mechanism that ensures high recovery rates. However, it struggles with substantial debt burdens stemming from Japan's higher education costs and uneven distribution of educational resources. Through analyzing these policy differences, the study investigates the underlying socioeconomic factors and institutional designs that shape each system, particularly focusing on how societal needs, economic conditions, and fiscal policies interact to influence student loan mechanisms. Based on this comparative analysis, the paper proposes targeted recommendations for enhancing the effectiveness and sustainability of student loan systems in both countries, with special attention to balancing accessibility, affordability, and repayment feasibility in different national contexts.
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This study presents a comprehensive literature review on the educational effectiveness of the collegiate system in universities, viewed through the lens of the Five Educations framework. By systematically reviewing domestic and international research from 1990 to 2024, this paper analyzes scholarly findings and practical implementations of the collegiate system across five key dimensions: moral education, intellectual education, physical education, aesthetic education, and labor education. The findings reveal that the collegiate system—through mechanisms such as community engagement, mentorship programs, general education, cultural activities, and labor practices—can effectively support students’ holistic development. However, current research still exhibits several shortcomings, including limitations in research design, homogeneity in data analysis methods, imbalance in content coverage, and a short-term perspective in argumentation. These issues hinder a comprehensive understanding of the system’s educational impact. Future research should broaden sample scopes to include more diverse types of institutions and disciplines; strengthen quantitative research while integrating qualitative analysis; address the underrepresentation of physical, aesthetic, and labor education; and explore the long-term impacts of the collegiate system on student development. By pursuing these directions, future studies can more comprehensively assess the educational effectiveness of the collegiate system and offer stronger theoretical and practical guidance for its development.
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The musical Hamilton, which blends language, music, and cultural expression, offers a fresh pathway for second-language acquisition (SLA) in secondary-school English classrooms. Grounded in Krashen’s Input Hypothesis and Affective Filter Hypothesis, this article examines how the show enhances input quality, stimulates learner motivation, and fosters cultural inquiry. Findings indicate that musicals can effectively optimize a multimodal learning environment and promote students’ language comprehension and production. The paper recommends the judicious integration of such resources to diversify classroom practice and improve learning outcomes.
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Mathematics anxiety is a widespread issue among K-12 students, often impairing their mathematical performance and long-term academic development. This study aims to explore the inverse relationship between math anxiety and achievement, drawing on nearly a decade of global research. Using thematic analysis and an interpretivist approach, the study reviews key internal factors such as self-efficacy and cognitive load, as well as external influences including parents, teachers, and educational policies. The findings reveal a consistent negative correlation between math anxiety and achievement across diverse cultural contexts. Moreover, countries with supportive educational environments, particularly in parts of Europe, report relatively lower levels of student math anxiety. Based on these insights, the study outlines targeted strategies to alleviate math anxiety, including parental support reforms, teacher training, and policy adjustments. It also discusses the feasibility of adapting successful international approaches to the Chinese educational context. These findings offer practical guidance for educators and policymakers aiming to reduce math anxiety and improve math outcomes in K-12 education systems worldwide.
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