Volume 113

In recent years, feminist film theory has continued to reflect on the structures of the patriarchal gaze in mainstream cinema. This paper is based on Laura Mulvey’s theory of the "male gaze" and combines it with bell hooks’ concept of the "oppositional gaze". It examines the visual subjectivity and counter-gaze strategies of the female protagonist Song Seo-rae in Park Chan-wook’s Decision to Leave. Using close reading to analyze camera language, character dynamics and narrative architecture, we reveal how Song Seo-rae negotiates her subjectivity through the act of seeing under the condition of being seen. The research is centered around the following questions: whether women can truly look, and whether Song Seo-rae's gaze constitutes a challenge to the gaze system of patriarchal hierarchy. The findings indicate that her "counter-gaze" operates as performative empowerment. Her scopic sovereignty is consistently obedient to patriarchal narratives. Her scopic sovereignty is consistently obedient to patriarchal narratives. While it satisfies a male’s desires of her, it leads to her self-destructive endings. Decision to Leave thus articulates a complex, paradoxical feminist gaze praxis: one that simultaneously reinscribes patriarchal norms and lightens a female’s awakening and negotiation of gaze sovereignty.

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In recent years, the rapid advancement of Artificial Intelligence (AI) has led to its increasingly pervasive integration within the domain of higher education. Although the implications of AI--both its opportunities and challenges--have been widely acknowledged, scholarly inquiry into effective strategies and methodological frameworks for leveraging its potential while mitigating associated risks remains relatively underdeveloped. This study investigates the transformative potential of AI in driving innovation and progress within the higher education sector, as well as the challenges that universities and colleges are likely to encounter. It concludes that, in terms of opportunities and potential, AI can support university professors in delivering feedback and assessment, enhance students' learning, and improve administrative and management processes. However, higher education is grappling with a range of pressing challenges, notably those related to academic honesty and the standard of academic work, inaccuracies generated by AI, and the exacerbation of educational inequality. In response, this article advances several recommendations, including the promotion of diversified assessment approaches to facilitate the development of AI-resistant evaluation methods, alongside the creation of effective policy measures and strategic approaches that promote the accountable use of AI technologies.

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The role of Artificial Intelligence (AI) in education has received widespread attention. However, the latest research focusing on cost-benefit analysis is relatively scarce. This essay analyzes the opportunities and challenges of AI in the development of education. This essay analyzes that the potential of AI in the field of education mainly focuses on improving the efficiency of teacher teaching and evaluation, promoting personalized learning, and advancing the concept of inclusive education. The main challenges faced are AI bias, teacher marginalization, and the phenomenon of students overly relying on AI. Based on this, this essay proposes suggestions to reduce the risks of AI use in education through the interaction of supervisory intervention and personal norms. Among them, in terms of supervision and intervention, it is recommended that supervisory agencies and teachers intervene in a dual track manner; Personal norms require teachers and students to constantly strive for self-discipline. Find a balance point to maximize the role of AI in educational development.

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With the rapid development of generative artificial intelligence (AI) technology, its impact on the professional competency of higher education teachers is receiving increasing attention. However, the current research mostly focuses on the application of technical tools and seldom systematically explores the multiple challenges and deep opportunities faced by teachers in remodeling and ability transformation. This article focuses on the ability reconstruction of college teachers in the dimensions of digital literacy, reflective practice, and lifelong learning in the context of the AI era. Combining literature and typical cases, this research reveals the challenges that AI brings to teachers, and also brings opportunities such as improved teaching efficiency and personalized development paths. Based on the above analysis, this paper puts forward three suggestions: improving the teacher AI training system and enhancing its technical adaptability; Promote the deep integration of AI and teaching, and realizing a new paradigm of human-machine collaborative education; Reconstruct the teacher evaluation mechanism and strengthening the process and collaborative evaluation.

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This paper will provide an overview of the various challenges that university students are likely to face when seeking employment in the era of artificial intelligence. As more students progressively rely on AI tools to complete their university assignments, the practical skills they possess become increasingly rare and insufficient when entering the competitive job market or having a few chances to get a higher salary. This concern is extremely serious. Under these circumstances, analysing the key problems students may encounter during this transition, as well as the underlying causes, will offer strong support for the central theme of the paper. These problems are categorized into three main areas: psychological challenges, structural job displacement, and institutional policies. The psychological part has a few factors: envy when browsing social media, uncertainty about future career pathways as well as reality reasons. In terms of structural job displacement, the AI is faster than the change of education policy is the key reason for the employment problems. For institutional policy, the staff in the university mainly focuses on short term-skill rather than preferring long term. Finally, the paper proposes strategies to address these issues, providing useful recommendations for students to improve their situations, for example, by developing the practical skills they currently lack.

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