Transformation of Shadow Education and Restructuring of Educational Ecology under the "Double Reduction" Policy: A Systematic Literature Review of Multi-Stakeholder Impacts

Yinfan Zhang

doi:10.71204/ddfgb111

Authors

Yinfan Zhang Shantou Polytechnic Author

DOI:

https://doi.org/10.71204/ddfgb111

Keywords:

Double Reduction Policy, Shadow Education, Educational Ecology, Multi-Stakeholder Impacts, Educational Equity

Abstract

Since the implementation of the "Double Reduction" Policy, its impacts on the basic education ecology have sparked extensive academic discussions. However, existing studies have mostly focused on the perspective of a single stakeholder and failed to form a systematic integration. To sort out the evolution of the policy's impacts and clarify the multi-stakeholder mechanism of action, this study adopted the method of systematic literature review, followed the PRISMA 2020 framework, screened relevant peer-reviewed literatures published from July 2021 to January 2026, and conducted a qualitative comprehensive analysis. The study found that the "Double Reduction" Policy has driven the redistribution of educational responsibilities and ecological adjustment through the regulation of shadow education. The policy has compressed the explicit space of shadow education, yet the logic of academic competition for further education remains unchanged. Parental anxiety over their children's academic performance has intensified, and parents have shifted to various forms of implicit compensatory educational investment. This not only weakens the effect of burden reduction at the family level but also transmits pressure to teachers, who are confronted with increased workload and occupational burnout. Although students' physical and mental health has improved due to the reduction in homework burden, they face the challenges of intensified parent-child conflicts and the differentiation of academic gaps under the influences of strengthened family supervision and implicit shadow education. Based on these findings, this study puts forward optimization suggestions, including defining teachers' rights and responsibilities and establishing a compensation mechanism for their remuneration, constructing a home-school collaborative guidance system for family education, and strengthening the supervision of off-campus training while guiding the characteristic development of non-academic training institutions. From the multi-stakeholder perspective, this study systematically integrates the logic of the policy's impacts, and provides theoretical reference and practical support for further deepening the effect evaluation and long-term implementation of the "Double Reduction" Policy.

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