iEducation is a fully open-access, peer-reviewed online journal dedicated to publishing high-quality research across and between the fields of education, learning sciences, and related social and behavioral disciplines. We welcome theoretical, empirical, methodological, and policy-oriented contributions that advance knowledge and practice in education at all levels—from early childhood to higher education and lifelong learning.
All articles published in this journal are licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0). This license permits unrestricted use, distribution, and reproduction in any medium, provided the original author(s) and source are properly credited. Authors retain copyright of their work, and readers are free to copy, share, adapt, and build upon the material for any purpose, including commercial use, as long as appropriate attribution is given.
Research on the Reconstruction of the "Chinese Paradigm" for the Deep Integration of New Liberal Arts and Economics and Management Majors Education
This paper discusses the reconstruction of the deep integration model for Economics and Management Majors under the background of the new liberal arts in China. The study analyzes the connotation and characteristics of the new liberal arts, as well as the current situation and challenges of the integration of new liberal arts with Economics and Management Majors. Based on this, the paper proposes a deep integration model that includes curriculum system reform, the deepening of industry-education integration, and innovation in science-education integration. The article also explores implementation strategies and safeguard measures, including top-level design, the construction of teaching staff, clear positioning of participating entities, and the establishment of a quality evaluation system for the integration of new liberal arts. The research indicates that the deep integration of new liberal arts with Economics and Management Majors is of great significance for cultivating compound talents and promoting disciplinary innovation and development.
Copyright (c) 2025 Li Guo, Chaochao Jia (Author) https://creativecommons.org/licenses/by/4.0
Strengthening Neuro-Oncology Training in China: Current Status and Opportunities
This review examines the current status and future opportunities for strengthening neuro-oncology training in China. With the rising burden of gliomas, brain metastases, and other central nervous system tumors, there is an urgent need to cultivate specialized clinicians capable of addressing the complexity of modern neuro-oncological care. However, existing training models in China, primarily rooted in general neurosurgery, are insufficient for preparing physicians for the interdisciplinary demands of neuro-oncology, which span neurology, oncology, radiation therapy, and molecular pathology. Drawing on established frameworks from the United States and Europe, the review proposes a China-specific roadmap that includes launching standardized fellowship programs, developing competency-based curricula, and integrating training with clinical research platforms. It also highlights the potential of continuing education, online learning, and international collaborations to supplement formal training and address regional disparities. Emphasis is placed on establishing accredited national trial hubs, promoting translational research, and creating“train-the-trainer”mechanisms to build local faculty capacity. By implementing these strategies, China can not only improve patient outcomes but also emerge as a global contributor to precision neuro-oncology.
Copyright (c) 2026 Xinjie Hong, Zhenyu Gong, Hongxiang Wang (Author) https://creativecommons.org/licenses/by/4.0
Research on the Practical Teaching Mode of the Health Education and Health Promotion Course Driven by Competitions
To meet the requirements of cultivating innovative and applied talents in Chinese higher education, this study constructs a "competition-driven and competition-teaching integrated" practical teaching model for the Health Education and Health Promotion course based on the "competency-based" education concept. By integrating discipline competition resources with the curriculum system, the research explores the model's connotation, objectives, implementation strategies, and guarantee mechanisms. The model has achieved significant effects from empirical data from 2019 to 2024 of Health Service and Management majors in Inner Mongolia Medical University shows that students' competition participation rate increased from 12% to 55% (average annual growth of 8%), with 5 national second prizes and 6 provincial first prizes won, and 80% of teachers transformed competition cases into teaching models and obtained 3 provincial teaching reform projects. These results verify the model's value in enhancing students' practical innovation abilities, optimizing teaching quality, and promoting school-enterprise cooperation. Combining the trends of educational reform and health discipline development in the past decade, this study proposes a teaching reform path with both theoretical depth and practical value, providing a reference paradigm for similar applied courses.
Integration of Competitions and Education
Copyright (c) 2026 Rula Sa, Gerile Yang, Yuan Zhang, Haihong Fu (Author) https://creativecommons.org/licenses/by/4.0
A Study on Medical Management Students' Attitudes Towards the Elderly and Their Willingness to Pursue Careers in Geriatrics
Against the backdrop of rapid population ageing, this study examined whether geriatric medicine education can cultivate ageing-competent healthcare managers by focusing on medical management students. A total of 205 third-year students who completed a virtual simulation course on community hospital service optimization in ageing contexts were surveyed. Attitudes towards older adults, willingness to pursue careers in geriatric health management, and their influencing factors were analysed. The results showed that 70.7% of students demonstrated positive attitudes towards older adults, and 67.3% expressed willingness to work in geriatric health management. Female students, those reporting good relationships with older adults, greater attention to ageing-related information, and prior exposure to geriatric coursework scored significantly higher on both attitude and career intention measures. Evaluation scores of the virtual simulation course were positively associated with both outcomes, indicating that immersive, ageing-oriented simulation teaching can simultaneously enhance students’ emotional attitudes and professional willingness. However, further analysis revealed a partial masking effect: increased career willingness was associated with heightened perceptions of responsibility and stress, which offset approximately 26% of the positive impact of the simulation course on attitudes towards older adults. This “high willingness–high pressure” mechanism suggests that while geriatric simulation education strengthens professional identification, it may also activate emotional strain related to perceived occupational burden. These findings indicate that geriatric medicine education for medical management students should extend beyond technical training and empathy induction to incorporate career guidance and stress-management components. Such integrated curricular design may better translate positive attitudes into sustainable career commitment, providing scalable, evidence-based strategies for cultivating compassionate and resilient healthcare managers in ageing societies.
Copyright (c) 2025 Luyao Pan, Wanting Lin, Xiangyu Chen (Author) https://creativecommons.org/licenses/by/4.0
Chinese Language and Culture Learning in Belt and Road Contexts:A Post-Pandemic Study of Russia and Uzbekistan
Against the backdrop of the continued advancement of the Belt and Road Initiative (BRI), the dissemination of the Chinese language and Chinese culture has increasingly become a crucial component of “soft connectivity” in transnational cooperation. Taking Russia and Uzbekistan as comparative cases, this study draws on questionnaire survey data supplemented by follow-up interviews to examine the strategies, challenges, and social impacts of Chinese language and culture dissemination in BRI-participating countries. The findings reveal four key patterns. First, the dissemination of the Chinese language and culture has developed into a multi-pathway configuration jointly shaped by institutional platforms and everyday social contact spaces, significantly enhancing social visibility. Second, although young people generally hold positive attitudes toward learning Chinese, learning trajectories are often short-lived, with a clear pattern of “many beginners but few long-term learners,” reflecting structural challenges related to learning sustainability and advanced support. Third, cultural understanding tends to remain at the level of observable differences, while deeper cultural interpretation requires sustained interaction and systematic learning. Fourth, while the COVID-19 pandemic expanded access to learning through online modalities, it also intensified inequalities in interaction quality and learning support. From a comparative perspective, Russia and Uzbekistan differ significantly in motivational structures, frequency of contact, and awareness of policy support, indicating that the effectiveness of Chinese language and culture dissemination is highly contingent on national contexts. This study argues that the key to effective dissemination in BRI-participating countries lies in the systematic integration of diverse dissemination pathways, enabling a meaningful transition from initial exposure to be sustained learning and deeper cultural understanding.
Copyright (c) 2025 Lianyun Pang, Miriam Leah Ivanenko, Shakhrizoda Abdujabborova (Author) https://creativecommons.org/licenses/by/4.0
Revisiting Knowles’ "Self-Directed Learning" Theory in the Age of AIGC: A Conceptual Reconstruction Based on the Relationship Between "Technological Dependence" and "Learner Autonomy" in Adult Learners with Disabilities
The deep integration of AIGC technology into adult education for persons with disabilities raises a fundamental question: can technological dependence and learner autonomy coexist? This study examines the explanatory power of Knowles’ self-directed learning theory for adult learning among persons with disabilities through proposition deduction and conceptual reconstruction. Findings indicate that the core logic of Knowles’ theory - learner-centered agency - remains valid despite technological intervention. This is because psychological maturity and experiential accumulation, the prerequisites for self-directed learning, function independently of physical ability. However, the implementation pathway requires modification: from unmediated autonomy to technology-mediated autonomy. For persons with disabilities, reliance on AIGC tools constitutes functional dependence. This mechanism empowers learners to transcend physical limitations and secures their right to participate, forming a synergistic rather than antagonistic relationship with learner autonomy. Technology enables learning access while learners determine what to learn, how to learn, and how to evaluate outcomes. Accordingly, this study constructs a three-tier analytical framework: the functional tier addresses participation access, the mechanism tier ensures technology serves learner goals, and the value tier orients toward the integration of inclusive learning and self-actualization. This study transcends the historical limitations of Knowles’ technology-absent theoretical context, resolves scholarly debates regarding whether technological dependence undermines learner autonomy through a typological distinction between functional and alienating dependence, and provides theoretical guidance for technology design and educational practice in AIGC-era adult education for persons with disabilities.
Copyright (c) 2025 Wei Da (Author) https://creativecommons.org/licenses/by/4.0
Driving Mechanisms and Competency Modeling for Cultivating Business–Engineering Integrated Talent in Inland Open-Economy Hubs
Inland regions are becoming critical areas in China's open strategy, urgently needing international talents with skills in business, engineering, and digital technology. This study takes Chongqing as a case to propose a restructured model of international business education to support the construction of inland open-economy hubs. Utilizing a multi-level analytical framework, the research reveals the demand-driven mechanism for business-engineering integrated talents within technology-intensive global value chains and introduces a "dual-core, three-tier" competency model. This model, through the integration of curriculum modules, provides a practical guide for educational reform in inland regions to integrate into the global economy.
Copyright (c) 2025 Xiaomei Duan (Author) https://creativecommons.org/licenses/by/4.0
Reflection and Creativity of Preservice English Teachers: An Empirical Study
Reflection and creativity are important quality for preservice English teachers and they are of great significance for the preservice English teachers to both become professional teachers and foster creative intellectuals. They are the focus of educational concerns and have attracted the attention of researchers. However, reflection and creativity of preservice English teachers are underexplored. The present research aimed to investigate preservice English teachers’ status quo of reflection and creativity, detecting the relationship between them. Self-reflection and Insight Scale (SRIS) and Creativity Scale (CS) were employed as the research instruments. 293 preservice English teachers were sampled as the research subjects. The research found that the preservice English teachers enjoyed medium-high level of reflection and creativity, and that reflection positively correlated with creativity at low degree. Measures could be adopted to promote preservice English teachers’ reflection and creativity.
Copyright (c) 2025 Jiangtao Ma, Yifei Du (Author) https://creativecommons.org/licenses/by/4.0
Assessment of Reading Literacy in PISA-D: Connotation, Framework Design and Enlightenment
To assist low- and middle-income countries (LMICs) in participating in international education assessment, diagnosing their education systems, and advancing education-related Sustainable Development Goals, the PISA-D project has achieved three key innovations based on PISA. Firstly, it expanded assessment targets to include both in-school students and out-of-school youth through categorized design, filling the gap in traditional assessments that neglect out-of-school populations. Secondly, it developed a "downward-compatible" reading literacy assessment framework, adding the lower-difficulty Level 1c and optimizing item difficulty distribution to accurately reflect students' performance in LMICs. Thirdly, it designed contextual questionnaires based on Willms' prosperity model, refining equity and equality indicators to comprehensively capture deep-seated factors influencing academic performance. These innovations provide significant references for China to improve compulsory education Chinese subject assessment, particularly in enhancing the sensitivity of assessing vulnerable groups and optimizing the regional education quality monitoring system.
Assessment of Compulsory Education Quality
Copyright (c) 2025 Xinyi Tian (Author) https://creativecommons.org/licenses/by/4.0
A Comparative Study of Middle School Mathematics Textbooks in China and Russia
This study compares and analyzes the presentation of rational number concepts in two versions of junior high school mathematics textbooks from China and Russia. The findings reveal that while both versions cover core concepts consistently, there are significant differences in their definitional logic and organizational sequence. These differences stem from distinct editorial philosophies: the Russian version emphasizes the intrinsic logic and structural coherence of number system expansion, whereas the Chinese version prioritizes practical knowledge application and cognitive continuity. Based on these findings, the study proposes restructuring the conceptual sequence, clarifying functional positioning, and enhancing the rigor of definitions. It advocates that textbook development should balance logical depth with cognitive accessibility, providing empirical references for cross-cultural mathematics textbook design.
Copyright (c) 2025 Hongzhu Wang (Author) https://creativecommons.org/licenses/by/4.0
A Study on Implementation Pathways for AI-Powered Full-Process Intelligent Courses to Enhance Precision in Medical Education
This study focuses on innovative pathways for leveraging artificial intelligence (AI) technology to enhance higher education course development, with the core objective of establishing a smart course system that encompasses the entire process from course design, teaching implementation, learning support, to evaluation and feedback. Leveraging AI technologies such as knowledge graphs and large language models, a systematic smart course platform has been developed, featuring core modules including AI-assisted lesson plan design, intelligent student performance analysis, digital virtual teachers, adaptive learning pathways, and intelligent assessment feedback. Practical applications have demonstrated that the platform addresses key challenges through four pillars: ‘AI-empowered course design and planning,’ ‘innovative “teacher/student/machine” deep interaction teaching models,’ ‘adaptive learning paradigms enabling “active learning,”’ and ‘enhancing assessment methods through diversified evaluation.’ This has effectively addressed key issues such as inaccurate learning situation analysis, monotonous teaching models, insufficient teacher AI skills, and the lack of dynamic quantification in evaluations. It has significantly improved course teaching quality and student learning efficiency, providing a scalable smart course model for the digital transformation of higher education.
Copyright (c) 2025 Xiaozhong Chen, Jianing Liang, Yueyang Jiang, Xiaofeng Jin (Author) https://creativecommons.org/licenses/by/4.0
Flagships and Community Builders: A Configurational Analysis of High-Impact University Ideological and Political Education WeChat Accounts
Organizational success on digital platforms rarely emerges from single “best practice” factors but from the complex interplay among strategic elements. Yet, research has predominantly relied on linear models ill-equipped to capture this causal complexity. Addressing this gap, this study draws on configuration theory and employs fuzzy-set Qualitative Comparative Analysis (fsQCA) to uncover the pathways to high impact for 30 top-performing university Ideological and Political Education (IPE) WeChat accounts. Our analysis reveals two crucial findings. First, high-quality content and extensive communication influence are identified as dual necessary conditions, resolving the theoretical tension between value-centric and reach-centric logics. Second, we uncover two equifinal sufficient configurations built upon this shared foundation: a “Community Builder” strategy that combines the core conditions with high affinity, and a “Flagship” strategy that combines them with demonstrative leadership. This study develops and validates a configurational model of digital success, offering a nuanced theoretical alternative to correlational approaches and providing a strategic map for practitioners navigating the complexities of digital communication.
Fuzzy-Set Qualitative Comparative Analysis (Fsqca)
Ideological and Political Education (IPE)
Copyright (c) 2025 Shuang Wang (Author) https://creativecommons.org/licenses/by/4.0
A Theoretical Framework for Interdisciplinary Instructional Design Targeting Statistical Reasoning
In the digital age, statistical reasoning (SR) is a core literacy for citizens navigating an information society. However, primary school statistics instruction has been striving to address the fragmented development of SR, disconnect between context and real life, and lack of wholeness in statistical activities. To bridge these gaps, this study proposes a novel interdisciplinary Project-Based Learning (PBL) framework grounded in Jones's four-dimensional SR model. Theoretically designed around the theme "Data-Driven Low-Carbon Action," the framework features a dual-path structure: "Longitudinal Competency Progression" (a sequenced progression through the four dimensions of Statistical Reasoning (SR), namely Describing Data Displays (D), Organizing and Reducing Data (O), Representing Data (R), and Analyzing and Interpreting Data (A)); combined with "Horizontal Disciplinary Collaboration" (integrating knowledge and practices from Mathematics, Science, Information Technology, and Chinese Language Arts). Driven by a genuine societal issue, this integrated structure aims to systematically address all dimensions of SR through a "Problem → Task → Product" spiral progression, enabling students to conceptually participate in the complete PPDAC cycle (Problem, Plan, Data, Analysis, Conclusion). This proposed framework offers a structured approach for fostering the synergistic development of students' scientific inquiry, digital innovation, language application, and SR, providing a theoretically grounded and replicable model for interdisciplinary thematic teaching design.
Copyright (c) 2025 Yutong Wang, Qi Shen (Author) https://creativecommons.org/licenses/by/4.0
Fostering Social-Emotional Competencies Through English Instruction: A Case Study of SEL Integration in Chinese Primary Schools
Social-emotional learning (SEL) has gained global recognition for enhancing students' holistic development, yet its implementation in non-Western educational contexts remains underexplored. This mixed-methods case study investigates the integration of SEL principles into English language instruction at a Chinese primary school, addressing a significant gap in understanding how CASEL's five core competencies can support language acquisition in contexts where English is taught as a foreign language. Through in-depth interviews with three English teachers and systematic classroom observations, this study identified three primary challenges: student disengagement, proficiency disparities, and outdated instructional approaches. Following implementation of an integrated SEL-English curriculum based on CASEL's framework, classroom observations revealed significant improvements in student engagement, peer collaboration, and language participation. Specifically, incorporating self-awareness and self management activities addressed attention difficulties, while social awareness and relationship-focused strategies mitigated proficiency gaps through structured peer support. This study contributes to both theoretical understanding of SEL application in subject-specific contexts and practical knowledge for language educators. The findings suggest that systematic integration of SEL principles can transform primary English instruction while supporting China's educational goals of cultivating well-rounded talents with both linguistic competence and social-emotional skills. The results have important implications for teacher education programs, curriculum development, and educational policy in emerging SEL contexts.
Copyright (c) 2025 Yijia Zhang, Zishu Meng (Author) https://creativecommons.org/licenses/by/4.0
A Study on Influencing Factors and Collaborative Education Mechanism for Female College Students' Employment and Entrepreneurship Under the Great Ideological and Political Curriculum Perspective
By 2025, the number of university graduates is projected to surge to 12.22 million, with women accounting for over half of this figure, positioning them as the main force within the ‘highly educated talent pool.’ While the number of university students is rapidly increasing, the demand for labour in the job market continues to decline, making employment increasingly challenging for female university graduates. From the perspective of the Great Ideological and Political Curriculum, there are many factors that affect female college students' employment and entrepreneurship. It is important to thoroughly analyse the causes of these factors and explore practical and feasible mechanisms for the coordinated education of female college students in entrepreneurship and employment. Based on this, this article analyses and summarises the three major difficulties faced by female college students in employment and entrepreneurship, and proposes three policy recommendations for the construction of a coordinated education mechanism for female college students in employment and entrepreneurship, with the aim of alleviating the employment and entrepreneurship situation of college students. The three major difficulties mainly include: the decoupling of ideological and political education has become the main problem of the superficiality of the current Great Ideological and Political Curriculum; insufficient innovation and entrepreneurship abilities are a difficulty for the comprehensive development of female college students; and gender discrimination is a common phenomenon in the process of female college students' employment and entrepreneurship. The three recommendations include: constructing a coordinated development system for the Great Ideological and Political Curriculum to integrate ideological and political education with entrepreneurship and employment education to enhance effectiveness; creating a mechanism for linking innovation and entrepreneurship education with regional industries to strengthen the connection between home, school, government, and enterprise; and exploring a multi-dimensional empowerment mechanism for female employment and entrepreneurship that breaks down barriers and creates a favourable environment for employment and entrepreneurship.
Great Ideological and Political Curriculum
Copyright (c) 2025 Yueyang Jiang, Jianing Liang, Wenjie Cai, Yangyang Zhang, Xiaozhong Chen (Author) https://creativecommons.org/licenses/by/4.0
The Emotional Landscape of EFL Internships: Challenges and Growth Through Perezhivanie
The transition from student to teacher in EFL contexts involves significant emotional and identity challenges, yet existing research often overlooks how affective experiences mediate professional growth. This study investigates the emotional challenges and professional identity development of English as a Foreign Language (EFL) interns during teaching practicums, framed through Vygotsky’s concept of perezhivanie—the dialectical interplay of emotion and cognition in lived experiences. Employing a longitudinal qualitative design, the research traces four Chinese EFL interns over a four-month internship via reflective diaries, recall interviews, and mentor narratives. Findings reveal that interns faced multifaceted challenges, including non-English teaching assignments, classroom emergencies, cultural adaptation pressures, and role ambiguity. These tensions, however, catalyzed growth through perezhivanie-driven reflection. Critical incidents (e.g., student conflicts, pedagogical failures) prompted cognitive reframing, enabling shifts from scripted imitation to agentic, context-responsive teaching. Structured mentorship and institutional scaffolding emerged as pivotal, enabling interns to transition from performative imitation to agentic, context-responsive teaching. Urban interns with systematic support achieved ethical coherence, while suburban/rural counterparts grappled with role fragmentation due to resource constraints. The study underscores the need for teacher education programs to integrate emotional scaffolding, context-sensitive mentoring, and communal recognition rituals to transform affective struggles into developmental resources. By reconceptualizing professional identity as a socioculturally mediated process, this research advocates for holistic internship models that bridge theory-practice divides and foster ethically resilient educators.
Copyright (c) 2025 Lingqin Zeng (Author) https://creativecommons.org/licenses/by/4.0
Exploring the Characteristics of Classroom Introductions by Young Junior High School Mathematics Teachers: Evidence from a National Video-Based Teaching Competition
Based on instructional video cases from the 13th National Junior High School Young Mathematics Teachers' Exemplary Lessons, video analysis methodology was Employed. This study investigates the structural elements and implementation characteristics of classroom introductions in junior high school mathematics education. The analysis focuses on six dimensions: characteristics, duration, methods, media, scenarios, and functions of classroom introductions. The findings reveal that outstanding young teachers demonstrate professional awareness in rationally controlling introduction time, applying media three-dimensional, and comprehensively fulfilling the functions of introductions. However, room for improvement remains. To enhance the effectiveness of introductions and improve teaching quality, practical recommendations are proposed for frontline educators: ensuring concise and efficient introduction time, employing vivid and diverse media, and designing scientifically feasible introductory scenarios.
Copyright (c) 2025 Qing Zhang, Haibin Chang, Hongde Wu (Author) https://creativecommons.org/licenses/by/4.0
Design and Implementation of the Holistic Unit Teaching for Upper Primary School Grades English Based on Project-based Learning
Current English teaching in upper primary grades often suffers from fragmented content delivery and insufficient systematic integration of project-based learning, resulting in limited development of students’ language application skills and innovative thinking. To address these issues, this study focuses on enhancing students’ comprehensive competencies through the design and implementation of a holistic project-based learning intervention. Taking the “Personal Preferences” unit from the Beijing Edition Grade 5 English Textbook as a case study, this study developed the “Hobby Square” project activity. This initiative explores effective strategies for deeply integrating project-based learning with English unit instruction while employing multi-dimensional assessment tools to monitor learning progress. Teaching practice shows that students’ language skills in authentic contexts have significantly improved. At the same time, their critical thinking, interdisciplinary integration, and collaborative communication abilities have also been strengthened. The combination of project learning-based and holistic unit teaching offers a feasible way to reform primary English teaching. In the future, studies should focus on improving process-oriented assessment mechanisms and expanding design frameworks for diverse thematic units. This will promote systematic and innovative practices to enhance students’ core competencies in a sustainable way. This study offers actionable insights for advancing primary English education reform under updated curriculum standards, emphasizing systematic innovation and sustainable core competencies development.
Copyright (c) 2025 Huiyi Liu (Author) https://creativecommons.org/licenses/by/4.0
Innovation and Practice of the Synergistic Talent-Cultivation Model of “Disciplinary Literacy, Ideological and Political Education, and Professional Nurture” under the OBE Concept in Basic English Teaching
Basic English serves as a pivotal course within the English Education major, primarily targeting first- and second-year undergraduates. Historically, the pedagogical approach in Basic English courses in China has placed a premium on linguistic knowledge at the expense of practical application, concentrated on the academic major to the detriment of comprehensive student development, and has not effectively aligned course objectives with the criteria for graduation. As a result, the current instructional paradigm falls short in adequately preparing students for the challenges of the future workforce. To redress these shortcomings, the research embarked on a pedagogical reform initiative. Utilizing a mixed-methods approach that integrates surveys and action research, this study delves into the development and implementation of a synergistic model for talent cultivation. This model amalgamates disciplinary education, ideological and political education (IPE), and professional education within the Basic English curriculum for English Education students, underpinned by the Outcome-Based Education (OBE) philosophy. By establishing a “three-in-one” integrative framework, this study endeavors to nurture students’ ideological and moral attributes, their English disciplinary proficiency, and the vocational competencies essential for future educators. After a decade of frontline teaching practice within the Chinese educational milieu, the model has demonstrated significant improvements in students’ English language proficiency, political awareness, and professional capabilities, thus fostering their holistic development. This research highlights the imperative of ongoing pedagogical innovation and the integration of contemporary educational technologies to realize educational objectives and offers a roadmap for future scholarly inquiry.
Copyright (c) 2025 Liang Zhang (Author) https://creativecommons.org/licenses/by/4.0
Bridging Theory and Practice: The Inaugural Vision of iEducation
The 21st century has ushered in an era of unprecedented change, where technological disruption, globalization, and societal inequities demand a radical rethinking of education. As the founding associate editor of iEducation, I am privileged to introduce this open-access, peer-reviewed journal—a dynamic platform designed to transcend traditional academic boundaries and generate actionable insights at the intersection of education, technology, and societal transformation. iEducation is dedicated to amplifying interdisciplinary scholarship, fostering global collaboration, and addressing the most pressing challenges confronting learners, educators, and policymakers worldwide. By bridging theoretical rigor with practical relevance, this journal aspires to shape inclusive, equitable, and future-ready learning ecosystems worldwide.
Copyright (c) 2025 Yue Zhang (Author) https://creativecommons.org/licenses/by/4.0
The Effects of Parental Support on Chinese High School Students' Self‐Regulated Learning Ability--Chain Mediation of Sense of Meaning in Life and Psychological Resilience
The purpose of this study was to investigate the effects of high parental support on Chinese high school students' self‐regulated learning ability, as well as the mediating roles of meaning in life and psychological resilience between parental support and self-regulated learning ability. A questionnaire method was used to survey 39,953 sophomore high school students in a central Chinese province. Structural equation modeling was used to explore the relationship between parental support, sense of meaning in life, psychological resilience, and self‐regulated learning ability. The results show that parental support directly affects the self-regulated learning ability of high school students. Meanwhile, parental support not only indirectly affects self-regulated learning ability through sense of meaning in life and psychological resilience, but also affects high school students' self-regulated learning ability through the chain mediating effect of sense of meaning in life and psychological resilience. The results of Bootstrap show that the mediating effect in the model is significant. By exploring the intrinsic mechanism of parental autonomy support affecting self-regulated learning ability, and at the same time revealing the importance of sense of meaning in life and psychological resilience in students' development, we provide empirical evidence for parents to guide and help their children to develop self-regulated learning ability.
Copyright (c) 2025 Yue Wang (Author) https://creativecommons.org/licenses/by/4.0