The goal of building a country strong in education is pivotal to realizing Chinese-style modernization.Amid the dual pressures of external shifts in the AI landscape and internal transformations driven by technology strategies,the imperative to integrate education, technology and talent development has become even more pronounced.To clarify how teachers′ digital literacy influences the pathways and mechanisms for achieving the goal of building a country strong in education,this study draws on the economics of education.Using a2025 World Bank-United Nations database covering 219 global economies,apply dimension-free data processing and the Wall composite scoring method.We furtherconstruct theoretical-derivation,mediation,moderation,two-way fixed-effects,and threshold models to dissect how teachers′ digital literacy affects education powerhouse.The results indicate that:(1)Teacher digital literacy significantlypromotes the goal of building a country strong in education.(2)High-level openness in education plays a significant partial mediating role between the two.(3)Aging,urbanization,and ecological development exert significant positive moderating effects on the relationship between teacher digital literacy and the goal of building a country strong in education.Based on the findings,it is recommendedto emphasize the critical role of high-level openness in education for achieving the goal of building a country strong in education.Effective strategies should be adopted to optimize the education structure,aligned with global educationtrends and national policies,to foster the integrated development of teacher capacity and the high-quality education system.

Digital textbooks represent a new form of textbook empowered by digital technology in the era of digital intelligence.In the process of using digital textbooks,teachers primarily engage with five ethical dimensions:responsibility ethics,knowledge ethics,relational ethics,order ethics,and digital ethics.Based on these dimensions,this article conducts an ethical examination of the application of digital textbooks and identifies potential ethical risks,including the erosion of subjective responsibility,questionable knowledgecontent,alienation between teachers and students,disorder in textbook organization,and violations of teacher and student privacy.To promote the beneficial application of digital teaching materials,teachers need to consciously realize the five aspects of subjectivity,education,communication,organization,and rights,achieve the complementary effect of role anchoring and literacy improvement,the joint effort of rational reading and value guidance,the dual effect of emotionaltriggering and activity practice,the complementary effect of overall planningand rule compliance,and the collaborative data protection of standardized collection and informed consent.

Time is not only an inherent dimension participating incomparative education research but also a mechanistic dimension for identifyingcausal chains and a referential dimension for formulating educational policies.Currently,four conceptions of time are prevalent in existing comparative education research:structural comparison without time,cultural comparison beyond time,developmental comparison with a progressive view of time and action-oriented comparison with a multivariate view of time.This diversity of temporal conceptions requires researchers to reflect on how to construct more inclusive and dialectical explanatory frameworks that integrate structural constraints,cultural heritage,the contingency of historical processes,and actor agency along the temporal dimension.As the understanding of time continues to deepen,the explanatory power and applicability of future comparative education research will be enhanced.However,this advancement also faces challenges from three aspects:first,the re-examination of the dialectical relationship between time and space;second,the re-assessment of the social collective presentation and cultural differences of multidimensional times;and third,the renewed recognition of the importance of timing and temporal sequencing in comparative studies.Addressing these questions will help comparative education research further break away from singular paradigms,promote interdisciplinary dialogue,lay the groundwork for developing more inclusive,dialectical explanatory frameworks incorporating Chinese wisdom,and advance disciplinary theory.

High-quality development empowering mathematics teaching and education is a heated research direction in basic education in the new century and represents an inherent value orientation of subject teaching in the new era.High-quality development empowers mathematics teaching through the connection of mathematical experiences,mathematical creative practice,and mathematicalattitudes,and it carries multiple implications for educating people.Specifically,it cultivates learning subjects with solid disciplinary grounding by absorbingmathematical knowledge to expand experiential accumulation;it shapes cognitiveindividuals rich in critical and creative thinking by training mathematical abilities to promote higher-order thinking development;and it facilitates all-round growth and lays the foundation for comprehensive character for lifelong development by nurturing mathematical literacy.On this basis,a three-dimensional implementation pathway for education is constructed:the knowledge dimension emphasizes system reconstruction,dynamic transformation,and progressive advancement;theability dimension focuses on optimizing cognitive structures,transferable problem solving,and personalized advancement of thinking;and the literacy dimension stresses embodied experience of mathematical concepts,deep immersion in mathematical emotions,and inquiry orientation of mathematical behaviors.

General Secretary Xi Jinping's notion of the good teachers with ″four-qualities″ has generated a vast research agenda,yet longitudinal studies remain underdeveloped.The article is based on the evolutionary perspective of the research process of good teachers with ″four qualities″ over the past decade,with the educational environment and policy orientation at each stage as the main thread running through it.The research on good teachers with ″four qualities″ is divided into three stages:concept proposal,research development,and research deepening.The concept proposal stage focuses on theoreticalresearch and emphasizes the importance of good teachers with ″four qualities″in the process of teacher growth.Furthermore,the rich theoretical and practical research on the good teachers with ″four qualities″ in the research development stage has injected new vitality into the construction of the teaching staff.In the deepening stage of research,it is proposed that the spirit of educatorsis in line with the ″four qualities″,and the spirit of educators is a rich expansion and comprehensive deepening of the ″four qualities″.In order to comprehensively understand and promote the spirit of educators that is in line with the ″four qualities″ of good teachers,future concrete research on the spirit of educators should continue to deepen in areas such as curriculum systems,in-service teacher groups,and educator cohorts.

The training of primary school teachers during the Yan′an period can be divided into three stages:the initial exploration stage dominated by teacher training classes,the development and consolidation stage characterized by a combination of normal schools and training classes,and the continuous improvement stage focusing on ideological transformation and correction oftendencies.The experience of primary school teacher training during the Yan′anperiod can be summarized as emphasizing teachers′ ideological and political education,cultivating strong comprehensive teaching abilities,stressing the construction of teachers′ ethics and manners,and mobilizing all possible resources.Consequently,five insights can be drawn for today′s primary school teacher training:firmly holding the ideological position and strengthening ideological and political education;improving teaching abilities and enhancing comprehensive quality;strengthening teacher management and strictly enforcing teachers′ ethics andmanners;coordinating educational resources and empowering rural education;and perpetuating the era′s legacy by deepening and extending the Yan′an spirit intothe spirit of educators.

Academic autonomy has actually been downgraded to a discretionary space based on legal authorization in Guiding Case No.39.The constitutional value of academic autonomy has not been fully recognized,making it difficult to respond to the autonomy needs of universities.Academic autonomy,as aninstitutional guarantee of academic freedom,is specifically implemented as anautonomous education system,among which the relevant provisions of educationalautonomy are the main connotation of academic autonomy.As a result, the logic behind some courts breaking away from the legal authorization model and citing the autonomy of educational institutions to expound on academic autonomy has beenclarified.However,this part of the judgment has not yet formed a unified understanding of the legal effect of academic autonomy in the judiciary.In terms of the scope of review,academic autonomy cannot exclude judicial review,and whether procedural actions in degree granting can be sued should be judged based on their overall impact on degree granting.In terms of review intensity,the court should change its attitude of blindly pursuing academic deference and clarify that academic deference is limited to academic affairs.In terms of review standards,non academic standards are the result of the exercise of administrative powerand can be reviewed through the principle of proportionality.The court generally only conducts procedural review of academic standards.

Under the contemporary proposition of constructing China′s autonomous knowledge system in special education,this paper reviews qualitative research papers published in Chinese Journal of Special Education from1994 to 2024,reflecting the landscape and characteristics of the qualitative research paradigm in China′s special education studies,and revealing the internallogic of knowledge production in China′s special education.The development of qualitative research in Chinese special education can be divided into several stages:the embryonic stage,characterized by ″pre-scientific″ qualitative inquiry;the transitional stage,marked by a shift from traditional qualitative approaches to modern qualitative research;the growth stage,featuring the gradual standardization of qualitative methods;the maturation stage,where local theoretical reflection and applied research findings are equally emphasized;the intensification stage,showcasing prolific outcomes following the implementation of national planning outlines;and the new era,driven by recent education policies guiding knowledge production in special education.In terms of its application characteristics,the overall performance reveals varying degrees of normative issues in research design,sampling methods,data collection,data analysis,research validity and reliability,and ethical considerations.Regarding specific methods,case studies,discourse analysis,and action research account for 58.57%,23.80%,and 13.33%of the studies,respectively.Thematic distribution indicates that curriculum reform and school practices in special education,inclusive education policies and localization,and the development of special education teacher teams have emerged as core knowledge areas.While the quality of qualitative research papers in China′s special education requires improvement,their localized evolutionary logic and practical reform experiences collectively indicate that this paradigm harborsstrong theoretical explanatory power and practical vitality within the local educational ecosystem.The action paths of qualitative research methods based on bigdata and the post-qualitative research catalyzed by post-thought trends willultimately provide increasingly rich nourishment for the improvement of traditional qualitative research.