The trust relationship in ideological and political education (IPE) is formed through the intertwined interactions between educators and learners concerning educational content,methodologies,and other factors.This relationship is based on content recognition,linked by emotional resonance,and centered on value identification.The establishment of this trust is inseparable from the educators' professional competence,the veracity of the educational content,the emotional interactivity in teaching,and the learners themselves.The digital-intelligence era presents challenges to building this trust relationship in university IPE.These include:technological empowerment undermining the educators' dominant position;information overload triggering dilemmas of trust in educational content;virtual spaces weakening teacher-student emotional resonance;and algorithmic biases misleading learners' trust choices.To address these challenges,it is essential to enhance university teachers' digital competence andself-efficacy,uphold fundamental principles while innovating to strengthen the credibility of educational content,increase the relational warmth of IPE to foster mutual trust between teachers and students,and strengthen cognitive guidance while improving learners' digital literacy.These measures are crucial forconstructing a solid and stable trust relationship within university IPE.

A nation's governance system and capacity are closelyrelated to its historical heritage and cultural traditions.Ideological and political education served as a means of social governance in ancient China,with rituals acting as its vehicle, playing a unique role in ancient social governance.Faced with problems in current ideological and political education rituals-suchas historical nihilism,cultural nihilism,and formalism-that hinder the exertion of governance effectiveness,the governance practice of ancient rituals contains empirical wisdom to address this issue.Therefore,on the basis of clarifying the connotation of ancient rituals and summarizing their three characteristicsincluding the hierarchical ritual order,the ritual symbol of public power,andthe ritual expression of ideology,this paper discusses how ancient ideologicaland political education achieved political governance,cultural governance,andmoral governance through political rituals,cultural rituals,and moral education rituals respectively.Furthermore,it extracts contemporary implications fromthree aspects including strengthening social identity,evoking emotional resonance and maintaining social order,aiming to provide a new perspective for in-depth exploration of the resources of ancient Chinese ideological and political education and the wisdom of ancient governance.

Heritage education is the process that fosters individuals' understanding,appreciation,and protection of cultural heritage through educational activities.It involves not only the transmission of knowledge but alsothe inheritance of culture.Cultural identity,a key objective and value orientation of heritage education,signifies an individual's or group's sense of recognition and belonging to a particular culture.Base on the perspective of culturalidentity,and adopted Bereday's four-step comparative method to analyze the heritage education practices in primary and secondary schools in Spain,Singapore,and Australia,the research results revealed that heritage education had occupied asignificant position within the basic education curriculum systems of these three countries,which had adapted diverse teaching methods and actively promoted the implementation of the curriculum.However,there were still notable differencesexisted in the connotations of goals,content focuses,and method emphases of heritage education in these countries.These commonalities and differences suggestedthat China should enhance cultural identity according to its national conditions,strengthen systematic planning and resource integration for heritage education,promote cross-disciplinary integration and technological innovation,and fostercollaborative efforts among families,schools,and communities to improve the quality and effectiveness of heritage education.

The life world of rural kindergarten teachers is the unity of the daily life world and the educational life world, which possesses theintuition,foundation and experience of the life world of the general people,andalso exhibits the distinctive characteristics of the educational world.Teachers show their real-life existence and construct their meaning of life in it.Thelife world of rural kindergarten teachers faces crises where personal time is squeezed by professional demands,familial bonds are severed by ″separated″ family life,and social spaces are confined by the limitations of public life.To reconstruct a high-quality life world for these educators,effective pathways include providing structural support to enhance teachers' control over their discretionary time,implementing ″family-oriented″ policies to facilitate stronger familial relationships,and integrating urban and rural contexts to expand the boundaries of teachers' social spaces.

Retaining rural kindergarten teachers and enabling themto teach well is the core pillar of high-quality rural education development.As a dynamic context for teachers' physical and mental settlement,the meaning construction of the educational living space directly affects teachers' retentionintention and the quality of educational practice.Existing studies mostly explore the retention of rural kindergarten teachers from a macro-structural perspective,lacking in-depth inquiry into teachers' self-identification with the meaning of their professional lives.Spatial phenomenology,which focuses on the three-dimensional holistic situation of ″human-place-time″,provides a new perspective for understanding teachers' existential horizon and reconstructing theirspiritual meaning world.The study finds that ontologically,the educational living space of rural kindergartens is a meaningful situation intertwined with humanexistence,whose operational logic lies in the ″existential activities″ of the″worldly self″,and whose substantive logic consists of the spatiality of ″human-place proximity″ and the temporality of ″human-human companionship″.Epistemologically,this space is a constructive existence based on subjects' embodied actions,characterized by embodiment,constructiveness and heterogeneity.Practically,the practical logic under its value guidance is embodied in three integrated paths:spatial practice oriented to the integration of educational life,actionpractice centered on the manifestation of subjectivity,and caring practice pursuing the poetic nature of life.The ontological logic,epistemological logic and practical logic are interconnected and mutually supportive,forming a complete theoretical and practical system of ″existential essence-generative mechanism-value realization″.

Education,technology,and talent play a crucial strategic supporting role in realizing Chinese modernization.Through leveraging dynamicquantitative comparative analysis(QCA) on over 30 key provincial development indicators from 2016 to 2023,this study investigates the supportive patterns and developmental pathways through which these three elements advance the process of Chinese modernization.Results indicate that the main support paths are balanced education development,innovative talent cultivation,integration of education-science-industry,and technology innovation leadership.During the integration of technology and industry,China's central regions,with their reserves of educationand technology resources,have displayed a marked late-mover advantage,while thewestern regions lag.Also,only a minority of provinces have achieved deep integration of education and industry,and most regions still need to make more efforts.Despite the increasing investment in innovative talent cultivation,the varyingemphasis across provinces has widened the inter-provincial gap in talent cultivation intensity.

The rapid development of new quality productivity has imposed higher forward-looking demands on the training of new engineering talents in higher vocational colleges,urgently necessitating a talent training systemaligned with these changes.Currently,the new engineering talent training systemin higher vocational colleges faces numerous challenges:the positioning of talent cultivation objectives lags behind the demands of emerging job roles;the curriculum system is disconnected from emerging technological standards;teaching models lack support from virtual and physical learning scenarios;there is insufficient capacity enhancement among the faculty of the new engineering;and the evaluation system remains imperfect.Efforts are needed to build a talent trainingsystem centered on the core principles of demand orientation,competency-basededucation,and industry-education collaboration:Talent training objectives should align the orientation of new quality productivity with professional characteristics;The curriculum should adopt a modular structure and foster practical teaching innovation driven by frontier technologies;Teaching models should be collaboratively innovated by project-driven approaches,digital-intelligence integration,and in-depth school-enterprise cooperation;There should be a coordinatedeffort in introducing high-level talents,advancing faculty competencies,and building dual-qualified teaching teams;A three-dimensional evaluation framework should be reconstructed,emphasizing competence orientation,embedded formative assessment,and industry-education linkage.Thus,the talent system will better support the development of new quality productivity and contribute to high-quality economic and social progress.

In the context of the information society,private education faces significant challenges in responding to online public opinion.Basedon panel data from 31 provinces(autonomous regions and municipalities) in China from 2012 to 2022,this study employs the Theil index,exploratory spatial analysis,spatial econometric models,and panel threshold models to investigate theimpact of the heat of online public opinion on the development of regional private education.The results show that both the heat of online public opinion and the development level of private education in China exhibit significant positive spatial correlation.The heat of online public opinion has a significant direct promoting effect on the development of private education,and this effect demonstrates a threshold characteristic with marginally increasing nonlinear features.Furthermore,the heat of online public opinion also exhibits a positive spatial spillover effect on the development of regional private education,with distinctspatial decay characteristics.Within a certain effective range,high positive spatial spillovers gradually decrease to low spatial spillovers.In light of these findings,and considering the crucial role of the government in guiding and regulating online public opinion,it is suggested that government-led public sectors should take primary responsibility for supervision and guidance.This should be complemented by coordination from independent third-party organizations to actively construct a regulatory and intervention mechanism for online public opinion in private education.

This study focuses on the differences in the development of social and emotional skills(SES) between urban and rural primary school students.Through empirical research,it reveals the disparities and their underlying causes,providing a scientific basis for promoting balanced educational development in urban and rural areas.Using stratified random sampling,the study selected third- to sixth-grade students from four urban and rural primary schools inTaizhou City,Jiangsu Province.The Social and Emotional Skills Scale was employed to measure SES development,followed by chi-square tests and one-way ANOVA toexplore influencing factors at the individual,family,and school levels.The results indicate significant differences in overall SES and its dimensions between urban and rural students,with urban students scoring moderately higher,particularly in task competence,emotional regulation,and interpersonal skills.At the individual level,gender and age were not factors contributing to urban-rural differences.At the family level, being an only child did not cause disparities,whereaslong-term cohabitation arrangements and parental education levels did.At the school level,the availability of after-school service resources and class sizeswere significant factors.Therefore,it is recommended to phase in SES education programs to narrow the urban-rural gap,improve the quality of family companionship to strengthen its foundational role in SES development,and optimize the allocation of after-school resources to ensure equitable and balanced educationalprogress.