The rapid advancement of AI and its displacement of highly educated individuals in the workforce have posed significant challenges to talent cultivation in universities and new opportunities for higher education reform.Determining what kind of talents universities should cultivate and how to effectively nurture them has become an urgent matter.Interdisciplinarity is a crucial characteristic in knowledge production during the era of AI,thus cultivating new interdisciplinary talents has emerged as a fresh requirement for talent cultivation.Universities should leverage AI technology to accelerate educationalinnovation,break down the barriers of traditional disciplines,and actively explore new directions for ″AI+″ discipline development.Efforts should focus on enhancing the digital level of governance,empowering the development of interdisciplinary teaching teams,and constructing a new interdisciplinary education model involving collaboration among industry,academia,and research.The ultimate aim is to cultivate innovative talents equipped with the abilities to integrate knowledge from multiple disciplines,communicate and collaborate across disciplinary boundaries,critically reflect on different fields of study,and engage in comprehensive interdisciplinary practice.These measures will propel the independentcultivation capacity and quality of innovative talent in universities to a newlevel.

With the comprehensive penetration of digital intelligence technologies,drama and film professional education has reached a new historical starting point.The application of digital intelligence technologies has brought about profound shifts in traditional teaching paradigms,manifested in threekey transitions:the talent development goal has shifted toward a vertically integrated and collaborative training mechanism;teaching methods have evolved into personalized multimodal interactive learning strategies;and teaching scenarios have transitioned to immersive learning ecosystems based on digital intelligence technologies.However,practical contradictions in four areas cannot be ignored:thestructural deficiency in teachers′ digital intelligence literacy,the disconnection between teaching scenarios and industry needs,the gap between the supply ofskilled professionals and the industry′s intelligent transformation,and the value conflict between technological tools and artistic ethics.To promote the digital intelligence innovation of drama and film professional education,the implementation strategies include:enhancing digital intelligence literacy to reshape the leading role of teachers;deepening disciplinary integration to bridge the theory-practice divide;aligning with industry standards to strengthen the strategyof integrating production and education;and returning to the essence of art while remaining vigilant about the hidden concerns of digital intelligence technology.

Current phenomena such as declining physical fitness,alienated academic burden,and psychological crises among students in China reflect the symptoms of life being disciplined and growth being driven by utilitarianism in the educational ecology.Under the educational philosophy of ″Health First″,it is necessary to clarify the value criteria and practical paths of reducing academic burden and improving education quality in primary and secondary schools.Among these, life integrity serves as the ontological basis for reducing burden and improving quality.It is essential to establish health as the priority ofthe ontological commitment of education,and to define the value bottom line that″anything harmful to health must be reduced,and anything beneficial to healthmust be promoted″.Life subjectivity is the intrinsic driving force of burden reduction and quality improvement,and the liberation of life is the true engine for quality enhancement.Life generativity is the ultimate direction of burden reduction and quality improvement,interpreting high-quality development of education as the self-realization of life.Based on these value criteria,the practical paths for reducing burden and improving quality must return to the rhythm of lifeand restructure the educational spatiotemporal framework with health as the guiding principle;return to the subject of life,releasing space for growth throughtargeted burden reduction;return to the wholeness of life,enhancing the qualityof development with a holistic orientation;return to the ethics of life,purifying the educational ecology through collaborative governance.This will shift education from ″score-oriented″ back to ″holistic education″,truly realizing people-centered high-quality development,and making burden reduction and qualityimprovement a value revolution that fulfills life.

Against the backdrop of an era marked by negative population growth,a ″butterfly effect″ has been triggered,characterized by a trough in the school-age population and the reorganization of educational resources.Accelerated urbanization has exacerbated this issue,with rural areas experiencing a particularly sharp decline in school-age children compared to urban areas.Rural small-sized schools,as a crucial component of compulsory education in China′s rural regions,are poised to become the predominant type of rural school inthe upcoming era of low fertility.Their inherent characteristic of ″small classes and small schools″ constitutes a unique advantage for implementing small-class instruction.This advantage manifests specifically in the ability to tailorteaching to individual student differences,flexibly allocate instructional resources,and foster strong ties with rural communities.However,the implementation of small-class instruction in these settings also faces significant challenges,including:an insufficient quantity and uneven quality of teachers,deficienciesin both hardware and software teaching resources,and entrenched traditional mindsets among teachers coupled with lagging parental perceptions.To proactivelyaddress these dilemmas,a tripartite approach is proposed:innovating teacher allocation mechanisms and constructing a professional development support system;optimizing resource allocation models to promote the coordinated development ofhardware and software;and deepening the transformation of educational conceptsto forge synergistic home-school partnerships.These measures are essential for advancing the sustainable development of rural education.

As a vital component of rural education,rural schoolsbear the significant mission of cultivating talent for the new era in rural areas and serve as a key force in promoting the comprehensive development of rural society.Localized labor education, as a pedagogical model with profound potential,not only contributes to the integration of five-domain in education for ruralstudents and promotes the distinctive development of rural schools but also,byenhancing cultural identity with their native land,facilitates the comprehensive revitalization and sustainable development of rural communities.However,in the specific implementation process of localized labor education,rural schools face numerous dilemmas and challenges.These include constraints by traditional perceptions leading to a lack of educational function,weak professional teachingstaff diminishing instructional effectiveness,an unbalanced evaluation system resulting in insufficient social recognition,and rigid teaching models that limit innovative thinking,among others.To fully realize the value and efficacy of localized labor education,it is necessary not only to root labor education in local culture but also to inject a continuous endogenous drive for its developmentin rural schools through reform measures such as developing a curriculum system,providing talent support,sharing the outcomes of labor,and constructing spacesfor innovative thinking.

Chinese textbooks for primary and secondary schools serve as the primary medium for contemporary youth to read and inherit classic ancient poetry.Based on the curriculum standards,the unified Chinese textbooks for primary and secondary schools have compiled a plethora of renowned ancient poems,placing special emphasis on the ideological content of the works,and have progressively established a comprehensive poetry reading system.The characteristics ofthe compilation of ancient poetry in the textbooks provide insights for practical teaching in areas such as recitation,dialogue between ancient and modern times,and connecting the dots.However,there is still room for optimization in the compilation of ancient poetry in the textbooks.Suggestions include:adhering to academic rigor to standardize compilation formats;refining the selection of poems to better transmit the poetic canon;and designing a spiral progression with targeted advancement to foster enhanced student competencies.

The integration of childcare and preschool education isa crucial measure for establishing a high-quality,inclusive public service system for preschool education.Preschool teachers bear the responsibility and mission of driving and guiding the development of this integration.In this context,the role transformation of preschool teachers constitutes a reconstruction processof professional roles and educational practices from a lifelong development perspective,representing a systemic reform driven by policy,guided by goal transformation,and shaped through professional development.Based on the analysis of the″Overlapping Role Set Model″ from role theory,this study reveals that preschool teachers face multiple challenges in the context of integrating childcare andpreschool education:intensified role tension due to diverse stakeholder structures,blurred responsibility boundaries caused by institutional gaps,and the practical dilemma of overlapping functions mismatched with competency.Therefore,this article proposes pathways to resolve these issues:reconstructing role identity through empowerment and value guidance,clarifying role positioning by improving incentive and promotion systems,and enhancing role competence through optimized teacher training programs.These suggestions provide a theoretical foundation for advancing the high-quality development of preschool education.

In recent years,China has gradually established an institutional framework for the development of childcare services,providing cleardirections for the professional growth of teachers.However,systematic supportfor the role construction of childcare teachers in China remains inadequate.Theunclear definition of professional roles and the constrained professional identity of early childhood educators are significant factors undermining the qualityof early childhood education and care services in China.The underlying issuesstem from ambiguous role expectations, a lack of professional empowerment,weakmechanisms for reflection,and insufficient family-kindergarten collaboration. This study,grounded in role theory,examines the integrated role model presentedin Singapore′s Early Years Development Framework(EYDF 2023),which conceptualizes the educator as a ″thoughtful planner-responsive facilitator-reflective practitioner-collaborative partner″.By connecting this model with the realitiesof Chinese educational practice,this article systematically constructs a dynamicsystem linking curriculum planning,instructional implementation,professional reflection,and family-kindergarten collaboration within the Chinese context.Based on this analysis,the article proposes four pathways for reconstructing the professional role of early childhood educators in China:clarifying role expectations to establish a developmentally appropriate system of teacher role standards;resolving the ″guidance-autonomy″ role tension,building a system of professional empowerment centered on observation;internalizing role identity,fosteringa community of critical reflection embedded in practice;and formalizing the role of collaborator and systemic functions to establish an institutionalized,collaborative support ecosystem involving families,kindergartens,and the community.

Since China launched ″A Plan for Educating and Training Outstanding Engineers″ in 2010,and further emphasized the need to strengthenthe National Outstanding Engineer Institute in the ″Education Power Construction Plan Outline(2024-2035)″ issued by the CPC Central Committee and the State Council in 2025,China′s higher engineering education reform has been continuouslydeepened,with increasingly diversified training models.This study employs CiteSpace bibliometric analysis to systematically examine the current landscape,trends,and frontiers of research on outstanding engineer training in China,based on 541 CSSCI-indexed journal articles published from 2010 to 2025.The findings reveal a progressive evolution of research themes in this field,characterized by thesequence ″capability forging-system synergy-strategic embedding″. Disciplinary extension demonstrates a trend toward multidisciplinary integration under the dominance of engineering.Research methodologies are transitioning from being primarily qualitative to a composite paradigm of ″data-driven & logical construction″,while research perspectives are shifting from local practices toward international benchmarking.Concurrently,existing research faces several challenges,including shallow theoretical foundations,insufficient disciplinary integration,underdeveloped research paradigms,and ambiguous research characteristics.To address these issues,the study proposes that future research on excellent engineer training should strengthen its alignment with national development strategies,optimize existing practical pathways and evaluation criteria,and transform its paradigm from problem-solving to problem-discovery by overcoming the collaborationbottlenecks inherent in multidisciplinary integration.Methodologically,researchmust further advance toward integrated pathways.These efforts will ultimately contribute to forming an outstanding engineer training system with distinctive Chinese features,providing robust support for achieving the goal of building an education powerhouse and cultivating globally competitive engineering talents.

Despite the rapid development in recent years,high school education for students with intellectual disabilities in China,which has undergone over two decades of exploration and accumulation,still faces numerous pressing challenges.A textual analysis of the 2024 admission brochures from 100high schools(departments or classes) enrolling students with intellectual disabilities reveals several characteristics:being predominantly run by special education schools,facing limited availability of educational placements,showing a strong orientation towards vocational education,and utilizing diverse forms of admission assessment.To offer greater support for these special students,we must augment policy support and increase financial investment;expand the supply ofeducational placements and explore a wider variety of schooling models;reduceadmission restrictions and provide dedicated support services during enrollment;optimize professional offerings and empower practical vocational education;regulate admission procedures and improve the admission assessment system.