Journal of Education, Teaching and Social Studies
type: channel
description: Journal of Education, Teaching and Social Studies (JETSS) is an international, peer-reviewed, open-access journal published by the Scholink. The journal aims to provide a high-level platform for scholars and researchers all over the world to share latest findings and views about Education, Teaching and Social Studies. We would welcome scholars and researchers engaging in the related fields to submit your manuscripts which are complete unpublished and original works and not under review in any other journals to Journal of Education, Teaching and Social Studies. Both of online submission and E-mail submission (jetss@scholink.org) are acceptable. The online version of the journal is free to access and download. ------------------------------------------------------------------------ The journal includes, but is not limited to the following fields: International Education Studies Higher Education Language Education Secondary Education Teacher Education Education Method Educational Foundations Social Studies Education Teaching and Learning English Language Teaching English Literature English Literature and Linguistics Gender and Education Translation Sociology Anthropology Psychology Communication Education Educational Technology Cross-cultural Studies Psychology Political Science Open access: Journal of Education, Teaching and Social Studies is available online to the reader "without financial, legal, or technical barriers other than those inseparable from gaining access to the internet itself." Peer review: Journal of Education, Teaching and Social Studies takes peer review policy. Peer review is the evaluation of work by one or more people of similar competence to the producers of the work (peers). <img src="[binary]" alt="" width="362" height="501" />
publisher: Scholink Co., LTD
language: en-US
publication name: Journal of Education, Teaching and Social Studies
issn: 2642-2336
copyright: Authors who publish with this journal must agree to the following terms: Copyrights for articles published in our are retained by the authors. Authors should promise that their works are entirely original, and all the references in their works should be appropriately cited or quoted. The works have not been published previously. The behavior of submitting the same work to other journals is unacceptable. The journal editor has the right to edit the format of works.
items: Research on the Reform of College Physics Teaching in the Context of Digitalization
items: A Systemic Pathway for AI-Enabled Teaching Reform in Economics, Management, and the Humanities
items: AI-Empowered Curriculum-Based Political and Ideological Education: A Case Study of the Digital Media Program Cluster at Shenzhen Polytechnic University
items: Seeking Cultural Belonging in China: A Qualitative Study on Cross-cultural Adaptation of International Students at a Chinese University
items: Analysis of the SIAS Policy and its Integration with CAPS: Evaluating Screening, Identification, Assessment, and Support Mechanisms in South African Schools

Research on the Reform of College Physics Teaching in the Context of Digitalization
type: item
description: Drawing on educational philosophy and the learning sciences, this paper offers a systematic analysis of the fundamental predicaments confronting college physics in the digital era. It identifies prominent issues in conventional instruction: a rigid conception of knowledge, monolithic teacher-student relations, inert learning environments, and misaligned assessment systems. In response, the paper advocates a paradigm shift across four dimensions—knowledge production, instructional goals, teacher-student relationships, and learning environments—and outlines an intelligent teaching system composed of mutually reinforcing ecologies for resources, models, assessment, and enabling supports. Addressing core challenges such as the technology paradox, cognitive load, teacher role transformation, and educational equity, the study proposes targeted strategies. It argues that digital reform is not a mere technological upgrade but a reconstruction of educational first principles, aiming to build a learner-centered, technology-empowered ecosystem for intelligent education and to lay the groundwork for cultivating innovative talent.
creator: Zixin Tang
rights: Copyright (c) 2025 Zixin Tang http://creativecommons.org/licenses/by/4.0
license: http://creativecommons.org/licenses/by/4.0
date: 2025-10-05
publication date: 2025-10-05
volume: 7
number: 4
starting page: 1
doi: 10.22158/jetss.v7n4p1

A Systemic Pathway for AI-Enabled Teaching Reform in Economics, Management, and the Humanities
type: item
description: This paper examines the deep application of artificial intelligence (AI) in higher education, focusing on teaching reform across economics, management, and the humanities. To address persistent challenges—namely, the scarcity of replicable cases, the disconnect between theory and practice, slow curriculum renewal, and weak value guidance—we propose a systemic reform pathway. Grounded in human‑centered educational theory, the approach integrates competency-oriented curriculum redesign, innovation in project-based teaching, an intelligent closed-loop assessment system, multi‑dimensional empirical validation, and phased, system‑level governance. Together, these elements support the organic integration of AI and humanistic education. The core objective is to cultivate three key competencies: data literacy, model literacy, and humanistic‑legal literacy, while building a modular curriculum system and promoting a shift from teacher‑centered instruction to project‑based learning that is problem‑driven, data‑informed, and collaboration‑oriented. Ultimately, the framework aims to provide a teaching‑reform paradigm that combines theoretical depth with practical value and serves as a model for the intelligent transformation of humanities and social‑science education.
creator: Zixin Tang
rights: Copyright (c) 2025 Zixin Tang http://creativecommons.org/licenses/by/4.0
license: http://creativecommons.org/licenses/by/4.0
date: 2025-10-15
publication date: 2025-10-15
volume: 7
number: 4
starting page: 9
doi: 10.22158/jetss.v7n4p9

AI-Empowered Curriculum-Based Political and Ideological Education: A Case Study of the Digital Media Program Cluster at Shenzhen Polytechnic University
type: item
description: Against the backdrop of the AI technology wave and the nation's intensified efforts to advance curriculum-based political and ideological education, exploring AI-empowered innovations in education and teaching has become a crucial topic. This paper takes the Digital Media Program Cluster at Shenzhen Polytechnic University as a case study, focusing on how to deeply integrate AI technology into the teaching practice of curriculum-based political and ideological education to address real-world challenges in traditional models, such as rigid incorporation of ideological and political elements, monotonous teaching methods, and outdated evaluation approaches. The paper constructs a trinity AI-empowerment pathway encompassing "content reconstruction—teaching innovation—evaluation optimization." Through analyzing specific application cases of technologies such as generative AI, virtual simulation, and learning analytics in uncovering ideological and political resources, creating immersive scenarios, and enabling process-based evaluations, it demonstrates the significant advantages of AI technology in enhancing the appeal, impact, and effectiveness of ideological and political education. The study aims to provide a replicable "Shenzhen Polytechnic University Model" and practical blueprint for curriculum-based political and ideological education in the era of intelligence, applicable to vocational colleges as well as new liberal arts and new engineering program clusters.
creator: Kan Yuan
rights: Copyright (c) 2025 Kan Yuan http://creativecommons.org/licenses/by/4.0
license: http://creativecommons.org/licenses/by/4.0
date: 2025-10-15
publication date: 2025-10-15
volume: 7
number: 4
starting page: 16
doi: 10.22158/jetss.v7n4p16

Seeking Cultural Belonging in China: A Qualitative Study on Cross-cultural Adaptation of International Students at a Chinese University
type: item
description: This study explores the multifaceted process of cross-cultural adaptation among a group of international students at a provincial university in the city of Hangzhou, China. Drawing on interviews with 15 students, this study demonstrates four key dimensions of adaptation of these students: language acquisition, educational interactions, cultural integration, and social-environmental interactions. Based on Hangzhou’s competitive edge, the findings highlight the challenges and accompanied strategies employed by students in navigating linguistic barriers, academic systems, cultural norms, and social dynamics. Based on these insights, the study proposes recommendations to enhance institutional support that facilitates students’ cross-cultural adaptation.
creator: Yiting Gao
creator: Huixuan Chen
creator: Yu Wang
rights: Copyright (c) 2025 Yiting Gao, Huixuan Chen, Yu Wang http://creativecommons.org/licenses/by/4.0
license: http://creativecommons.org/licenses/by/4.0
date: 2025-11-24
publication date: 2025-11-24
volume: 7
number: 4
starting page: 29
doi: 10.22158/jetss.v7n4p29

Analysis of the SIAS Policy and its Integration with CAPS: Evaluating Screening, Identification, Assessment, and Support Mechanisms in South African Schools
type: item
description: Inclusive education remains central to South Africa’s post-apartheid education reform, aimed at ensuring that all learners regardless of ability, background, or socioeconomic status have equitable access to quality education. Despite this commitment, the practical realisation of inclusion remains uneven due to a misalignment between the Screening, Identification, Assessment and Support (SIAS) Policy and the Curriculum and Assessment Policy Statement (CAPS). This study examined the extent to which SIAS is integrated with CAPS in promoting inclusive education in South African schools. Employing a qualitative desktop research design, the study analysed key policy documents, scholarly literature, and evaluation reports. Lasswell’s Policy Cycle Model and Bernstein’s Pedagogic Device informed the analytical framework, offering insights into how educational policies are formulated, implemented, and recontextualised in practice. The findings reveal that while SIAS and CAPS share similar inclusive intentions, their implementation is fragmented and inconsistent. The prescriptive nature of CAPS constrains curriculum flexibility, impeding teachers’ ability to effectively apply SIAS strategies. Moreover, inadequate teacher training, limited systemic support from School-Based and District-Based Support Teams, and administrative challenges further widen the policy practice gap. The study concludes that meaningful inclusion requires better policy coherence, sustained teacher development, and institutional capacity building. It contributes to policy and academic discourse by offering evidence-based recommendations to strengthen the integration of SIAS and CAPS, thereby advancing an equitable and inclusive education system in South Africa.
creator: Kaelo Olifant
creator: Chief Ntshangase
rights: Copyright (c) 2025 Kaelo Olifant, Chief Ntshangase http://creativecommons.org/licenses/by/4.0
license: http://creativecommons.org/licenses/by/4.0
date: 2025-12-01
publication date: 2025-12-01
volume: 7
number: 4
starting page: 47
doi: 10.22158/jetss.v7n4p47