Journal of Education, Teaching and Social Studies
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We would welcome scholars and researchers engaging in the related fields to submit your manuscripts which are complete unpublished and original works and not under review in any other journals to Journal of Education, Teaching and Social Studies.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).
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.
Analysis of Reader Behavior Diversity and Exploration of Precision Service Model in University Libraries—A Case Study of Xihua University Library
With the rapid development of information technology and digital resources, mining reader behavior characteristics and constructing a precision service model have become critical paths for university libraries to improve service quality and resource utilization efficiency. Taking the access control and borrowing data of Xihua University Library as samples, this paper conducts a systematic analysis from two dimensions of group distribution and individual behavior, covering campus affiliation, college, reader identity, entry time slot, visit frequency and stay duration after data cleaning and standardization, so as to reveal the diversity of reader behavior patterns. Meanwhile, adopting the extreme value normalization method and weighted summation method, three core indicators (library visit frequency, total stay duration and average single-visit duration) are selected to construct a student library activity portrait model. The study finds that readers' library entry behavior in university libraries generally presents a temporal pattern of "double hump + evening peak", and the two-stage study mode with midday return is the mainstream usage pattern; significant differentiation exists in visit frequency, duration and time slot preference among different groups. The research results can provide data support for university libraries to optimize operation and maintenance scheduling, design tiered spatial services and push targeted resources, and have reference significance for promoting the construction of a personalized precision service system in libraries.
Copyright (c) 2026 Baiyu Chen http://creativecommons.org/licenses/by/4.0
Navigating the Digital Tide: Drivers, Key Factors, and Challenges in Maritime Education and Training for the Digital Era
Digital transformation (DT) is fundamentally reshaping the maritime industry, where the critical bottleneck has shifted from technology availability to human capital readiness. Despite extensive attention to maritime technology, systematic investigation into the digital transition of Maritime Education and Training (MET) remains underdeveloped. Here, we conduct a comprehensive systematic literature review employing the Technology-Organization-Environment (TOE) framework to identify and structure the drivers, key factors, and challenges underpinning MET digitalization. Analyzing 101 publications from five major academic databases (2015–2025) alongside supplementary sources, we identify 7 drivers, 11 key factors, and 9 challenges. Our analysis reveals that while technological advancements initiate digitalization, organizational capabilities (digital leadership, departmental collaboration, dynamic training objectives) and environmental conditions (policy support, career planning, ecological pressure) predominantly determine transformation effectiveness. Critical barriers including conservative educational models, difficulty in quantifying digitalization outcomes, and uneven distribution of digital resources transcend purely technical solutions. These findings demonstrate the necessity of a fundamental paradigm shift from technology-centric to people-oriented approaches in MET transformation. We propose an integrative analytical framework that prioritizes seafarer career development and cognitive skill cultivation, providing structured guidance for future scholarly research and institutional planning in navigating MET's digital transition toward a sustainable maritime future.
Copyright (c) 2026 Kang Liu, Ayong Zhan, Rongguo Chen, Jun Zhou, Xiu Wang http://creativecommons.org/licenses/by/4.0
A Directional-Activation Pathway to Integrating Traditional Chinese Culture into College English Teaching
Driven by the national strategy of “Chinese culture going global”, foreign language education is increasingly called upon to balance the cultivation of linguistic skills with the fostering of Chinese cultural awareness. Informed by the problem-driven concept of culture-extended teaching, this paper, with the cultural content embedded in the New Horizon College English textbooks as the instructional framework, designs pedagogical activities that facilitate the two-way activation of English language competence cultivation and the inheritance and innovation of Chinese culture, and this study is hoped to provide a referential path for the construction of Chinese cultural awareness in college foreign language education.
Copyright (c) 2026 Yu Chen, Shan Ye http://creativecommons.org/licenses/by/4.0
Innovation in the "148" Split-Classroom Model for Social Science Courses in Engineering Majors—Taking "Urban Economics" as an Example
This study applies the split-classroom teaching model to social science courses in engineering disciplines, innovating the instructional practice of Urban Economics for urban and rural planning programs. It implements the 148 split-classroom framework—defined by one core concept (dividing classroom time and content between instructors and students), four stages (Lecture, Self-study, Discussion, Summary, i.e., "PADS"), and eight operational steps (problem introduction, focused lecture with intentional, independent internalization, "Bright-Exam-Help" formulation, group discussion, class-wide presentation, chapter synthesis, and application assessment). Through multi-dimensional data analysis of teaching outcomes, this paper points out the problems existing in the teaching reform of split-classroom and puts forward the corresponding strategies, so as to provide a solid practical basis and landing path for the teaching reform of social science courses in other engineering majors.
Copyright (c) 2026 Shiya Qin http://creativecommons.org/licenses/by/4.0
The Integration of Chinese Culture in College English Teaching
There's been a lot of talk lately about getting Chinese culture into college English classes. I think this is long overdue. The real problem we face is what researchers call "Chinese culture aphasia"—our students simply don't have the words in English to talk about their own traditions, festivals, or even everyday food. That's a pretty serious gap if you ask me. This paper draws on existing studies to look at why this happens, what it looks like in practice, and why it matters. My own view is that a more balanced curriculum doesn't just help students communicate better—it also gives them a clearer sense of who they are. And that, I'd argue, is exactly what we need if we want our graduates to hold their own in international settings.
Copyright (c) 2026 Niyuan Liu http://creativecommons.org/licenses/by/4.0
Determinants of Emotional Labor for Rural Kindergarten Teachers: A Qualitative Inquiry
Based on in-depth interviews with 12 rural preschool teachers and three-level coding analysis, this study finds that their emotional labor is a dynamic system formed by the interaction of multiple factors at the three levels of individual, organization and context. Among them, organizational factors such as the support from parents and children, work autonomy, and the support from peers and administrators play the most direct and core role, which significantly affect the positive emotional experience and emotional exhaustion of teachers. Contextual factors such as material security levels, social prejudice and family support provide macro sociocultural background and resource conditions for their emotional labor. While individual factors such as educational sentiment, emotional intelligence and emotional expression style act as internal regulatory mechanisms, jointly affecting teachers’ understanding, response and adjustment to emotional needs. Therefore, coordinated efforts are needed from the levels of institutional guarantee, kindergarten support and individual capacity cultivation to systematically improve the emotional labor quality of rural preschool teachers.
Copyright (c) 2026 Li Zhang http://creativecommons.org/licenses/by/4.0
A Study on English Translation Strategies for Guangdong’s Agricultural Products From the Perspective of Communicative Translation Theory
In the context of the deepening of cross-cultural communication, the quality of English translations of Guangdong’s agricultural products directly shapes their international communication influence and market competitiveness. Guided by Communicative Translation Theory, this paper targets prominent flaws prevailing in current English translations of agricultural products, namely semantic deviation, non-standard terminology and writing formats, insufficient cultural adaptation, and the absence of category identifiers. It puts forward optimized translation strategies including explicit rendering of generic terms, optimized free translation, cultural connotation compensation, and standardized transliteration. This study seeks the accurate delivery of product information and conformity to the cognitive conventions of target‑language audiences, thereby achieving effective cross‑cultural communication. It is expected to provide practical references for the international promotion of Guangdong’s distinctive agricultural products and enrich empirical studies on the English translation of agricultural products.
Copyright (c) 2026 Ruoyu Deng, Yangming Bai http://creativecommons.org/licenses/by/4.0
The Evolution of Scholarship and Paradigm Shifts in China’s Long‑March Research (2011‑2025): A Bibliometric Analysis Using VOSviewer and CiteSpace
Drawing on bibliometric records of Long March-related scholarly articles indexed in the CNKI database from 2011 to 2025, this paper identifies a three-stage developmental trajectory, demarcated by the pivotal years 2016 and 2021. Employing VOSviewer and CiteSpace for co-occurrence and co-citation analyses, we construct a comprehensive visual mapping of the knowledge structure and thematic contours characterizing this body of research. Empirical analyses generate three salient observations on Long‑March‑related scholarship. First, it features a distinct two‑tiered intellectual structure: foundational canonical historical themes (e.g., Mao ZD, the Zunyi Conference) dominated research in 2011‑2015, while contemporary agendas such as the Long March National Cultural Park and rural revitalization prevailed during 2021‑2025. Second, the field has undergone a paradigmatic shift from historical textual criticism and archival compilation toward policy exegesis and applied inquiry, moving from discipline‑driven historical scholarship to applied and cultural‑communication‑oriented research. Third, journals display functional stratification: core outlets prioritize theoretical elaboration and historical contextual reconstruction, whereas non‑core journals mainly publish practice‑centered and pedagogy‑focused studies on Long March culture. This study clarifies the evolutionary logic and disciplinary layout of Long March research, provides theoretical reference and practical implications for the innovative inheritance and international cross-cultural communication of Chinese Red Culture.
Copyright (c) 2026 Mijia Chen, Wenjun Lu, Linda Zhang http://creativecommons.org/licenses/by/4.0
The Symbiotic Relationship between Teachers' Educational Character and Students' Spiritual Nourishment in the New Era
The educational wisdom of enlightening wisdom and teaching students in accordance with their aptitude is an important embodiment of the spirit of educators, and it is also an important practical requirement for teachers in the new era to implement the fundamental task of establishing morality and cultivating people. In order to explore the specific characterization of teachers' educational wisdom and its influence on students' growth, this paper takes relevant text data as the research object, adopts the grounded theory research method, and summarizes and refines the typical experience in teachers' educational practice through open coding, spindle coding and selective coding. The study found that the teacher's educational character that can nourish students' minds and promote students' growth is mainly reflected in five aspects: teaching and management methods, good at encouraging, affirming, trusting and praising students, loving education and having a high sense of responsibility, adhering to the strict requirements that can be understood and recognized by students, and respecting, understanding and actively helping students. Further analysis shows that the above educational character does not play an isolated role, but affects students' emotional experience, value identity and growth and development through the unity of teachers' personality charm and educational practice. It can be seen that teachers' educational wisdom is not only reflected in educational teaching methods and strategies, but also in the educational character with respect, understanding, care and responsibility as the core. Giving full play to the educational role of teachers' personality charm and educational character is helpful to nourish students' mind and construct a positive symbiotic relationship between teachers and students, so as to promote students' healthy growth and all-round development.
Copyright (c) 2026 Rui Liu, Xin Guo http://creativecommons.org/licenses/by/4.0
A Study on Two English Translations of Rickshaw Boy from the Perspective of Eco-translatology
Eco-translatology views translation as the translator's adaptive selection in the ecological environment. It emphasizes adaptive choices across linguistic, cultural, and communicative dimensions to achieve overall harmony. Rickshaw Boy, a landmark of Chinese realist fiction, has four English translations to date. From an eco-translatological perspective, this study examines the two versions by Goldblatt and Shi Xiaojing, comparing how the translators make adaptive selections and transformations in the three dimensions to recreate the source text's linguistic features and cultural connotations, with the aim of offering practical insights for literary translators.
Copyright (c) 2026 Yuzhen Wang http://creativecommons.org/licenses/by/4.0
Deconstructing and Reconstructing University Classroom Authority in the Age of Generative AI: Practical Reflections on a Project Based Learning Reform
The rapid proliferation of generative artificial intelligence is fundamentally reshaping higher education, challenging the traditional lecture-based, knowledge-transmission model of classroom instruction. This paper offers a reflective analysis based on the author's first-hand teaching experience at a Chinese university with a finance and economics focus, where two AI-related courses are offered: a general-education AI literacy course for all undergraduates and an advanced deep learning course for computer science majors. The analysis reveals that AI, as a near-perfect knowledge transmitter, has rapidly devalued the knowledge-delivery function of traditional classrooms. Teachers find themselves caught between the narrowness of their own specialised training and the explosive, fast-moving breadth of AI, while student engagement continues to decline. In response to this crisis, the author's school officially launched a teaching reform in the spring semester of 2026, shifting its core approach from "knowledge-point instruction" to "project-based learning" (PBL). For the general-education course, which enrols a large number of students from social science and humanities backgrounds, the reform emphasises individual creation using off-the-shelf AI tools, aims at developing a perceptual understanding of AI principles, and involves minimal or no coding. For the computer science majors, in contrast, the advanced course adopts more technically intensive, code-based projects. This paper describes in detail the initial implementation and emerging challenges of this differentiated reform, and reflects on the necessity and pathways for transforming the teacher's role from "knowledge authority" to "learning environment designer."
Copyright (c) 2026 Wu Wang http://creativecommons.org/licenses/by/4.0