World Journal of Education and Humanities
World Journal of Education and Humanities (WJEH) is an international, Refereed, double-blind peer-reviewed, open-access journal published by Scholink. The journal aims to provide a high-level platform for scholars and researchers all over the world to share latest findings and views in the field of World Journal of Education and Humanities. We would welcome scholars and researchers engaging in the related field to submit your manuscripts to WJEH. Both of online submission and E-mail submission (wjeh@scholink.org) are acceptable. ------------------------------------------------------------------------ The journal includes, but is not limited to the following fields: Education and Translation Education Method English Education Teaching and Learning English Literature and Linguistics Educational Technology and Educational Psychology Communication Studies Political Science History Law Philosophy Religion Culture Sociology Anthropology Psychology Environment Economics Urban Studies Psychology ------------------------------------------------------------------------------ Index/List/Archive CNKI-Scholar CrossRef WANFANGDATA LinkedIn ResearchBib Sciencegate ResearchGate Yahoo Google Scholar Canadiana SCISPACE ResearchBib Base Search CrossRef Worldcat PKP Open Archives Harvester Lockss ISSN PORTAL Refereed Journal: World Journal of Education and Humanities is a Refereed Journal Open access: World Journal of Education and Humanities 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: World Journal of Education and Humanities 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: 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.
Design and Application of an Automotive Engine Performance Virtual Simulation Software
"engine performance characteristics" constitutes the core teaching content of the course Engine Principles. Traditional teaching models typically separate theoretical instruction from practical training: theoretical teaching appears abstract due to the lack of dynamic demonstration tools, while experimental teaching is constrained by factors such as the number of equipment sets, space limitations, and safety risks, making it difficult to achieve hands-on operation for every student. Against this backdrop, this paper designs a lightweight virtual simulation teaching software for engine performance characteristics. Focusing on core experimental projects including speed characteristics, load characteristics, and universal characteristics, the software enables students to intuitively and safely explore the dynamic laws governing how engine performance parameters change with operating conditions through parametric modeling and interactive operations. The deep integration of this virtual simulation platform into theoretical classrooms has effectively addressed the challenge of "disconnection between theory and practice.This provides a feasible approach and empirical support for enhancing the effectiveness of theoretical teaching in the vehicle engineering discipline and for the reform of similar courses.
Copyright (c) 2026 Xiaodan Lin, Bin Zhang, Shaohui Ma
Research on “Pandemic” Education in Higher Education Institutions in Response to Major Public Health Emergencies
The COVID-19 pandemic represents a major public health disaster, causing the loss of loved ones, widespread fear and suffering, and significant economic damage. For higher education, however, the pandemic is both a crisis and an opportunity, as the most profound education often stems from students’ lived experiences. Amid this widespread outbreak, adult college students have deeply felt the threat of the virus, experienced the fragility of life, and recognized the vital importance of health. In response to the pandemic, higher education institutions should guide students to actively engage with pandemic-related information, understand the strengths of the centralized leadership of the Communist Party and China’s institutional advantages, and appreciate the power of the Chinese Spirit and collective strength.
Copyright (c) 2026 HeYuan Li, ZePing Li, Yaokai Zhang
Research on the Collaborative Construction of Happiness View Education and Psychological Counseling for High-level Athletes in Private Colleges and Universities—From the Perspective of Positive Psychology
As a special group under the dual-track training model of “sports competition + higher education”, high-level athletes in private colleges and universities face dual pressures from professional training and cultural learning, as well as multiple psychological distress such as competition gains and losses, career planning, and identity recognition. The shaping of their happiness view and the development of mental health are directly related to the quality of talent training. Positive psychology, with its core of “exploring individual strengths, cultivating positive qualities, and enhancing subjective well-being”, provides a new perspective to solve the problems of disconnection and insufficient effectiveness in happiness view education and psychological counseling for high-level athletes in private colleges and universities. Based on positive psychology theory, this paper analyzes the collaborative value and practical dilemmas of happiness view education and psychological counseling for high-level athletes in private colleges and universities, explores the path of their collaborative construction, realizes the organic integration of “heart cultivation” and “moral education”, helps high-level athletes in private colleges and universities establish a scientific happiness view, improve psychological resilience, and grow into compound sports talents with competitive strength, sound personality and the ability to perceive happiness.
A Study on the Influence of American Popular Culture on Contemporary Youth Consumption Patterns
All elements from popular culture, and their wide-ranging impact, are encountered in a multitude of ways by youth today. These influences have impact on how youth develop meaningful relationships with products or consumers in relation to youth's value orientations and presentation of the products or consumers. This study addresses the specific impact American popular culture has on youth's consumptive behaviour through the acts of symbolic consumption, lifestyle choices, and value internalisation, and provides a balanced view between rational evaluation and objective analysis of youth's consumption-based attitudes. The motivation behind youth's consumption-based attitude carries heavily into how they are directed toward developing healthy and rational methods of consumption based on their cultural behaviours and attitudes.
Rethinking English Teaching in Higher Vocational Education through an Ecological Approach
Higher vocational education has developed rapidly, but it still faces the problem of being scattered and lacking overall coherence. This study, from an ecological perspective, regards the actual problems existing in teaching as a kind of structural disconnection within the educational ecosystem. From the four core principles of ecological linguistics (holism, dynamics, interaction, and situatedness), it examines the typical disconnection problems in teaching: the inconsistency between learning goals and educational goals, the mismatch between the taught content and the update speed, the inconsistency between the expected teaching methods and the actual teaching methods, and the disconnection between learning and the professional environment. The study uses the questionnaire survey data from a vocational university in Hainan Province (N=346) as a reference to verify the applicability of this theory. At the same time, based on ecological diagnosis, a three-layer ecological restoration model consisting of student ecological niche (core circle), teaching operation (inner circle), and environmental support (outer circle) is proposed. This provides an analytical framework for diagnosing the imbalance problems in the teaching system and a theoretical model for guiding systematic reforms.
Copyright (c) 2026 Weihang Cai, Xue Bian
A Dynamic Systems Perspective on the Interaction between L2 Anxiety and Willingness to Communicate among Chinese Learners: A Mechanism-Based Model
Second language (L2) anxiety and willingness to communicate (WTC) have long been recognized as two central affective variables influencing language learning and performance. However, existing research has predominantly conceptualized their relationship as static and linear, often neglecting the dynamic, context-sensitive, and interactive nature of these constructs. Drawing on Dynamic Systems Theory, this paper proposes a Dynamic Affective–Performance Interaction Model (DAPIM) to reconceptualize the relationship between L2 anxiety and WTC among Chinese learners. The model integrates affective, intentional, cognitive, and performance dimensions, incorporating moderating variables such as working memory capacity and task planning conditions. It is argued that anxiety and WTC co-evolve over time through reciprocal interactions, and their influence on L2 performance is mediated by cognitive resource allocation and task demands. By synthesizing insights from second language acquisition, cognitive psychology, and task-based language teaching, this paper offers a mechanism-based explanation of how affective and cognitive systems jointly shape L2 oral fluency. The proposed framework advances theoretical understanding and provides directions for future empirical research.
Generative AI-Enabled English Literacy Development for International Talents: A Pathway Model of Scenario-Based Learning and Reflective Engagement
The integration of generative artificial intelligence (AI) into language education has created new opportunities for developing English literacy among international talents. While existing research has primarily focused on learning outcomes and technological effectiveness, limited attention has been given to how AI reshapes the pathways through which language competence is developed and applied. Addressing this gap, this study proposes a pathway model of AI-enabled English literacy development, conceptualizing learning as a process structured by scenario-based engagement, personalization, task-based interaction, and reflective learning. Within this framework, AI-mediated environments provide adaptive and context-rich learning scenarios that support the transformation of linguistic knowledge into communicative competence. The model highlights how personalized input and task-driven activities guide learners through progressive stages of engagement, from comprehension to application and reflection. Importantly, it emphasizes that the effectiveness of AI-supported learning depends not only on technological affordances but also on the design of meaningful learning pathways. By integrating insights from language pedagogy and educational technology, the study offers a structured framework for understanding how AI can support sustainable language development. The proposed model provides implications for the design of AI-enhanced learning environments and contributes to ongoing discussions on the role of technology in developing globally competent language users.
Safety Culture Literacy Education in the Context of Industrial Transformation
China’s industrial transformation is currently in a crucial period marked by structural upgrading and the shift of growth drivers. In this context, industrial safety risks have gradually exhibited new features including complexity, concealment, and chain conduction effects. Focusing on the background of industrial transformation, this paper clarifies the core connotation and practical value of safety culture literacy education, analyzes the realistic dilemmas such as cognitive deviation, system lag, and practice disconnection, and puts forward implementation paths that fit industrial transformation from four aspects: concept remodeling, system construction, path innovation, and guarantee strengthening. The research can provide theoretical support and practical reference for strengthening the industrial safety barrier and advancing high-quality industrial development.
Copyright (c) 2026 Xingjian Yang, Jinxing Gu
Factors Influencing College Students’ Spoken English Learning and Improvement Strategies
In the context of globalization, spoken English proficiency is an indispensable ability for college students, but many students can not solve the problem of oral expression even after years of learning. This paper makes an in-depth analysis of the factors that have a negative impact on students’ spoken English learning from multiple aspects, including psychology, environment, language and so on, and points out that psychological barriers are the most prominent problems, such as lack of self-confidence and anxiety, and the environment where English is used is relatively narrow, and there are obvious differences between the two languages. This paper puts forward a series of reasonable suggestions, including the use of mobile technology, the use of task-based learning method, the creation of good learning environment, the use of vocabulary chunking strategy, and the adjustment of teaching methods. This paper points out that in order to improve spoken English, we should not only pay attention to the external learning environment, but also adjust the psychological state, and create good opportunities for students to communicate and practice.
Identifying L2 Regulatory-mode Profiles for Chinese Undergraduate Students
Motivation shapes and influences students’ cognition, emotion, and behavior in learning a foreign language. Two important motivation constructs regarding regulatory modes (assessment and locomotion) have been introduced to second/foreign language learning. These two L2 regulatory modes, measured by Regulatory mode scales (RMS, Teimouri et al., 2022), were used to map profiles among students learning English as a foreign language (EFL) from Iran. However, it is not clear whether their L2 regulatory-mode profiles are able to generalize to samples in a different culture (e.g., China) and at a different developmental age. To attain these aims, this study collected data from a sample of Chinese undergraduate students. Results showed that a Chinese version of the English questionnaire was appropriate for ensuring the validity and reliability of the measure when administering this questionnaire to this population.
New Popular Arts and Literature and the Routine Popularization of Marxism in Industrial and Mining Enterprises in the Digital-Intelligent Era: Problems, Internal Fit, and Practical Pathways
The routine popularization of Marxism in industrial and mining enterprises cannot rely only on meetings, documents, or classroom-style lectures. In the digital-intelligent era, front-line workers encounter information, culture, and social life through more fragmented, visual, and interactive channels, while enterprise production is increasingly shaped by big data, artificial intelligence, intelligent equipment, and digital management. Against this background, this article examines the practical weaknesses of Marxist communication in industrial and mining enterprises and explains why new popular arts and literature offer a suitable cultural carrier for routine theoretical communication. The analysis argues that new popular arts and literature are compatible with the people-centered orientation, practical character, accessible language, situated expression, and digital forms required by Marxism’s popularization at the industrial grassroots. On this basis, the article proposes four pathways: rebuilding a plain and industry-specific discourse system, cultivating communication spaces in front-line production and living scenes, mobilizing young industrial workers as active creators and communicators, and using digital-intelligent technologies to extend online and offline coverage. These pathways can help Marxist theory enter everyday industrial life more naturally and provide ideological support for grassroots ideological and political work, value guidance among enterprise employees, and the high-quality transformation of manufacturing.
Designing Interactive Case-Based Discussions for Administrative Law in a Blended Learning Environment
Although blended learning offers temporal and spatial flexibility for case-based discussions in administrative law, such discussions often suffer from the mechanical accumulation of online materials and the dominance of a small number of students in offline classrooms. The underlying problem lies in the failure of instructional design to make students’ reasoning processes in the legal review of administrative actions visible and discussable. To address this issue, this paper focuses on the design of interactive case-based discussions. It defines deep interaction as the externalization of reasoning processes, dialogue among multiple participants, and the restructuring of cognitive frameworks, drawing on constructivist learning theory, problem-based learning theory, and generative teaching theory. Based on this theoretical foundation, the paper constructs a three-stage progressive model consisting of asynchronous pre-class preparation, synchronous in-class debate, and post-class reflection and consolidation. Before class, students complete individual cognitive warm-up through progressive question chains and written case analyses. During class, structured idea exchange is promoted through comparative discussion, role-playing, and adversarial debate, while the teacher serves as a facilitator of legal reasoning by questioning, guiding, and summarizing students’ arguments. After class, structured reflection reports are used to support the internalization and reconstruction of students’ legal cognition. In this process, teachers are expected to shift from knowledge transmitters to facilitators of reasoning and managers of the learning process. Process control is implemented through task segmentation, clarified participation rules, and staged formative feedback. The evaluation system emphasizes process-oriented assessment by examining the quality of argumentation and the development of reasoning from three dimensions: pre-class preparation, in-class participation, and post-class reflection. In doing so, the teaching focus is redirected toward the cultivation of legal reasoning. With the legality review framework as its organizing thread, this design reconstructs blended case teaching as a process in which students actively construct administrative law reasoning, thereby providing a structured path for improving blended case-based teaching and promoting students’ ability to think like lawyers.
Restructuring the Assessment System for the Course “Practical Administrative Law and Administrative Litigation Law” Based on the OBE Approach
Currently, assessment for the course “Practical Administrative Law and Administrative Litigation Law” primarily consists of a closed-book final exam, which emphasizes memorization of legal provisions and struggles to measure students’ practical analytical abilities in real-world scenarios. Formative assessments often become mere formalities, lacking diagnostic and improvement functions. The root cause is that the assessment system lacks systematic, outcomes-based design. This paper introduces the concept of OBE (Outcomes-Based Education) and reconstructs the course’s assessment and evaluation system based on the principles governing the development of practical administrative legal skills. Building upon an explanation of the core principles of OBE—student-centeredness, learning outcomes, and continuous improvement—this paper proposes that the evaluation logic must shift from “teaching what is tested” to “what outcomes should be achieved—what evidence is required—what tasks should be designed.” The function of evaluation should transition from mere grading and classification to diagnosis and promotion, and evaluation methods should move from single-exam assessments to diverse forms of evidence. Accordingly, a four-dimensional framework is constructed, comprising “outcome decomposition—task vehicles—multiple evaluators—feedback loop”: expected learning outcomes are broken down into measurable indicators such as knowledge application, practical operations, critical thinking development, and professional literacy; diverse task vehicles covering the entire learning process—including regular assessments, interim outcomes, and summative assessments (such as open-case analysis)—are designed; a multi-stakeholder evaluation system is introduced, led by faculty assessment and supplemented by student self- and peer-assessment; and a closed-loop system of immediate feedback and instructional improvement is established for both students and faculty. The paper also proposes implementation safeguards regarding faculty assessment literacy, the integrated design of teaching and assessment, and a differentiated, phased implementation approach. This framework aims to transform assessment from a “terminator” of learning into a “booster” for competency development, driving a fundamental transformation in the assessment logic of legal education.