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.
Research on Evaluating the Social Service Functions of Local Universities in the Context of High-Quality Development
The current transition of China’s economic and social development into a stage of high-quality development brings with it new and higher levels of expectation for higher education institutions and their role within society. Local universities play a key role as nodes within a regional innovation ecosystem, and therefore require their capabilities for service to the region to be assessed in terms of traditional methods. This research outlines a methodology for developing an assessment framework based upon high-quality development for local universities and how that assessment will be achieved through reform of evaluation focus, assessment criteria construction and execution. The result of this effort will be a startup type of framework of multidimensional evaluation that utilizes the concepts of regional contribution, incorporation of innovation and sustainable development as fundamental to its viability while serving local universities as a practical source of evidence.
Copyright (c) 2026 Zhong Han, Mengzhen Du, Yuan Shao
Research on Curriculum Teaching Reform of Fine Arts Major in Colleges and Universities: Guided by OBE Concept and Oriented by Thematic Painting Creation Competence
In recent years, against the backdrop of teacher professional certification, the education of fine arts majors in colleges and universities has undergone comprehensive reforms. Adopting Outcomes-Based Education (OBE) as the core philosophy of these reforms breaks through traditional educational models, pointing to a new direction for the educational reform of fine arts majors in higher education. Based on the OBE concept, this paper further explores the curriculum teaching reform of fine arts majors in colleges and universities, which is oriented toward thematic painting creation competence. It clarifies the concept of thematic painting creation and its value in the curriculum teaching reform of fine arts majors, and proposes a comprehensive implementation path.
Parental Support and Its Influence on the Academic Performance of Grade 3 Pupils in Sinunuc Elementary School
This study examined the impact of parental support on the academic performance of Grade 3 pupils at Sinunuc Elementary School using a descriptive-correlational design. Forty pupils participated as respondents. A validated questionnaire measured parental support in terms of home learning support, homework assistance, study supervision, and encouragement, while academic performance was assessed through general average (GPA). Data were analyzed using Average Weighted Mean and Regression Analysis. Results showed that parental support across all dimensions was rated Very High, while pupils’ academic performance was Outstanding (GPA = 91.20). Regression analysis revealed a significant positive relationship between parental support and academic performance (R² = 0.65, p < 0.000). Among the dimensions, encouragement and motivation, home learning support, and homework assistance significantly influenced academic performance. The study concludes that parental support is a key determinant of pupils’ academic success and should be strengthened through home–school collaboration.
Copyright (c) 2026 Judith Isidro-Susulan
Research on the Path to Enhance College Students' Deep Learning Ability in SPOC Blended Learning
In the current era of accelerating evolution of the information revolution and the knowledge-intensive social structure, how to shape new types of talents who can adapt to lifelong learning needs and cope with future complex challenges has become a core issue in the process of educational modernization transformation in our country. The shallow and fragmented knowledge imparting model is no longer able to meet the cutting-edge requirements of society for innovation and critical thinking skills, while the thinking integration, mental reconstruction and high-level cognitive development advocated by deep learning are becoming the key paths to lead the rise of educational quality and systematically cultivate learners' critical thinking, creative problem-solving and sustainable learning abilities. At the same time, with the deepening of the digitalization process of education, the purely traditional classroom teaching model is gradually showing limitations in supporting deep learning; while the increasingly mature blended learning model, through the organic integration of direct interaction in face-to-face teaching and flexible resources in online learning, constructs a multi-level, strong support and highly interactive learning ecosystem. This ecosystem not only provides a three-dimensional supporting system of scenario construction, technology empowerment, interpersonal collaboration, resource aggregation and process evaluation for the practice of deep learning, but also provides a promotable practical model for teaching reform in higher education and vocational training fields, and is increasingly highly valued and widely applied by the education community and learners. In the current educational technology development process, how to effectively evaluate the actual effectiveness of deep learning under the blended learning model and systematically explore strategies to enhance deep learning abilities has become an urgent and crucial issue. Building a scientific and comprehensive deep learning ability evaluation model and deeply researching the corresponding ability improvement paths not only has important guiding value for optimizing the teaching design of blended learning, but also has far-reaching significance for promoting learners to achieve high-quality and sustainable learning development.
Cognitive Control in Low Proficient and High Proficient Younger and Older Bilinguals
Executive functions include basic cognitive processes such as attentional control, cognitive inhibition, inhibitory control, working memory, and cognitive flexibility. Executive function is reported to be advantageous in bilinguals when compared to monolinguals. The present study investigates the cognitive control in low and high proficient younger and older bilinguals. Kannada-English bilingual adults in the age range of 18-30 years and 55-70 years were recruited. Bilinguals were further divided into subgroups of high and low proficient bilinguals based on a self-rating proficiency questionnaire; LEAP-Q. Three tasks assessing different domains of cognitive control i.e. Simon’s task, Stroop task, and Conditioned naming task were administered on all the subjects. Reaction time and accuracy scores were computed. It was found that bilingual advantage of cognitive control was seen for both reaction time and accuracy scores in young and high proficient bilinguals. However, high proficient bilinguals were able to persist this advantage with increasing age.
Copyright (c) 2026 Anita. J, Abhishek B. P.