World Journal of Educational Research (WJER) is an international, Refereed, double-blind peer-reviewed, open-access journal published by Scholink. The mission of WJER is to provide a high-level platform for experts and scholars all over the world to share their latest ideas in the field of education and foster the prosperity of the discipline. We would welcome scholars and researchers engaging in the related field to submit your manuscripts to WJER. Both of online submission and E-mail submission (wjer01@scholink.org or wjer@scholink.org) are acceptable. ------------------------------------------------------------------------------ The journal includes, but is not limited to the following fields: Education in Preschool Education Primary School Education Secondary School Education High School Educational Technology Educational Leadership Teaching Learning Skills and other relevant fields ------------------------------------------------------------------------------ Index/List/Archive CrossRef CNKI Scholar Google Scholar WANFANGDATA LOCKSS ResearchGate academia.edu WorldCat PubMed Journal Research.com PKP Open Archives Harvester EBSCOhost OALib Sciencegate Electronic Journals Library (EZB) LinkedIn Open J-Gate NewJour Sherpa-Romeo Standard Periodical Directory AMICUS Bielefeld Academic Search Engine (BASE) Refseek academic search engine Yahoo Research Bib Library and Archives Canada Directory of Research Journals Indexing Electronic Journals Librar Journal seek JournalTOCs Lycos Zeitschriftendatenbank (ZDB) Base Search Scientific Indexing Services (SIS) ISSN PORTAL Refereed Journal: World Journal of Educational Research is a Refereed Journal. Open access: World Journal of Educational Research 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 Educational Research 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).
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Research on the Application of Smart Classroom Teaching Mode under the Background of AIGC: A Case Study of the “Online Store Management and Operation” Course
In the current era when the digital transformation wave is sweeping across the globe, China’s higher education is facing unprecedented opportunities and challenges. Especially in the field of e-commerce, the traditional teaching mode of the “Online Store Management” course has been unable to meet the talent cultivation needs of the digital economy era. This article will, from the perspective of technology empowering education, deeply explore the innovative application of generative artificial intelligence (AIGC) technology in this course teaching. With the breakthrough development of technologies such as deep learning and natural language processing, AIGC technology has demonstrated strong content generation and intelligent interaction capabilities. This technological transformation not only reshapes the business operation model but also poses new requirements for education. In the “Online Store Management” course, AIGC technology can use virtual simulation technology to recreate the real e-commerce operation environment, can push differentiated teaching content based on student profiles, and can dynamically monitor learning effects and optimize teaching strategies. The deep integration of AIGC technology and the “Online Store Management” course not only can improve teaching quality but also can cultivate interdisciplinary talents who are adaptable to the development of the digital economy.
Copyright (c) 2026 Li Ping, Zhao Huanming http://creativecommons.org/licenses/by/4.0
A Comparative Study of Second Language Programs for International Students in Chinese and American Higher Education Institutions
With the continuous progress of internationalization, the number of international students is gradually increasing, and the development of foreign students’ second language courses in colleges and universities is also flourishing. The development of foreign students’ second language has been paid more and more attention by educators. The United States, as an economic power, has a good development of its foreign students’ second language courses, while China, as the world’s second largest economy, is also in full swing in its language courses. In this paper, we compare the second language courses of international students in Chinese and American universities, and find that there are similarities and differences in the second language courses of Chinese and American universities. The similarities are that this course is offered to all international students who have a basic knowledge of the first language. The students’ learning needs are enthusiastic, and the purpose of this course is the same. The differences lie in the curriculum objectives, content and teaching mode of Chinese and American universities. The reasons for these differences are nothing more than the qualification level of students, the difficulty of learning Chinese and English, the teaching level and concept of teachers, the education system and philosophy, and the national conditions of China and the United States. Naturally, from the comparative study of the two, we can find the advantages of American colleges and universities in the teaching of foreign students’ second language courses, so that Our country can learn from the methods of American colleges and universities in the treatment of the same problem, and achieve some teaching improvements according to China’s national conditions.
Copyright (c) 2026 Wei Liu, ZePing Li, Yaokai Zhang http://creativecommons.org/licenses/by/4.0
Research on Current Dilemmas and Quality Improvement Paths of Science Education in Town and Township Primary Schools
This study focuses on town and township primary schools in Zhejiang Province to explore the implementation of the “Science Education Plus” policy. First, it analyzes the policy’s evolutionary traits and reveals academic research trends and urban-rural disparities via bibliometric methods. Second, it assesses implementation from policy promotion, curriculum innovation, resource allocation, and social coordination, identifying issues like “campaign-style” promotion lacking long-term mechanisms, superficial curriculum reform, the Matthew effect in resource distribution, and fragmented social collaboration.Field research at Chisong Town’s H Primary School highlights four core pain points: structural mismatches between curriculum resources and content, inefficient teaching methods and faculty, weak science education atmosphere, and insufficient educational informatization and intelligence. Accordingly, it proposes optimizations: building a “localized” science service system, innovating implementation models, creating resource aggregation mechanisms, and establishing a UGSHE collaborative education paradigm. These offer a replicable solution to break the urban-rural dual structure, advance rural education revitalization, nurture early-stage scientific talents, and uphold educational equity and the national innovation-driven development strategy.
Copyright (c) 2026 Shuangyu Sheng, Wuyue Ling, Xinyan Xie http://creativecommons.org/licenses/by/4.0