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).
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.
Singapore's Aesthetic Education Policy: Ideological Formation, Institutional Support, and Practical Boundaries
Singapore's aesthetic education policy is not merely a reform of school art courses; it is a policy practice formed across school education, public cultural services, and everyday life in a multiethnic society. Taking aesthetic education, multicultural education, and public cultural services as analytical references, this paper examines the conceptual formation, institutional support, and practical pathways of Singapore's aesthetic education policy. The study argues that Singapore does not confine arts education to skill training for a small group of students. Instead, it links aesthetic experience with cultural understanding, personality development, and public communication through curricula, teacher professional development, museum education, community arts, and family cultural experience. However, Singapore's experience depends on specific institutional conditions, including its city-state scale, public housing arrangements, and strong interdepartmental coordination. For China, the more relevant lesson is not to replicate individual projects, but to build stable connections among school curricula, local cultural resources, and public cultural services.
Copyright (c) 2026 Keke Cui http://creativecommons.org/licenses/by/4.0
A Study on the Instructional Design of Continuation Writing in Junior Secondary English under the Differentiated Production–Oriented Approach
In junior secondary English continuation writing instruction, students exhibit considerable variation in ability, and the conventional one–size–fits–all classroom model struggles to accommodate the developmental needs of learners at different proficiency levels. This study therefore attempts to integrate the Production–Oriented Approach with differentiated instruction, proposing a tiered POA–based instructional design for continuation writing applicable to the junior secondary context, and provides a detailed illustration using the text The Gifts from the Shanghai Education Press Grade 9 first–semester textbook. The design activates learning needs through a mini–productive task in the motivating stage, provides differentiated support through three–tier scaffolding in the enabling stage, and promotes self–revision through a tiered assessment scale and sample comparison in the assessment stage, ensuring that differentiated thinking runs through the entire teaching process. The study offers a referential practical framework for junior secondary English continuation writing instruction.
Copyright (c) 2026 Jiayi Cong http://creativecommons.org/licenses/by/4.0
A Case Study of English Literature Teaching Reform for Dual‑Cultural Stance and Local Humanistic Thinking
This case study aims to ask whether inquiry-based reading reports can cultivate English majors’ critical thinking that is simultaneously responsive to the Western literary traditions and anchored in the local Chinese cultural sensibilities. Drawing on qualitative data comprised of classroom recordings, student-generated questions, written reading reports, questionnaires, and follow-up interviews, this study traces how third-year Business English students engaged with D.H. Lawrence’s Sons and Lovers through a sequence of self-questioning, group deliberation, and evidence-based debate. The findings show that when given freedom to pose their own interpretive questions, students spontaneously invoked their native cultural frameworks, generating not neat parallels but productive dissonance that compelled them to revisit textual evidence and revise their earlier readings. The lesson also heightened their metacognitive awareness as they reported greater sensitivity to divergent perspectives and the weight of textual proof. The reform thus implies that literary teaching need not sacrifice local identity for global engagement, but when structured around authentic inquiry, it can foster readers who navigate cultural difference with critical alertness and reflective openness.
Copyright (c) 2026 Zhaoyu Yang http://creativecommons.org/licenses/by/4.0
Progress, Hotspots, and Trends in Research on Higher Education Majors in China: A Visual Analysis Based on CiteSpace Knowledge Mapping
To promote the development of majors in China’s higher education system, this study takes research literature related to the development of higher education programs from 1992 to 2024 as its object of analysis and uses quantitative analysis to examine research progress, hotspots, and development trends. Based on the CNKI database, literature was retrieved using “higher education” and “major construction” as subject terms. CiteSpace, a quantitative visualization software, was then employed to conduct knowledge mapping analysis. The results show that the number of research outputs on higher education programs in China has changed dynamically over time; a stable research echelon among authors has not yet been formed; higher education institutions constitute the main body of publishing institutions, but inter-institutional collaboration still needs to be strengthened; highly cited literature focuses on core theoretical and practical issues; high-frequency keywords reflect the central concerns of the field; and keyword clustering presents clear research directions. At present, research on higher education programs in China shows three major trends: first, it is oriented toward the integration of theory and practice, thereby achieving multidimensional and in-depth development; second, the construction of new liberal arts plays a leading role, while the exploration of vocational undergraduate programs has become an important branch; third, research methods are becoming increasingly diversified, and interdisciplinary approaches are being applied more widely, providing strong theoretical support for the development of higher education programs.
Copyright (c) 2026 Yingxia Zhang, Tulin Yuan http://creativecommons.org/licenses/by/4.0
Cognitive Load and BSED Mathematics First Year Students’ Performance in Solving Word Problems in Mathematics
The study aimed to determine the cognitive load and performance level in solving word problems in mathematics of first year students enrolled in Bachelor of Secondary Education Major in Mathematics in one of the state colleges in Zamboanga City. Additionally, it also intended to identify if significant relationship existed between cognitive load and the performance level of students in solving mathematics word problems. To address the research problem, a descriptive-quantitative correlational design was employed. The results indicated that cognitive load of students was “moderate” while the performance level in solving word problems in mathematics was average. This apparently revealed a very weak negative correlation, interpreted as not significant, between cognitive load and their performance. Presumably, the increase or decrease in cognitive load does not necessarily affect with their performance in solving math problems. In conclusion, cognitive overload might be one of the factors that affects performance level based on the results of the study. Other factors such as students’ comprehension, foundational knowledge in algebra, as well as solving parallel problem experience may be considered variables of interest. Practical implications include pedagogical improvements in all branches of mathematics. A similar study should be conducted in a larger sample and include a broader topic in mathematics or even higher mathematics and other variables that will surely benefit curriculum implementors and propose appropriate interventions.
Copyright (c) 2026 Walid Sawwari Muhsin http://creativecommons.org/licenses/by/4.0
Research on Curriculum‑Ideological‑Political Teaching Reform of AI‑Empowered Visual Editing and Special Effects Fundamentals Integrated with Qingdao Marine Culture
Aiming at the prominent problems existing in video‑oriented courses for digital media art majors, including heavy reliance on on‑site shooting, low efficiency of classroom training, insufficient integration of local regional culture, and fragmented application of artificial intelligence, this paper takes the course Visual Editing and Special Effects Fundamentals as the carrier to construct a teaching mode characterized by “marine‑culture‑oriented guidance, AI‑driven whole‑process creation, online‑offline collaborative learning, and output‑oriented evaluation calibration”. Centered on Qingdao marine culture as a unified creative theme, the course transfers basic software learning to online platforms, while classroom teaching focuses on Adobe After‑Effects‑based special‑effects production and generative‑AI‑supported creative practice. It reconstructs the AI‑empowered video creation workflow and integrates marine history, port industry, marine science and technology, ecological civilization and other cultural resources into project‑based teaching. Meanwhile, fact‑checking, copyright protection and AI‑ethics education are strengthened. Teaching practices indicate that the proposed teaching mode effectively reduces students’ dependence on professional shooting equipment and on‑site shooting conditions, improves their creative expression, professional skills and AI application capabilities, as well as their cultural identity. It realizes the organic unification of knowledge imparting, competence cultivation and value guidance, and can provide references for the teaching reform of video‑related courses for digital media art majors in application‑oriented universities.
Copyright (c) 2026 Xiaochen Lü http://creativecommons.org/licenses/by/4.0