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.
Research on Difficulties and Breakthrough Strategies of Senior High School Mathematical Modeling Teaching
As one of the basic qualities required for talent cultivation in the context of social development in the new era, “mathematical modeling” has gradually risen in status in mathematics curriculum standards and attracted increasing attention from the mathematics education community. Domestic discussions and calls for mathematical modeling teaching have also been on the rise. However, in reality, both teachers and students face difficulties in effectively carrying out mathematical modeling teaching. Based on existing research, this paper analyzes the main difficulties encountered by these two groups (teachers and students) in the actual process of mathematical modeling teaching, and puts forward targeted breakthrough strategies for each difficulty: Teachers should correct their understanding of mathematical modeling and improve their own mathematical modeling competence; Students should have a clear understanding of their own actual situation and formulate appropriate requirements and learning plans for mathematical modeling.
Copyright (c) 2025 Hongfang Zhu, Hongyu Zhu http://creativecommons.org/licenses/by/4.0
Scattered Notes on Reading Mr. C. K. Yang’s Religion in Chinese Society
Why C. K. Yang’s classic work Religion in Chinese Societyis considered a “biblical”-level sociological classic in the study of Chinese religion stems mainly from its three core contributions: First, a unique dynamic research perspective.Unlike previous studies that focused on historical textual criticism or philosophical speculation, C. K. Yang viewed religion as a dynamic, functional component within Chinese social life, vividly depicting the complex interactive relationships between religion and secular institutions such as the family, socio-economic groups, and state politics.Second, profound historical consciousness and methodological innovation.Yang's research is permeated with a clear historical awareness, treating tradition and modernity as interconnected wholes rather than ruptures. He creatively employed the conceptual pair of "institutional religion" and "diffused religion" to effectively explain the characteristic integration of Chinese religion into the secular social order, avoiding the barriers and misunderstandings inherent in models based on Western institutional religion.Third, academic practice that actively responds to issues of the era.Set against the historical backdrop of the “impact-response” model in Western Sinology, Yang’s research was not only a scholarly refutation of claims like Liang Qichao’s that “China has no religion”, but also embodied how that generation of intellectuals, amidst epochal changes, used academic research to explore the fundamental question of “Whither China?” It reflects a deep sense of “scholarly concern for the world”. In conclusion, Yang’s work transcends the mere study of religion; its ultimate goal is to use religion as a methodto profoundly understand Chinese society itself. This broad vision ensures the enduring relevance of his academic legacy.
Copyright (c) 2025 Gao Li http://creativecommons.org/licenses/by/4.0
Research on Deepening Comprehensive Educational Reform in Yiyang
Education serves as a national priority and a strategic imperative for the Party, forming the bedrock of national rejuvenation and social progress. As China navigates a pivotal phase toward the great rejuvenation of the Chinese nation, the demand for high-quality education has reached unprecedented levels. Yiyang City, a key prefecture-level city in central China, faces both historic opportunities from national education reforms and persistent challenges including uneven development and resource allocation. Deepening comprehensive educational reform has become essential for Yiyang to overcome developmental bottlenecks, enhance its core competitiveness, and meet public expectations for quality education. This study systematically analyzes the current status and challenges of Yiyang's educational development, proposing strategies for comprehensive reform through multiple dimensions including educational equity, quality enhancement, system development, faculty capacity building, and modern governance. The research aims to provide theoretical references and practical guidance for advancing the scientific development of Yiyang's education sector.
Copyright (c) 2025 Yirui Liang, Jinkai Shu, Zhi Huang http://creativecommons.org/licenses/by/4.0
Exploration and Practice of Teaching Reform of AI Empowerment
With the rapid development of artificial intelligence technology such as large language model, the professional development of software engineering is undergoing profound changes. There are some problems in the teaching of traditional software engineering course, such as boring theory and few practical links. This study uses AI tools to empower teaching, runs through real project cases in teaching, and reconstructs teaching content according to students' learning characteristics. By deeply integrating AI tools into the software life cycle of software projects, such as requirements analysis, system design, coding, testing and document writing, the curriculum team builds a mixed teaching mode of “theory leading, tool empowerment and project driving”. The teaching practice of one semester shows that the reform can effectively stimulate students’ interest in learning, improve their engineering practice ability, man-machine cooperation ability and critical thinking, and significantly improve the project completion and code quality, which provides a reference path for training software engineering talents to meet the needs of the intelligent era.
Copyright (c) 2025 Xiaoyan Hou, Nan Chen, QinChuan Lei, Pengteng Huang http://creativecommons.org/licenses/by/4.0
Analysis of the Research Path of Foreign Language Teaching from the Perspective of Ecological Linguistics
This study constructs a foreign language teaching framework based on ecolinguistic theory. In the context of contemporary globalized education, traditional English teaching models show ecological imbalance issues. To address this challenge, the research reviews the developmental trajectory of ecolinguistic theory, commencing from Haugen's concept of "language ecology" and extending to Halliday et al.'s critical research paradigm. Building upon theoretical exploration, this study extensively incorporates research achievements from Chinese scholars, proposing an operational research pathway, including holism, dynamism, interaction and situatedness. Through systematic methodological construction, the study provides innovative approaches for diagnosing practical issues in foreign language teaching. Simultaneously, it offers practical solutions for establishing a sustainable foreign language teaching ecosystem.
Copyright (c) 2025 Weihang Cai http://creativecommons.org/licenses/by/4.0
Research on the Construction and Effect Evaluation of Blended Teaching Model Based on Competence Paradigm—Taking Intermediate Financial Accounting as an Example
With the digital economy era placing higher demands on the competency structure of financial management professionals, we must develop a teaching model centered on cultivating students’ abilities. However, issues such as “emphasizing journal entry memorization over practical application” and “disconnected online and offline content” persist in the teaching of *Intermediate Financial Accounting*. This study guides undergraduate students majoring in financial management within the School of Economics and Management by adopting the OBE philosophy and the “core financial competency cultivation” paradigm to construct a hybrid teaching model integrating “objectives—content—implementation—evaluation” dimensions. Two parallel classes (40 students each) from a university's financial management major were selected, with the experimental group using this model and the control group employing traditional hybrid teaching. A comparative analysis was conducted on students’ financial expertise, practical operational skills, and teaching satisfaction. Results showed that the experimental group scored significantly higher than the control group in competency assessments such as financial statement preparation and complex transaction accounting (P<0.001), with teaching satisfaction reaching 94.8%. The study demonstrates that this model effectively enhances the accounting practical skills of financial management undergraduates, providing practical reference for the teaching reform of *Intermediate Financial Accounting*.
Copyright (c) 2025 Li Hui, Zhang Hui, Zhang Qian http://creativecommons.org/licenses/by/4.0
The Professional Ethics and Conduct of Free Normal Students in Higher Vocational Colleges from the Perspective of all-round Education Research on the Training Path
Free normal students in higher vocational colleges are the reserve force of talents for grassroots education, and the quality of their professional ethics directly affects the level of basic education and educational equity. “Three-all education” (all-staff education, all-process education, all-round education) aims to address the current problem of fragmentation and superficiality in the cultivation of teachers' ethics and conduct among free normal students in higher vocational colleges. This article combines the connection between “all-round education” and the cultivation of teachers’ ethics and conduct, and based on the research and analysis of the current situation and causes of teachers’ ethics and conduct among free normal students in higher vocational colleges, proposes practical approaches to the cultivation of teachers’ ethics and conduct from the perspectives of all, all, and all aspects, in order to improve the quality of free normal student cultivation in higher vocational colleges To provide a better reference for the cultivation of high-quality grassroots education talents in our country.
Copyright (c) 2025 Yin Jiangqian, Chen Haifei http://creativecommons.org/licenses/by/4.0
Research on the Integration Education of AI Empowerment and Course-based Ideological and Political Education
In the current higher education system, the organic integration of courses and ideological and political education still faces several key bottlenecks that need to be urgently broken through. From the perspective of teaching practice, the primary problem lies in the fact that traditional teaching overly focuses on imparting professional knowledge and skills training, without systematically internalizing ideological and political elements such as socialist core values and patriotism as the core of teaching, resulting in a structural imbalance between knowledge transmission and value guidance. On the other hand, the existing ideological and political education models generally suffer from rigid forms, and one-way theoretical preaching fails to mobilize college students’ cognitive participation. This lack of contextualized and immersive experiences severely restricts the effectiveness of ideological and political education. In response to these predicaments, it is suggested to implement a dual-track reform path: the teaching material system needs to be restructured, embedding ideological and political education touchpoints in teaching modules; intelligent educational technology means should be actively utilized to develop digital teaching tools such as VR scenario simulation and AI interactive Q&A, transforming abstract ideological and political theories into perceivable and interactive learning experiences, thereby comprehensively enhancing the affinity and pertinence of ideological and political education.
Copyright (c) 2025 Xuanxiao Lu http://creativecommons.org/licenses/by/4.0
Research on the Current Situation and Strategies of Teacher’s Guidance in Outdoor Independent Games for K2 Children
Outdoor independent games in kindergartens emphasize children's dominant role in the process of playing and they have been widely applied in recent years. As teachers explore the educational value of outdoor independent games, they have gradually become an important part of children's daily lives. In this study, the practical situation and strategies of teacher’s guidance in kindergarten outdoor independent games are discussed, the characteristics of the games are briefly introduced, and the current state of teacher’s guidance is briefly summarized. Furthermore, several feasible educational suggestions have been worked out based on current educational issues, aiming to enhance the quality of outdoor independent games in kindergartens and provide a reference for preschool teachers.
Copyright (c) 2025 Kaiyue Sun, Jingru Yan http://creativecommons.org/licenses/by/4.0
Research on the Innovative Path of Traditional Lacquer Art Education Empowered by AIGC Technology
Traditional lacquer art education faces several challenges related to the single method of inheritance for skills and insufficient motivation for innovation. The advent of AIGC technology offers new opportunities for traditional craft education in the areas of teaching scenarios and creative processes through both intelligent generation and interaction. This research has an objective of exploring ways in which AIGC technology can be integrated into lacquer art education, creating a framework for technology-enhanced education that is innovative. Practical experience shows that intelligence design support along with a virtual simulation teaching method will effectively promote and enhance a student's ability to be creative, while a data-driven evaluation system will provide greater accuracy in teaching. The ability to integrate cross-disciplinary resources and transform teacher training will be fundamental to the modernization of traditional craft education.
Copyright (c) 2025 Yibin Hai http://creativecommons.org/licenses/by/4.0
From Input to Interaction: Reconstructing College English Classroom Discourse through Sociocultural Theory
In Chinese college English education, traditional teacher-centered, input-focused instruction has been widely criticized for limiting student engagement and communicative skill development, often resulting in “deaf and dumb” English where learners struggle with real-life dialogue. This conceptual paper argues for a shift from such monologic discourse to a dialogic, interaction-driven model. Drawing on Vygotsky’s Sociocultural Theory—especially the Zone of Proximal Development (ZPD) and scaffolding—it reconceptualizes classroom discourse as a collaborative process where learning is co-constructed through social interaction. The study critiques the prevalent input-only approach and proposes a dialogic classroom discourse framework that foregrounds student–teacher and peer–peer interaction. In this model, teachers act as facilitators who provide scaffolded support within students’ ZPD, and students actively participate as co-constructors of knowledge. This forward-looking approach aims to enhance learners’ communicative competence and critical thinking by creating interactive learning environments aligned with contemporary educational reforms and international best practices. The paper advocates for dialogic teaching practices to transform passive English classrooms into vibrant communities of practice, better preparing students for real-world communication.
Copyright (c) 2025 Pingqing Chen http://creativecommons.org/licenses/by/4.0
Beyond Banking Education: Interactive Approaches in University Lecture Practices
Many scholars suggest that interactive lectures allow educators to help students develop their critical thinking, knowledge application, and critical consciousness of social injustice. These skills are difficult to cultivate in the traditional didactic lectures, which are a pedagogical manifestation of the banking education concept. This exploratory research aims to explore the feasibility of implementing interactive lectures at universities. Conducting six interviews with instructors and undergraduates at one university. Utilising a thematic analytical approach uncovers three themes, which reflect several challenges to the implementation of interactive lectures. This study contributes to teaching practice by offering suggestions for implementing interactive lectures, including specific interactive teaching activities and factors that impact their implementation.
Copyright (c) 2025 Xueyuan Ma http://creativecommons.org/licenses/by/4.0
Research on the Path Construction of "Work Standardization" for College Counselor Teams in the New Era
In the new era characterized by deepening reform in higher education and the imperative to enhance the quality of ideological and political education, college counselor teams constitute a crucial force in organizing, implementing, and advancing the daily ideological and political education and management of university students. The quality and development of these teams are directly linked to the fulfillment of the fundamental task of fostering virtue through education (Liu & Li, 2025). Guided by the concept of "work standardization", this paper analyzes the improvement of college counselors' comprehensive qualities and capabilities, alongside the construction of team development pathways. It aims to establish a systematic and standardized work framework, clear and defined competency benchmarks, and a scientific, dynamic management mechanism for counselor teams. This approach seeks to comprehensively enhance the core literacy and professional abilities of counselors, propel the sustained development of counselor teams towards specialization and professionalization, and provide significant theoretical value and practical support for the high-quality development of ideological and political education in colleges and universities.
Copyright (c) 2025 Xiaohui He, Hongbin Li, Yanguo Han, Chunyu Wang, Xianfeng Zhang http://creativecommons.org/licenses/by/4.0