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 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
Digital Transformation and Talent Cultivation in Application-Oriented Colleges: A Case Study in China
With the digitalization of industrial structures, labor requirements, and knowledge production, application-oriented colleges have been facing increased pressure to make educational change compatible with the development of practice oriented, interdisciplinary, and innovative talent. The present research explores the concept of digital transformation in the application-oriented higher education system using qualitative case study of DH College in China. The paper explores the conceptualization and implementation of digital transformation at the institutional level based on publicly available institutional documents and policy documents. In order to assist the case analysis, the study uses descriptive keyword-frequency and co-occurrence analysis to determine the main themes in the college discourse. These results indicate that the digital-transformation initiatives of DH College may be viewed as part of a progressive process in terms of faculty capacity building, resource integration, and service expansion. However, there are also a number of issues that are typical to many application-oriented colleges in China, such as a fragmented understanding of strategy, failure to renew talent cultivation models, poor development of smart campus infrastructure, as well as restricted access to high quality digital learning resources. In reply, the paper suggests four practical paths: strategic alignment, restructuring of the curriculum, platform upgrade and reconstruction of the ecosystem by integrating the industry-education-research-evaluation. As opposed to providing a generalised statistical description, this paper offers an interpretive analysis of how resource-constrained institutions may pursue viable and context-sensitive pathways to educational digital transformation.
Copyright (c) 2026 Wenni Tong, Xin Hu http://creativecommons.org/licenses/by/4.0
The Intelligent Teaching Reform and Practice Exploration of the Automobile Engine Principles Course under the AIGC Drive
In recent years, with the penetration of artificial intelligence (AI) and generative artificial intelligence (AIGC) into the education field, many universities have vigorously carried out intelligent teaching reforms, integrating AI technology throughout the entire teaching process. This paper takes the core compulsory course of vehicle engineering, “Automobile Engine Principles”, as the research object. In response to the long-standing problems such as lagging teaching content, one-way teaching process, single teaching evaluation, and loose course management, it proposes the integration of generative AI and digital technologies into the entire teaching process, and constructs a three-in-one intelligent teaching model of intelligent reconstruction of teaching content, intelligent adaptation of teaching methods, and intelligent diagnosis of teaching evaluation. Through intelligent digital means such as virtual simulation, online teaching platforms, and “teacher-student-machine” intelligent interactive learning systems, the teaching reform practice is carried out. The results show that this teaching reform effectively improves students’ practical ability and subjective initiative, enhances the quality of classroom teaching, and provides a reference model for the teaching reform of other courses in the vehicle engineering major.
Copyright (c) 2026 Xiaodan Lin, Bin Zhang, Shaohui Ma http://creativecommons.org/licenses/by/4.0
The Efficacy of AI-Assisted Learning in Mitigating Anxiety Among University Students: A Multimodal Pedagogical Perspective
Grounded in a multimodal pedagogical framework, this study investigates a cohort of 100 university students participating in multimodal foreign language classrooms to provide a granular analysis of the primary etiologies underlying foreign language anxiety, while further elucidating the functional role and underlying mechanisms of AI-assisted learning in alleviating such psychological distress through a mixed-methods research design incorporating both questionnaires and interviews. The empirical findings reveal that higher levels of perceived competence, correlate with intensified communication apprehension, whereas elevated levels of perceived autonomy are associated with heightened concerns regarding their inherent capabilities. Notably, the high AI-usage group exhibited significantly higher levels of test anxiety and fear of negative evaluation than the low-usage group, yet simultaneously demonstrated greater perceived autonomy and a higher degree of endorsement regarding AI efficacy, with students of lower perceived competence manifesting a more pronounced affirmation of the assistance provided by AI. Collectively, the results suggest that anxiety within multimodal environments originates from a “performance-pressure paradox,” wherein AI functions as a dual-faceted instrument capable of both exacerbating and mitigating psychological strain; consequently, pedagogical practices should strive to construct an empowering instructional model that leverages AI to manage performance-related pressures while providing individualized affective support.
Copyright (c) 2026 Huixin Chen http://creativecommons.org/licenses/by/4.0
Research on the Optimization Path of Music Education Curriculum in Private Universities in Shaanxi under the Background of “Simultaneous Development of Five Educations”
As the core content of the educational policy in the new era, the “Simultaneous Development of Five Educations” clearly requires the all-round development of moral, intellectual, physical, aesthetic and labor education. As the core carrier of aesthetic education, music education is an important link connecting the five educations and realizing collaborative education. As an important part of higher education, private universities in Shaanxi shoulder the important mission of cultivating applied and interdisciplinary talents, and the quality of their music education curriculum is directly related to the implementation effect of the educational goal of integrating the five educations. Combining the school-running characteristics, regional cultural advantages and the current situation of music education curriculum of private universities in Shaanxi, this paper analyzes the problems in the current curriculum system that are incompatible with the requirements of the simultaneous development of five educations. Based on the policy orientation of national aesthetic education reform and the practical experience of similar universities, it explores the optimization path of music education curriculum that fits the reality of private universities in Shaanxi and highlights the concept of collaborative development of five educations, so as to provide theoretical reference and practical reference for improving the educational quality of music education in private universities in Shaanxi and promoting the in-depth integration of the five educations.
Copyright (c) 2026 Jing Qin http://creativecommons.org/licenses/by/4.0
Research on the Concept Reconstruction and Teaching Practice Strategy of Construction Equipment Course Based on the Full Life Cycle Resource Value Management
Under the background of the “double carbon” goal and the digital transformation of the construction industry, the traditional “building equipment” course focuses on equipment selection and terminal design, ignoring the value dimensions of resource consumption, operation energy efficiency and waste recycling of equipment system in the whole life cycle, resulting in students’ lack of systematic resource view and value judgment ability. This paper is based on the theory of full life cycle resource value management, and integrates it into the knowledge system and educational objectives of the course of construction equipment. By reconstructing the curriculum concept of “resource input - efficient transformation - value retention - recycling”, the modular teaching content throughout the whole process of design, construction, operation and maintenance and scrapping is constructed, and the teaching practice strategies such as case teaching based on real projects and interdisciplinary collaborative design are proposed. So as to help students change from “single technology thinking” to “full cycle value thinking”, and provide a new path for the cultivation of interdisciplinary talents in the specialty of building environment and energy application engineering.
Copyright (c) 2026 Miaomiao Liu, Zaitian Wu, Rui Zhu, Min Zhu, Kehao Xie http://creativecommons.org/licenses/by/4.0
Research on Interdisciplinary Project Teaching in High School Physics Oriented toward Core Competencies
With the deepening of the new curriculum reform, the development of students’ core literacy has become the core goal of high school physics teaching. Based on the teaching practice, this paper systematically combs the practical difficulties faced by high school physics interdisciplinary project teaching in the aspects of curriculum design, teaching implementation, teacher support, and evaluation mechanism, and puts forward targeted countermeasures from the dimensions of teaching concept update, curriculum resource integration, teaching mode innovation, and evaluation system reconstruction, so as to provide reference for front-line teachers to effectively carry out interdisciplinary project teaching and implement the cultivation of physics core literacy.
Copyright (c) 2026 Hangfei Liu http://creativecommons.org/licenses/by/4.0
Research on the Path Innovation and Risk Prevention Mechanism of Artificial Intelligence Empowering University Scientific Research Management
With the rapid iteration of AI technologies, their capabilities in natural language processing, knowledge discovery, data analysis, process optimization, and intelligent decision-making continue to strengthen, expanding from industrial scenarios to higher education governance. Existing research suggests that AI and big data are driving scientific research management from an experience-led model toward a data-driven, intelligently collaborative, and dynamically governed one, showing significant potential in project management, outcome evaluation, resource allocation, risk identification, and service platform construction. However, introducing AI into university research management also presents challenges such as data security, algorithmic bias, ethical concerns, inadequate organizational adaptation, and system integration difficulties. Accordingly, this paper follows the thread of “mechanism construction—path innovation—risk prevention”. Based on a review of relevant literature, it analyzes the operational logic of AI-empowered research management across four dimensions: intelligent platform construction, research process optimization, outcome evaluation reconstruction, and behavioral supervision enhancement. It then proposes a tripartite risk prevention framework of “technological prevention—institutional guarantees—organizational synergy.” The study argues that the key to AI empowerment lies not in partial tool substitution, but in the synergistic upgrading of governance concepts, institutional structures, and organizational capabilities. Effective implementation depends on the mutual support of mechanisms including data governance, algorithm review, ethical regulation, platform integration, and talent cultivation.
Copyright (c) 2026 Xiaoyu Liu http://creativecommons.org/licenses/by/4.0
From the Perspective of Media Constructivism, an Analysis of the Reconstruction of Rural Media Images by Short Videos of New farmers in Ganzi Prefecture
From the perspective of media constructivism, new farmers in Ganzi Prefecture, relying on short-video platforms, independently construct the rural media image from a local perspective. Based on the official public data of Ganzi Prefecture from 2023 to 2025, this paper explores the path of new farmers' short video reconstruction of rural image from four aspects: natural landscape, ethnic culture, production and life, and industrial value, and finds that new farmers’ short video has effectively increased local cultural and tourism revenue, online retail sales of agricultural products, and income of rural residents. But there are still problems in the image construction, such as superficial content, cultural symbolization, narrative homogeneity and dissemination fragmentation. Based on this, this paper proposes four optimization paths: deep narrative, cultural orientation, brand building, and collaborative communication, to provide practical references for rural image communication and rural revitalization in ethnic areas.
Copyright (c) 2026 Yifan Huang http://creativecommons.org/licenses/by/4.0
Reconstructing the Assessment System of the Undergraduate Course “Plant Physiology” in the AI Era: A Framework for Authentic and AI-Resilient Task Design
The proliferation of generative artificial intelligence (GenAI) has fundamentally challenged the validity of traditional assessments in higher education. In data-rich, laboratory-based disciplines such as undergraduate plant physiology, conventional product-heavy assessments—like essay writing and closed-book examinations—often fail to capture underlying scientific reasoning and are highly susceptible to GenAI simulation. Drawing upon frameworks of constructive alignment, evaluative judgment, and authentic assessment, this paper argues for a systemic shift from misconduct management to “AI-resilient” structural task design. We propose replacing the traditional assessment paradigm with an integrated, seven-part ecology of multimodal tasks. This reconstructed system distributes evidence of learning across the semester through in-class rapid reasoning exercises, process-oriented laboratory notebooks, collaborative inquiry projects, interactive oral defenses (mini-vivas), and reflective AI-use portfolios. By prioritizing visible reasoning, structural verification of knowledge, and critical AI literacy over unsupervised textual output, this framework ensures that students develop and demonstrate authentic disciplinary competence. Ultimately, this approach not only safeguards academic integrity but also enhances the educational validity of plant science curricula, offering a scalable template for assessment reform across the biosciences.
Copyright (c) 2026 Jiantao Peng http://creativecommons.org/licenses/by/4.0
People-Centered: Balancing Humanistic Care and Institutional Constraints in Higher Education Management
In contemporary educational administration, the people-centered philosophy is gaining increasing prominence. Educational management not only involves the implementation of systems and regulations but also requires attention to the emotional needs and humanistic care of both teachers and students. As society evolves, striking a balance between institutional constraints and humanistic care has become a significant research topic in educational administration. Through literature analysis and case studies, this paper explores the equilibrium between humanistic care and institutional constraints. Findings indicate that appropriate humanistic care enhances the effectiveness of educational administration and boosts satisfaction among both teachers and students, whereas overly rigid systems may stifle innovation and flexibility. Therefore, rationally balancing humanistic care with institutional constraints not only promotes educational quality but also fosters a harmonious educational environment.
Copyright (c) 2026 Jinrong Liu http://creativecommons.org/licenses/by/4.0
Exploration of the Case Study Teaching Method in Human Resource Management Courses
Human resource management is a course that links theory with practice, which requires students to master a series of knowledge, including recruitment, performance appraisal, salary management, employee relations and so on, and to understand the connotation of these concepts. However, if students only grasp the meaning of these concepts, they can not necessarily apply them in the real work environment. For example, if a student can explain the connotation of recruitment, he may not be able to judge whether the interview process is reasonable. If a student can only remember the definition of performance appraisal, he may not be able to analyze the reasons for employees' dissatisfaction with the appraisal results. In the traditional classroom teaching, the teacher first explains the content of the knowledge, and the students listen to the lecture, take notes and review the content after class. Although this method can help students master the basic knowledge, it can not provide enough opportunities for students to solve practical problems. Case teaching can make up for this deficiency and bring specific situations into the classroom. Students read and analyze the case, put forward their own opinions, and put forward reasonable solutions. In order to make a deeper understanding of the case teaching method, this paper focuses on the analysis of human resource management courses, points out the problems existing in teaching practice, and puts forward suggestions for the improvement of case selection, teaching support and so on.
Copyright (c) 2026 Lingxiao Qi http://creativecommons.org/licenses/by/4.0
Industry-Education Integration for Vocational English Competence: A Collaborative Cultivation Mechanism for Industrial Talent in Haikou under the Free Trade Port Closure Background
As the Hainan Free Trade Port (FTP) moves toward full closure operations, industrial sectors in Haikou face an urgent demand for personnel equipped with robust vocational English competence (VEC). This paper examines the structural misalignment between existing higher vocational English education and the authentic occupational language needs of Haikou’s dominant industries. Drawing on stakeholder theory, foreign language education planning theory, and a core competence framework, the study proposes a “Government-Industry-Enterprise-School” (GIES) four-party collaborative cultivation mechanism. Central to this mechanism is a three-dimensional VEC model comprising language proficiency, occupational competence, and intercultural communication capacity. The paper argues that effective cultivation requires simultaneous restructuring of programme objectives, modular curriculum design, dual-supervisory practicum systems, and enterprise-led multi-dimensional assessment. Implications for policy, curriculum reform, and teacher development in free trade port contexts are discussed.
Copyright (c) 2026 Xu Han, Xuanxiao Lu http://creativecommons.org/licenses/by/4.0
Research on Class Management Strategies for Constructing a Positive Mathematics Learning Community: With the Goal of Promoting In-depth Mathematics Learning
With the goal of promoting students’ in-depth mathematics learning, this study focuses on the construction of class management strategies for a positive mathematics learning community. By analyzing the existing problems in the construction of mathematics learning communities and the practice of class management, and based on the learning community theory, in-depth learning theory and class management theory, specific management strategies are proposed from the dimensions of class culture construction, design of student communication systems and construction of interaction mechanisms. The study finds that scientific class management strategies can effectively promote the sound operation of mathematics learning communities, and provide environmental guarantee and motivation support for students’ in-depth mathematics learning.
Copyright (c) 2026 Hongfang Zhu, Hongyu Zhu http://creativecommons.org/licenses/by/4.0