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This publication aims to provide a comprehensive and up-to-date overview of tertiary education in China. It is the result of a partnership established between the World Bank and the Shanghai Jiao Tong University's Graduate School of Education to collect and disseminate information on higher education in the China.

This social history of the Chinese Academy of Social Sciences (CASS) sheds new light on the interplay between political and academic leaders and academic organization in the Reform era (1978 - ), and provides new insights into the changing character of the Chinese Communist Party in academic life.

In The Future Conditional , Eric S. Henry brings twelve-years of expertise and research to offer a nuanced discussion of the globalization of the English language and the widespread effects it has had on Shenyang, the capital and largest city of China's northeast Liaoning Province. Adopting an ethnographic and linguistic perspective, Henry considers the personal connotations that English, has for Chinese people, beyond its role in the education system. Through research on how English is spoken, taught, and studied in China, Henry considers what the language itself means to Chinese speakers. How and why, he asks, has English become so deeply fascinating in contemporary China, simultaneously existing as a source of desire and anxiety? The answer, he suggests, is that English-speaking Chinese consider themselves distinctly separate from those who do not speak the language, the result of a cultural assumption that speaking English makes a person modern. Seeing language as a study that goes beyond the classroom, The Future Conditional assesses the emerging viewpoint that, for many citizens, speaking English in China has become a cultural need-and, more immediately, a realization of one's future.

Forensic clinical medicine examines injuries in living individuals and plays a critical role in criminal violence cases, trauma compensation, and judicial rulings. In China, this field contributes substantially to upholding social justice. Current educational approaches struggle to bridge the gap between theory and practice, largely due to privacy constraints during forensic examinations, leaving students ill-prepared to assess real cases and identify key evaluation criteria. Scenario-based simulation training presents a promising alternative to conventional case-based teaching. We compared the efficacy of traditional case-based teaching with scenario-based simulation in a forensic clinical medicine course. Two cohorts of undergraduate forensic science students from consecutive academic years underwent each teaching method. Post-course assessments included theoretical examinations and practical evaluations as quantitative measures of knowledge acquisition. Professional instructors graded students' performance, while self-evaluation surveys captured learning experiences. Scenario-based simulation teaching yielded superior learning outcomes. The simulation group (2020 cohort) achieved higher scores than the traditional group (2019 cohort) in both theoretical (*p < 0.05) and practical assessments, with notably better knowledge retention (subjective questions: **p < 0.01; objective questions: *p < 0.05). The simulation group also demonstrated stronger theory-practice integration (r = 0.9622 vs. 0.9115). Instructor evaluations (n = 11) demonstrated that scenario-based simulation teaching improved students' learning motivation (81.8%), theoretical application (72.7%), communication skills (81.8%), analytical abilities (63.6%), and teamwork competencies (54.5%). All instructors reported enhanced professional image, with 90.9% noting increased teaching motivation. Student self-assessments reinforced these results: over 80% of the simulation group reported gains in theoretical learning effectiveness, analytical/operational capabilities, and professional self-assurance, versus ≤31.9% in the traditional group. Classroom metrics favored the simulation group (self-study interest: 65% vs. 45.5%; engagement: 90% vs. 45.5%; collaboration: 80% vs. 36.4%), though 10% cited challenges with preparatory workload. Scenario-based simulation teaching significantly enhances forensic clinical education by strengthening the connection between theory and practice while improving student competencies. Addressing teaching costs and adapting to student needs will further refine its effectiveness.

Modern Orientalism is not a brainchild of nineteenth-century European imperialists and colonialists, but, as Urs App demonstrates, was born in the eighteenth century after a very long gestation period defined less by economic or political motives than by religious ideology. Based on sources from a dozen languages, many unavailable in English,The Birth of Orientalismpresents a completely new picture of this protracted genesis, its underlying dynamics, and the Western discovery of Asian religions from the sixteenth to the nineteenth century. App documents the immense influence of Japan and China and describes how the Near Eastern cradle of civilization moved toward mother India. Moreover, he shows that some of India's purportedly oldest texts were products of eighteenth-century European authors. Though Western engagement with non-Abrahamic Asian religions reaches back to antiquity and can without exaggeration be called the largest-scale religiocultural encounter in history, it has so far received surprisingly little attention-which is why some of its major features and their role in the birth of modern Orientalism are described here for the first time. The study of Asian documents had a profound impact on Europe's intellectual makeup. Suddenly the Bible had much older competitors from China and India, Sanskrit threatened to replace Hebrew as the world's oldest language, and Judeo-Christianity appeared as a local phenomenon on a dramatically expanded, worldwide canvas of religions and mythologies. Orientalists were called upon as arbiters in a clash that involved neither gold and spices nor colonialism and imperialism but, rather, such fundamental questions as where we come from and who we are: questions of identity that demanded new answers as biblical authority dramatically waned.

University STEM education is vital for cultivating innovative talents but is hindered by a lack of lecturers skilled in interdisciplinary teaching. Research on the interplay between psychological capital (PsyCap), competency in interdisciplinary teaching (CIT), and self-directed learning (SDL) is limited. This study investigates a mediation model, exploring PsyCap’s role between SDL and CIT among 427 Chinese STEM lecturers using proportional stratified random sampling and partial least squares structural equation modeling (PLS-SEM). The results revealed that SDL had a significant direct effect on CIT (β = 0.210, t = 4.429, p < 0.001) and PsyCap (β = 0.603, t = 16.737, p < 0.001). PsyCap also significantly influenced CIT (β = 0.546, t = 12.748, p < 0.001). Mediation analysis further indicated that PsyCap partially mediated the relationship between SDL and CIT, with a significant indirect effect (β = 0.329, t = 9.738, p < 0.001). These findings contribute to the literature by validating a novel mediation model integrating SDL and PsyCap to explain CIT. It also offers practical implications for offering practical pathways for improving the training of STEM lecturers, with SDL and PsyCap identified as key leverage points for enhancing the quality of interdisciplinary teaching in universities. Given the study’s single-mediator design, future research may adopt moderated mediation models to explore when and how SDL and PsyCap more strongly influence interdisciplinary teaching competency.

Although researching emotions in language education has dramatically increased during the past decades, little is written about the effects of aversive feelings like teacher boredom in the English as a foreign language (EFL) context, especially in the context of online instruction during the COVID-19 pandemic. Against this shortcoming, this study examined the causes of and solutions to teacher boredom experienced by 216 Chinese EFL teachers, including both genders with their ages ranging from 19 to 58. In so doing, the researcher used maximum variation sampling to gather the data via an open-ended questionnaire and semi-structured interviews. The gleaned data were then thematically analyzed by MAXQDA (Version 2020) whose results indicated that most participants consider the online mode of delivery more boring than the face-to-face mode. Additionally, the findings demonstrated that both the antecedents of and the solutions to teacher boredom come under the macro-categories of student-related, task-related, IT-related , and teacher-related factors and solutions. Out of these, IT - related factors and teacher-related solutions were the most frequently raised themes extracted from the data. The study presents some practical implications and directions for future research.

As smart technology promotes the development of various industries, artificial intelligence (AI) has also become an important driving force for innovation and transformation in education. For teachers, how to skillfully apply AI in teaching and improve their AI literacy has become a necessary goal for their sustainable professional development. This research examines the correlations among the dimensions of AI literacy of teachers in order to promote the effectiveness of class teaching and the adoption of artificial intelligence literacy (AIL). Our findings are based on the analysis of 1013 survey results, where we tested the level of AI literacy of teachers, including Knowing and Understanding AI (KUAI), Applying AI (AAI), Evaluating AI Application (EAIA), and AI Ethics (AIE). We find that AAI had a significant, positive effect on the other three dimensions. Thus, based on the analysis, the government should take action to cultivate teachers’ AI literacy. In order to improve teachers’ AI literacy, the choice of curriculum, content, methods, and practical resources for special training should be diverse and committed to making AI literacy an essential enabler for teachers’ sustainable future development.

The effectiveness of the blended teaching model in improving university students’ English learning achievement has been frequently reported in China in the post-pandemic era. However, such research has seldom explored the students’ entire EFL (English as a foreign language) learning process and mechanism from the perspective of learners within this model. This study therefore used the 3P (presage, process and product) teaching and learning theory to explore the mediating role of learning methods (i.e., learning engagement and academic procrastination) in the relationship between learning preparation (i.e., academic self-concept and course experience) and learning achievement within the Chinese EFL blended teaching context from the perspective of learners. In this study, 942 Chinese university students (male: N = 447; female: N = 495) participated in a survey and completed electronic questionnaires on EFL-related academic self-concept, learning engagement, academic procrastination, and learning achievement. The data were analyzed using AMOS software and a structural equation modeling (SEM) technique. The results showed that both students’ academic self-concept and course experience directly and positively predicted their English learning achievement. Moreover, students’ academic self-concept of learning achievement was partially mediated by learning engagement and academic procrastination, whereas the effect of course experience on learning achievement was fully mediated by learning engagement and academic procrastination. After discussing these findings, suggestions as well as limitations for future studies will be given.