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Exploring Pathways for Chinese Universities to Promote Educational Equity for Individuals with Disabilities in the Context of World-Class University Development — A Case Study of Special Education Schools in Chang'an District, Xi’an
- 1 Xian International Studies University
* Author to whom correspondence should be addressed.
Abstract
With the rapid advancement of the times, global competition is no longer confined to the domains of economy, politics, and military affairs; the significance of culture and education has grown substantially. In recent years, China has increasingly prioritized the construction of world-class universities. In 2022, the Ministry of Education, the Ministry of Finance, and the National Development and Reform Commission of China jointly issued the Opinions on Deepening the Advancement of World-Class Universities and First-Class Disciplines, emphasizing that the development of world-class universities and disciplines is a major strategic decision made by the Central Committee of the Communist Party of China and the State Council. Against this backdrop, Chinese universities, while pursuing academic excellence and internationalization, also bear the crucial responsibility of promoting social equity and justice. Among these responsibilities, ensuring educational equity for individuals with disabilities is not only a manifestation of social progress but also an essential aspect of universities fulfilling their social obligations. This study, based on research conducted at special education schools in Chang’an District, Xi’an, analyzes the challenges faced by individuals with disabilities in accessing higher education in China. It proposes targeted recommendations to promote inclusive education in universities, accelerate the development of special education systems, and support educational equity for students with disabilities.
Keywords
Special Education, Inclusive Education, Individuals with Disabilities, University Development
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[2]. The Central People's Government of the People's Republic of China. (2022, January 25). Notice from the General Office of the State Council on Forwarding the "14th Five-Year Plan for the Development and Enhancement of Special Education" Issued by the Ministry of Education and Other Departments. Retrieved from https://www.gov.cn/gongbao/content/2022/content_5674303.htm
[3]. China News Service. (2024, March 1). China Education | Ministry of Education: As of 2023, China Had 77,000 Full-Time Special Education Teachers. Retrieved from https://m.chinanews.com/wap/detail/cht/zw/ft10172441.shtml
[4]. Xiong, Q., Li, L., & Li, X. (2024). The Impact of Effort-Reward Imbalance on Occupational Burnout Among Inclusive Education Teachers: The Mediating Role of Future Time Perspective. Chinese Special Education, (10), 26-33.
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Cite this article
Zhang,Y. (2025). Exploring Pathways for Chinese Universities to Promote Educational Equity for Individuals with Disabilities in the Context of World-Class University Development — A Case Study of Special Education Schools in Chang'an District, Xi’an. Advances in Social Behavior Research,16(2),12-20.
Data availability
The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.
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Journal：Advances in Social Behavior Research
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