Volume 3 Issue 3
Published on July 2025Based on the background of the national education new infrastructure strategy, this study proposes the concept of "digital resilient campus" to address the problems of network interruption, data governance failure, and teaching service obstruction in universities during emergencies, and constructs a measurement scale covering three dimensions: network infrastructure, data governance, and teaching services. The study formed 30 initial items, and after reliability, validity, and discrimination tests, the final scale showed good internal consistency, stability, content and structural validity, and significant discrimination. The validation of predictive validity further proves that scale scores can effectively predict the response capability of campus system failures. The research conclusion indicates that this scale can serve as an evaluation tool for the digital resilience level of universities, as well as provide quantitative basis for planning new infrastructure investment, improving governance mechanisms, and optimizing teaching services. It has important practical significance for promoting the stable operation of the education system.
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Teaching Chinese as a foreign language and nonverbal communication are two interrelated and mutually reinforcing areas of research. From an intercultural perspective, this study analyzes the BBC documentary Are Our Kids Tough Enough? Chinese School as a case study, observing classroom nonverbal behaviors from four dimensions: kinesics, paralanguage, time orientation, and spatial use. It highlights the differences in nonverbal communication between Chinese and British classrooms and explores the deeper cultural reasons behind these differences based on Hofstede's cultural dimensions and Hall’s high- and low-context communication theories. On this basis, the paper proposes strategies for cultivating nonverbal communication competence in teachers of Chinese as a foreign language. The study aims to promote the effective use of nonverbal communication in Chinese language classrooms, enhance teachers’ intercultural communicative competence, and improve the overall practice of international Chinese language education.
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This paper explores the persistence of educational inequality in the United States through a structural and policy-oriented lens. Based on empirical research, it analyzes how academic disparities are caused by the intersection of family economic status, racial bias, inter-district financial disparities, and governance fragmentation. The article combs through the evolution of federal education policies from ESEA to NCLB and ESSA, pointing out that performance-oriented reforms and market-oriented strategies that fail to address structural inequality (e.g., school choice policies), however, may instead exacerbate the concentration of resources and educational stratification. In response to existing limitations, the study proposes equity-oriented policy pathways, including student-weighted grants, federally supported teacher development programs in high-poverty districts, and institutional mechanisms for community engagement. These initiatives aim to embed the concept of “responsiveness to difference” in the entire process of policy design and implementation. The study ultimately concludes that the realization of educational equity requires not only the redistribution of resources, but also the promotion of systemic changes at the level of governance structures and social participation, so that education can truly become an institutional support for social mobility and democratic inclusion.
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In the context of globalization, second-language acquisition has become increasingly important. However, native language culture often affects second-language reading. Based on the theory of second language acquisition, which emphasizes the role of prior knowledge, this study explores how first language cultural schemata mediate text interpretation. Through a questionnaire survey of college students with different native languages and interviews, this research analyzes their understanding of the same reading materials. The results show that native language culture significantly impacts second-language reading comprehension, and there are differences in reading strategies and comprehension levels among students from different cultural backgrounds. For instance, students in the West generally favor the independence of reading, but students in East Asia emphasize comprehension of texts. Native German speakers exhibit heightened focus on data and causal reasoning (for instance, "A specific study indicates that mobile phone usage diminishes learning efficiency by 20%"). This study provides valuable insights for improving second - language reading teaching and cross-cultural communication.
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