In order to explore the impact of the multi-school zoning policy on the level of educational equity, this article uses a questionnaire survey to collect data on parents’ demographics, perception of the policy, its impact, satisfaction levels, and suggestions for improvement. The study finds that the multi-school zoning policy has improved the equitable allocation of educational resources to a certain extent, alleviated the pressure on popular schools, and increased the quality of education in other schools. However, there are also some problems during its implementation. For example, parents’ satisfaction with school choice is low, and some parents believe that the multi-school zoning policy does not fairly consider the interests of all students. Based on the survey results, this article puts forward some recommendations for improving the multi-school zoning policy, with the aim of further promoting educational equity.

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Artificial intelligence is important because it has the potential to influence every aspect of our daily lives. From solving problems to creating new opportunities, artificial intelligence will be a huge part of the future society. This study aims to explore Chinese high school students’ AI literacy from the four dimensions: awareness, usage, evaluation, and ethics by using the expectancy-value theory. A mixed-methods approach was employed, including surveys of 478 students to assess their understanding of artificial intelligence and how much they know about it, along with qualitative interviews to explore specific suggestions towards the improvement of AI courses in school and AI applications in their schoolwork. Quantitative findings revealed that there are significant differences in the four dimensions of AI literacy that are: ethics, awareness, usage, and evaluation with tenth grade students showing higher scores. Students’ AI literacy was influenced by their expectancy and value beliefs. There is no significant difference between school types for awareness, evaluation, usage but ethics. These findings highlight the impact of AI-related resources on students’ ethical perceptions. The structural equation modelling revealed the hypothesized model is a good representation of the data. Then the multi group equation modelling revealed the hypothesized model fits well across groups. Here, the groups mean students who participated in AI clubs or not. Qualitative themes highlighted the benefits of AI in enhancing productivity and learning, challenges in evaluating AI-generated information, ethical concerns about artificial intelligence usage, as well as the desire for more support and education to enhance AI literacy. The study emphasizes the importance of integrating AI literacy education into school curricula to enhance students' understanding and practical application of AI.

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Building upon Heidegger's profound conception of time, Lacan ingeniously developed a sociologically grounded framework of 'intersubjectivity'. Notably, the key distinction between Lacanian intersubjectivity and Husserl's concept is stark. Lacanian intersubjectivity lacks the epistemological substance that is inherently present in Husserl's idea. Through a meticulous comparative analysis of Lacan's and Husserl's temporal frameworks, complemented by a detailed phenomenological reconstruction of Lacan's theory of time, this in - depth study thoroughly elucidates the application of Lacanian logical time at the microscopic epistemological scale. The paper strikingly reveals that this temporal mechanism functions independently of intersubjective interactions, vividly demonstrating how the subject attains cognitive mastery over the object by establishing its unique logical time.

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Music therapy has emerged as a promising intervention for enhancing the emotional regulation and social reciprocity of children with Autism Spectrum Disorder (ASD), their cognitive development, and fostering good relations between them and their parents. ASD has an impact on social interaction, emotional regulation, and cognitive development, which in turn affects individuals and their families. Music therapy can deal with these challenges. It promotes emotional expression, social interaction, cognitive abilities, and parent-child cooperation, enabling families to support the overall development of the child. This literature review discusses the use of music therapy to help manage the emotions of children with autism, helping with reciprocal social interactions, building up stronger cognitive functions, and relationships within a family. It synthesizes current research findings, highlighting how music therapy creates opportunities for meaningful emotional engagement, supports the development of social skills, promotes cognitive growth, and empowers parents through family-centered interventions. Additionally, music therapy improves joint attention and imitation by improving core social and emotional development abilities. It also strengthens the cognitive skills necessary for adaptive functioning. Moreover, family members participating in music therapy sessions can better understand their child’s abilities and learn effective strategies to promote developmentally appropriate skill acquisition within the home.

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