Volume 29

The internationalization of education within China’s new development concept involves a complex journey that combines tradition, innovation, and global involvement. This paper explores the connotation and direction of China’s education, shedding light on its development path driven by sustainability, fairness, and creativity. Education internationalization serves as a tool to enhance soft power and global influence by promoting student exchanges, academic partnerships, and cultural interactions. In recent years, there has been a shift in focus and effort in China’s endeavors resulting in a significant increase in the enrollment of foreign students. However, the COVID-19 pandemic has disrupted travel and study plans, highlighting the changing nature of this field. Guided by the principles of the new development concept, the approach to international education aligns with human-centered development values. It aims to develop individuals who can navigate an interconnected world while promoting cross-cultural collaboration beyond borders. Incorporating both domestic and international content into curricula enhances sensitivity while expanding students’ global perspectives. At the same time, ensuring access to educational resources and strengthening international partnerships contribute to comprehensive educational experiences for all. Also, overcoming challenges such as disparities and biases in educational content further emphasizes the need for a comprehensive strategy. Hence, China’s endeavor towards internationalizing education creates a fabric of interconnections and shared progress. Guided by the new development concept, the pursuit of education internationalization signifies a dedication to shaping a future that is more inclusive, interconnected, and sustainable on a global scale.

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Despite the introduction of a new law on vocational education and the improvement of the vocational education system, there are still problems, such as low social acceptance of vocational education and social stereotypes of vocational education, which not only affect the implementation of vocational education policies but also the enrolment of vocational education and the employment of vocational education graduates. This paper analyses the causes of the phenomenon from the school, social, parent, and student levels. It puts forward the following suggestions to improve the phenomenon and enhance the public’s acceptance of vocational education: firstly, focus on the implementation of the policy in all aspects; secondly, improve the talent cultivation system; and thirdly, provide diversified employment opportunities to enhance the stereotypes. Through Dewey’s theory of vocational education and Maslow’s hierarchy of needs, we start with students’ most basic psychological needs and then take measures to improve the social recognition of vocational education.

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In the digital era, the internet has permeated every aspect of people’s lives, profoundly impacting family education. As society advances, the importance of family education for students becomes increasingly evident, drawing significant attention from academia and industry alike. However, there are still notable challenges in the development of family education within the online domain. This paper, based on the context of the Internet age, extensively explores relevant theories and categorizes the issues surrounding family education in the online domain in China into three main categories: conceptual issues, security concerns, and educational methodologies. Furthermore, specific measures are proposed to address each of these issues, such as fostering healthy family interactions, supervising and guiding internet usage, and promoting digital literacy education. These measures aim to assist families in better addressing these challenges and creating a healthy, balanced family education environment. Through an in-depth examination of these issues and strategies, to gain a better understanding of how to cultivate a healthy, happy, and potential-driven next generation in the digital age.

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In a world increasingly characterized by interconnectedness and cultural exchange, globalized education has become a central focus. This study delves into the crucial roles schools, students, and families play in fostering and promoting cultural diversity. The process model of intercultural competence emphasizes the significance of respect and openness to each other, underscoring the need for active engagement and understanding beyond superficial recognition. Schools should prioritize providing resources and training for educators to effectively teach with cultural response teaching, while students can enhance their intercultural competence by participating in cultural diversity-focused activities. Thus creating an environment where differences are not just acknowledged but celebrated. Moreover, families also play an indispensable role in emphasizing the importance of cultural diversity, as supporting the values of different backgrounds. Through this interplay between institutions, learners, and families, this paper aims to provide a comprehensive understanding of the trajectory of educational cultural diversity in the context of globalized education.

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In light of China’s ongoing economic expansion, the problem of educational inequality in China is becoming more and more worrisome. Through the method of literature analysis, this paper analyzes the main existing problems and their causes from four aspects. The common problems raised by previous researchers find that the unequal development of urban and rural development seriously inhibits the development of educational equity, which further leads to regional educational inequality and the low education rate caused by backward thinking in urban and rural locations. From the four aspects, the issue with household registration is to blame for the growing divide between rural and urban development and the uneven distribution of resources has led to too many kinds of educational resources. In economically developed areas, the natural geographical environment has also restricted the development of some areas, resulting in a worrying educational environment. Rural women’s rights and interests are still unable to be protected and even difficult to receive education. Therefore, in the end, this paper also puts forward the corresponding solutions to these problems and the expectations for future development.

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Both the use of social media and the fear of missing out are closely connected in daily lives, and this phenomenon has attracted attention. Through literature retrieval and analysis, the phenomenon and effects of Fear of Missing Out (FoMO) on social media will be explained in this study. The effects are separated into direct effects and indirect effects. The results show that mental health (anxiety, depression) and emotions (boredom, loneliness, and feelings of pressure/fear of exclusion) are affected directly, whereas perception (self-esteem, rumination, and mindful attention) and lifestyle (daily life, working, and learning) are affected indirectly. The results show that there is a higher likelihood that someone's mental health, emotions, and way of life may suffer as a result of having a higher level of FoMO. However, a special case of emotion, boredom, can be both positively and negatively influenced. After that, the possible courses of action will be listed, in terms of helping people who suffer from FoMO.

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The rise and thriving of the anchor industry introduced the concept of “influencers” to society. As the main group of people engaging in the online world, students in high school have become the main audience of the influencers. However, with this industry developing rapidly, different voices appeared, criticizing the negative impacts of the influencers on teenagers, causing conflicts or even family tension. Hence, this essay focuses on the question of what are the effects of influencers on high school students. This problem is related to the underlying reason for this argument, as most parents take the impacts as extremely negative. From previous essays, it can be seen that influencers are promoting consumers in purchasing, while more data focusing on teenagers themselves should be done. In the research, thirty-two teenagers studying in high schools were interviewed. Through analyzing the data, the result is influencers do have impressive impacts on high school teenagers, however, most of these impacts are positive and encouraging.

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Second language learners encounter particular difficulties as a result of the impact of technological advancement and globalization, which has always been a matter of concern with regard to second language acquisition. Due to these challenges, second language learners should raise their own proficiency and adaptability to provide learning guidance for future employment. This paper reviews the findings of learning styles and learning motivation in the field of second language acquisition. Learning styles have different effect on English as a Foreign Language (EFL) learners and learning motivation also influence their behaviors from extrinsic to intrinsic goals. Studies suggest that different learning styles perform well in different aspects of language studying. Intrinsic learners perform better than extrinsic learners. Within more learning styles, EFL students act more motivated in language learning and generally perform well in their academic achievement. Drawing from previous studies, the author proposes EFL learners should find their preferred learning styles and try their best to transfer their extrinsic goals to intrinsic goals in foreign language learning.

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More academics are concentrating on the topic of mobile-assisted language learning (MALL) on account of the advancement of mobile technology and the widespread use of mobile electronics in modern culture, and mobile-assisted vocabulary learning (MAVL) as a hot topic in MALL has attracted a large number of scholars. The study reviews some representative literatures during 2010-2023, including the impact of using mobile Short Message Service (SMS)/Multimedia Message Service (MMS) on Second Language (L2) word learning and the effectiveness of using mobile learning applications. Moreover, this study analyses the research methods used by previous researchers and summarises the results of the studies, finding that most of the experiments focused on vocabulary enhancement and retention, the effect on motivation, and learners’ perceptions and satisfaction. The results of many studies show that MAVL as a learning approach is better than the traditional vocabulary learning approach. Also, researches on MAVL has many pedagogical impacts on teaching of second and foreign languages in the future. However, researches have also shown that MAVL has some drawbacks that will hopefully be addressed in the future.

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Cooperative learning (CL) has long been a popular teaching method. In the 1970s, the American educator David Koonts first put forward its concept and tried to put it into practice, after which research in this area has remained active in various countries until today. This paper intends to review several specific cooperative learning activities used in middle school English reading classes and to summarize possible ways of optimizing the cooperative learning method for English reading teaching. Three effective examples of CL activities, including reading circle, Jigsaw Reading, and picture tour, are the main focuses. Cooperative learning will be discussed as a whole, and why it is important in English reading class will be clarified. By reviewing the relevant literature, this paper attempts to analyze research on the three examples from their advantages to their effects on class and students, and also points out some limitations and suggestions indicated in these studies. It will come to an overall conclusion at the end of this paper.

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