Evidence-based practice highlights the need to connect research with professional practice, positioning practitioners as active agents of change. Inclusive research and inclusive education share this commitment to collaboration and social justice. This study draws on a review of key literature and international policy examples from Thailand and Iceland to examine how inclusive research fosters collaboration with marginalised groups and how inclusive education has influenced equitable legislation. Inclusive approaches have reshaped researcher–participant dynamics, contributed to anti-discriminatory policies, and supported the development of fully inclusive education systems. When applied to educational inequality among ethnic minorities in China, persistent gaps remain in resources, policy implementation, and responsiveness to minority students' needs. Inclusive research and education offer a coherent framework for advancing equity, provided that policy development is grounded in participatory evidence and teaching practices are adapted to the diverse learning characteristics of minority students.

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Louis Althusser's theory of "interpellation" posits that ideology constitutes individuals as subjects compliant with specific social relations through the everyday practices of state apparatuses such as schools and the media. In the digital age, generative artificial intelligence, as a non-neutral "techno-ideological" apparatus, is profoundly reconfiguring this mechanism. Through automated, personalized, and concealed forms of "digital interpellation", it achieves deep discipline over individual cognition and behavior. A structural coupling emerges between technical logic and social logic: the pattern-reproductive capacity of technology efficiently serves the reproduction of social relations, while the social pursuit of order and control, in turn, drives technological evolution.

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Against the backdrop of the intertwined trends of economic globalization and de-globalization, the internationalization of higher education has emerged as a key factor reshaping the global talent market landscape and influencing the employment competitiveness of graduates. As core representatives in the global higher education sector, China and the United States exhibit fundamental differences in their internationalization development paths, talent cultivation logics, and market adaptation models. These differences directly lead to distinct characteristics between graduates of the two countries in terms of employment capability composition, international market adaptability, and cross-cultural work competence. Based on human capital theory and global competence theory, this paper adopts literature research and comparative analysis methods to systematically examine the divergent impacts of higher education internationalization on the employment competitiveness of graduates in China and the United States from four dimensions: philosophy, model, effect, and root cause. The study refines the core dimensions of employment competitiveness, and combined with scholars' survey data and case studies, it finds that China's higher education internationalization is mainly policy-driven, with a focus on knowledge imparting and uneven resource distribution. It significantly enhances graduates' professional hard power, but has obvious shortcomings in cultivating soft skills such as cross-cultural practice and critical thinking. In contrast, the United States is market demand-oriented, emphasizing capacity building and multi-stakeholder collaboration. Through a well-established system, it achieves the simultaneous improvement of graduates' hard and soft power, with remarkable effects in internship and cross-cultural training mechanisms. The root causes of these differences lie in the divergent adaptation logics of the two countries' educational traditions, institutional environments, and labor market structures. By analyzing these differences and their internal mechanisms, this paper provides targeted references for China's higher education internationalization to shift from scale expansion to quality improvement and build a talent cultivation system adapted to the international market. It also offers practical insights for relevant interdisciplinary research and tripartite collaborative education.

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As a key immigration destination within the Guangdong-Hong Kong-Macao Greater Bay Area, Hong Kong's educational policies profoundly influence the educational choices available to new immigrant families. This paper systematically examines how four categories of policies—school placement, language support, financial aid, and transitional adaptation—shape the decision-making logic of new immigrant children regarding school type, curriculum pathways, residential location, and investment in extracurricular education. This study finds that: first, the Band streaming system excessively concentrates children of new immigrants in lower-tier schools, creating a structural narrowing of educational pathways; second, the Chinese as a Second Language (CSL) policy, due to inconsistencies in teacher qualifications and implementation standards, has led many families to turn to international schools or cross-border education; third, while financial aid lowers the barrier to enrollment, it fails to alleviate the pressures of social stratification caused by hidden educational costs such as tutoring and school selection. This paper argues that beneath the facade of "universal coverage", Hong Kong's current policies—through a dual mechanism of explicit rules and implicit signals—actually produce a bifurcated educational track: one for mainstream local students and another that imposes higher barriers to entry for new immigrants. Policy optimization must address three dimensions—dynamic tracking, continuous transitional support, and mutual recognition of qualifications within the Greater Bay Area—to transform formal equality into substantive equity of opportunity.

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