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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Project-Based Learning (PBL) has demonstrated considerable effectiveness in fostering scientific attitudes among primary school students. This study conducts an in-depth analysis of the Grade 5 Science textbook published by the Education Science Press and selects the lesson "Building Boats with Floating Materials" as a suitable case for PBL-oriented instructional design. The story of Noah's Ark from the Bible is employed to construct a cognitively challenging and thought-provoking scenario, immersing students in dual challenges involving both engineering and ethical considerations. Students are thereby guided to adopt the dual roles of engineers and decision-makers, engaging in dynamic reasoning between scientific evidence and value judgment, with the aim of cultivating scientific attitudes. The effectiveness of this PBL approach is evaluated through teacher and student interviews. The findings indicate that employing project-based learning to cultivate scientific attitudes in primary school students receives strong positive affirmation. Based on the teaching practice, four pedagogical recommendations are proposed: prioritizing cognitive development in scenario design; flexibly and appropriately adapting instructional content; maintaining classroom order while fostering a supportive learning environment; and promoting the participation of students with higher levels of dependency in classroom activities.

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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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