Revolutionary culture refers to the distinctive cultural form created by the Communist Party of China, under the guidance of Marxism, together with the Chinese people in the course of the New Democratic Revolution. It plays an irreplaceable role in enhancing students’ core competencies, advancing the “Four Histories” education, and promoting Chinese modernization. However, several problems remain in the teaching of revolutionary-themed texts in primary school Chinese: students often struggle to grasp the deeper meaning of the texts due to limited knowledge and experience; teaching methods lack innovation and therefore fail to fully highlight the value of moral cultivation embedded in the subject; insufficiently integrated teaching resources weaken instructional effectiveness; and a disconnect between teaching and real-life contexts hinders the development of students’ ability to integrate knowledge with action. In response to these challenges, this paper proposes the flexible use of educational drama in the teaching of revolutionary-themed texts in primary school Chinese. By coordinating multiple stakeholders, leveraging digital technologies, supplementing materials through interdisciplinary collaboration, and selecting appropriate texts, educational drama can significantly enhance the effectiveness of teaching in this domain.

Against the dual backdrop of globalization and digitalization, the connotation of literacy has progressively expanded to encompass the use of digital media, the development of critical thinking, and the capacity for intercultural understanding. In response to a year-on-year decline in national literacy levels, Finland released the National Literacy Strategy 2030 in 2023, with the explicit objective of enhancing multiliteracy across the entire population. An analysis of Finland’s keen insight into contemporary transformations and its proactive policy responses reveals distinctive strengths in four key areas: innovative conceptualization of multiliteracy, collaborative mechanisms involving society as a whole, sustained education and professional training for practitioners, and the equity and inclusiveness of resource allocation.

Against the backdrop of digitalization and commercialization, education in art market marketing faces an urgent need to cultivate students’ ability to respond to dynamic market challenges. Although the case-based teaching method has been widely adopted, there remains considerable room for improvement in stimulating students’ deep cognitive engagement and innovative application of knowledge. To address this issue, this study adopts the Jellycat brand as a unified case and employs a non-synchronous controlled experimental design to systematically compare the teaching effects of Research-Based Learning (RBL) and Case-Based Learning (CBL). The experimental group (n = 16) participated in learning activities structured around RBL, including problem-driven inquiry, immersion in market scenarios, and collaborative strategy development. The control group (n = 18) received instruction through teacher-led case analysis and lectures. Teaching effectiveness was evaluated across three dimensions: final examination scores, teacher evaluations, and student evaluations. The results indicate that the RBL approach significantly outperforms the case-based method in enhancing students’ ability to apply knowledge—reflected in higher teacher evaluation scores—as well as in overall course satisfaction. Moreover, RBL also demonstrates an advantage in students’ mastery of theoretical knowledge, as evidenced by higher final examination performance. These findings suggest that by creating student-centered, inquiry-oriented learning contexts, the RBL model facilitates deeper theoretical understanding and stronger practical application skills. This study provides an important reference for the reform of art marketing courses, indicating that a research-oriented and student-centered approach represents a viable pathway for advancing pedagogical innovation.

Taking talent cultivation in foreign language universities as the research object, this article examines how students from Hong Kong, Macao, Taiwan, and overseas Chinese communities build global competence within the training systems of such institutions. The study argues that the cultivation of these students should emphasize patriotic education and ideological guidance. It advocates shaping their national sentiment, cultural identity, and personal literacy through approaches such as integrating ideological and political education into the curriculum, organizing educational activities, fostering campus cultural immersion, and leveraging the advantages of talent integration in the Guangdong–Hong Kong–Macao Greater Bay Area. The goal is to develop globally competent talents equipped to contribute to the construction of a strong socialist country in the new era.

This study designs and evaluates a fairness measurement system that embeds teacher accreditation metrics into the evaluation logic of a foreign language Educational Technology platform. The system defines a composite Fairness Metric Index integrating pedagogical quality, assessment literacy, and professional reflection, and is deployed with 264 English as a Foreign Language teachers across 18 institutions, covering 38,412 lessons and 126,507 feedback events. Compared with the platform’s original performance index, the integrated model increases the correlation with human accreditation ratings from 0.46 to 0.71 and raises the conditional R squared of mixed models from 0.37 to 0.62. Group-wise parity loss between institutional and experience groups falls by roughly fifty percent, and agreement with an independent accreditation panel improves from kappa 0.51 to 0.74. These results indicate that embedding accreditation constructs into algorithmic scoring can simultaneously improve alignment with professional standards and reduce systematic unfairness in teacher evaluation.

This conceptual paper proposes a framework to address the gap between exam-oriented English education and the real-world communication needs of Chinese university students. It synthesizes existing research to introduce and theoretically justify two intervention strategies—Listening–Reading–Repetition–Memorization and YouTube-Based Structured Learning with Shadowing—proposed to support the development of listening comprehension and oral fluency. Grounded in relevant research, these methods are tailored to different proficiency levels and rely on freely available online resources to ensure accessibility for all learners. This approach not only has the potential to supports pedagogical improvement but also may promote educational equity and communication-focused reform in China’s EFL context.

This study addresses the pedagogical challenges of integrating Weixian papercutting—an element of China’s intangible cultural heritage—into university-level illustration courses. It proposes and implements a phased instructional strategy that progresses from technique simplification to symbol decoding and finally to narrative reconstruction. Based on in-depth comparative analyses of students’ midterm and final projects alongside classroom observations, the course demonstrates that the strategy effectively enhances students’ command of papercutting techniques, deepens their understanding of cultural symbols, increases their autonomy in narrative expression, and strengthens their ability to synthesize traditional and contemporary visual languages. The approach facilitates a progression from mere formal and technical imitation to creative cultural translation. The study also explores the limits of AI-Generated Content (AIGC) as a supportive tool in these courses. Findings offer a practical pathway for the living transmission and innovative application of intangible cultural heritage within contemporary art education.

Against the backdrop of increasingly diverse classroom cultures, how teachers can shape supportive classroom emotional atmospheres through instructional practices has become a significant issue in educational psychology. This study, conducted in two urban schools with pupils from Years 5 to 8, employed a multi-layered model integrating teacher intercultural teaching sensitivity questionnaires, student classroom emotional atmosphere scales, and intelligent discourse analysis of 48 lessons. Results indicate a significant positive correlation between teacher intercultural teaching sensitivity and classroom emotional climate at the class level. The proportion of inclusive language and frequency of emotionally supportive statements jointly mediate approximately 55% of this relationship. Intercultural teaching sensitivity enhances students' overall perception of emotional safety and respect by increasing cultural acknowledgement and emotional support within classroom discourse. Regression and structural equation modelling further demonstrate that intelligent classroom discourse indicators provide incremental explanations of classroom emotional climate beyond traditional questionnaires. This study demonstrates that intercultural teaching sensitivity must be manifested through concrete discursive practices to be perceived by students as an emotionally supportive environment. Intelligent analysis based on classroom discourse data can provide actionable quantitative tools for teacher professional development and intercultural school climate building.

In the era of artificial intelligence, teachers’ role transformation is a core issue in teachers’ professional development under the background of educational digitalization, which is directly related to the quality of education and teachers’ own practical adaptation. Currently, teachers’ roles are shifting from mere knowledge transmitters to learning guides and technological collaborative constructors. Meanwhile, teachers are confronted with multiple challenges such as insufficient technical integration capabilities, vague role cognition, and lagging external support systems. To address these issues, at the individual level, teachers should enhance their digital skills and ethical awareness to improve their transformation competence; at the teaching practice level, efforts should be made to integrate technology empowerment with emotional education to construct a new teaching model; at the external support level, it is necessary to improve the training system and evaluation mechanism, and optimize the institutional environment for transformation. These measures aim to help teachers adapt to the new requirements of intelligent education and provide practical references for the digital transformation of education.

(1) Background: To explore the roles of picture books in Chinese kindergartens' moral education and teachers' implementation challenges, noting Chinese picture books' cultural specificity themed on traditional festivals, history, patriotism and familial bonds, and that teachers select picture books by cultural connotations, educational orientations, children's age and moral goals and adopt methods like questioning and role-playing; (2) Methods: literature review; (3) Results: picture books serve as vital moral education carriers, helping children grasp abstract moral concepts, stimulating empathy and promoting moral cognition-to-behaviour transformation; teachers face challenges including random book selection, insufficient moral connotation interpretation ability and neglected picture book-based moral education due to parental academic focus; (4) Conclusions: this research underscores picture books' values in kindergarten moral education and discusses strategies to address teachers' implementation dilemmas.