China has built the world's largest vocational education system, yet concerns remain about whether vocational graduates are able to realise their career goals. This study focuses on humanities and liberal arts students in Chinese vocational colleges, examining how they experience skill mismatch and how this shapes their career aspirations. Drawing on a qualitative case study at a vocational college in Jiangxi Province, the research uses semi-structured interviews, supported by questionnaire data, to explore students' perceptions of curriculum relevance, internship experiences, and career guidance. The findings show that skill mismatch among humanities students is not simply an individual problem, but is structurally embedded within China's vocational education system. Two mechanisms are particularly salient: curriculum lag, shaped by institutional and resource constraints, and career guidance that students perceive as weak and lacking practical relevance. Together, these dynamics contribute to uncertainty about employment prospects, lowered expectations, and increasingly constrained career aspirations. By foregrounding students' lived experiences, this study contributes to the literature on skill mismatch in vocational education by highlighting how career aspirations are formed through everyday encounters with institutional structures, curricular arrangements, and credential hierarchies.

High-level talent, as a critical strategic resource, plays a pivotal role in enabling local Sino-foreign cooperative universities to pursue upward development and achieve the goal of institutional upgrading. Smith's policy implementation process model indicates that an idealized talent recruitment policy, a supportive internal and external recruitment environment, coordinated mechanisms among implementing agencies, and the strong willingness of target groups together constitute a robust driving mechanism for attracting high-level talent to such institutions. In practice, however, local Sino-foreign cooperative universities tend to encounter a range of unintended negative effects in the process of recruiting high-level talent, including mismatches between recruited personnel and key disciplinary priorities, increased systemic risks, intensified conflicts within high-level talent groups, and difficulties in effectively utilizing performance evaluation outcomes. To promote the healthy and orderly development of high-level talent teams, these universities should refine disciplinary orientations to enhance person–position fit, conduct thorough cost–benefit analyses to mitigate human capital investment risks, resolve interest conflicts arising from talent aggregation to avoid diseconomies, and focus on appointment-based systems to establish a sound evaluation mechanism for high-level talent.

Patriotic education among adolescents is widely regarded as a top priority. Based on a survey conducted at D Middle School in Dongsheng District, it is found that junior secondary school students exhibit a distinctive cognitive pattern in their understanding of patriotism, characterized by "knowing the nation but not their hometown". At the level of content and conceptual hierarchy, students often lack a clear understanding of the relationship between loving the people and loving the country, and are unable to fully grasp the connections among patriotism, support for the Party, and commitment to socialism. Moreover, in terms of how patriotism is expressed, most students show a lack of "patriotic imagination"; they do not possess concrete directions or plans for practicing patriotism, and tend to respond in a formulaic manner, such as "studying hard to serve the country". Accordingly, school-based curricula should strengthen the integration of local knowledge with national knowledge, while helping students understand the unity between loving one's parents, loving one's hometown, and loving one's country, as well as the unity among patriotism, support for the Party, and commitment to socialism. In addition, practical activities beyond the classroom should be enriched to deepen students' patriotic cognition.

With the deep integration of artificial intelligence technologies and the digitalization of education, basic education evaluation is encountering a historic opportunity for paradigm transformation. Long-standing deficiencies in traditional evaluation systems—such as limited evaluative dimensions, the absence of process-oriented data, insufficient diagnostic precision, and weak guarantees of fairness—are being systematically addressed through the empowerment of intelligent technologies. Drawing on cutting-edge practices both domestically and internationally, this paper examines the innovative directions and breakthrough pathways for basic education evaluation in the age of artificial intelligence from four perspectives: evaluative philosophy, technological application, practical implementation, and ethical safeguards. It proposes an integrated developmental framework of "conceptual transformation–technological empowerment–practical implementation–ethical assurance", aiming to provide both theoretical guidance and practical reference for constructing a scientific, equitable, and efficient new ecosystem of basic education evaluation.

Taking Sanda, a traditional ethnic sport, as its analytical vehicle, this study examines its unique value in fostering sportsmanship among adolescents. Through literature review and field investigation, the research reveals the points of convergence between the cultural connotations embedded in Sanda and the essence of sportsmanship. It further proposes developmental pathways for cultivating youth sportsmanship based on Sanda practice. The findings indicate that Sanda serves as a highly effective medium for nurturing sportsmanship in adolescents: it can significantly temper willpower, transmit appropriate values, and cultivate strong psychological resilience. Accordingly, the study suggests optimizing Sanda curricula through a dual-module framework integrating "technique + culture", strengthening the development of teaching staff, and expanding cultural dissemination.

Under the dual background of the in-depth promotion of international integration of industry and education and the connotative development of higher education, ideological and political education in universities, as the core link to implement the fundamental task of fostering virtue and cultivating people and cultivate international interdisciplinary talents, has attracted much attention for its effectiveness. Students' practical interest is the key to stimulating the attractiveness of ideological and political education, solving the dilemma of "formalization" and improving the effectiveness of education. It is also the starting point for ideological and political education to connect with the international practice of integration of industry and education and meet the growth needs of students. From the perspective of students' practical interest, this paper analyzes the internal correlation between students' practical interest and ideological and political education in universities under the background of international integration of industry and education, dissects the prominent problems of current ideological and political education in terms of content, mode, practice, evaluation and carrier, and puts forward targeted optimization suggestions combined with teaching practice. The aim is to solve the problem of disconnection between ideological and political education and students' practical interest, enhance the pertinence and effectiveness of ideological and political education, help universities cultivate young people of the times with firm faith, international vision and practical ability, and provide a reference for the reform of ideological and political education.

This paper presents a Project-Based Learning (PBL) mathematical modeling task for upper-secondary students and outlines an accompanying evaluation framework suitable for research paper submission. The task uses a mortgage repayment decision to connect arithmetic sequences (equal-principal repayment) with geometric series via present value discounting (fixed-payment/annuity repayment), and requires students to justify a recommendation under an affordability constraint (payment-to-income ratio). We specify research questions, implementation procedures, assessment instruments (a short conceptual test, an artifact-based rubric, and an optional perception survey), and a mixed-method analysis plan (paired comparisons, rubric scoring, and qualitative coding of typical modeling difficulties). Empirical findings from classroom implementation are intended to be reported in a subsequent paper following deployment of this framework.

The rapid advancement of Artificial Intelligence (AI) technology has evolved it from an efficiency tool into a technology of power that reconstructs power relations in education. Grounded in the Technology Acceptance Model (TAM) and Foucault's Power-Knowledge Theory, this study constructs a three-dimensional analytical framework of operation-supervision-institution. By comparing typical cases in China, the United States, and Russia, it systematically examines the collaborative system between AI and human supervisors. The findings reveal: (1) Efficiency improvements at the operational level are accompanied by the transfer of cognitive power between supervisors and students; (2) The supervisory level gives rise to a power struggle between algorithmic authority and the authority of human supervisors; (3) The institutional level reflects the cultural preservation efforts of various countries through normative institutionalization. Targeting China's "Supervisor as Primary Responsible Party" system, this study constructs a hierarchical and actionable three-tier collaborative framework, providing cross-national evidence for policy formulation.