Education is a tool to achieve social equality. To achieve educational equality, it is necessary to prevent inequalities caused by student capital (such as gender, family, city where one lives and studies, etc.). This paper focuses on the inequalities faced by women in education. This paper uses online interviews to invite participants to discuss their educational disparities. This paper found that females are easily bound by the stereotypes around them in the process of making choices, such as major choices, schools, and life choices. This kind of constraint pushes females in the direction of the social stereotype that women are more suitable. However, some women rebel against these constraints. Stereotypes influence women's professional choices and, indirectly, their job choices. Finally, it leads to a gap for women in STEM fields.

Educational inequality remains a pervasive issue, particularly for marginalized groups such as low-income families, immigrants, and ethnic minorities. Despite various educational reforms, current policies often fail to fully address the disparities faced by these populations. This paper critically examines the role of education policy in promoting social justice, focusing on how existing policies can either perpetuate or mitigate inequities in access and outcomes. Drawing on a comprehensive policy analysis framework, this study analyzes current UK education policies, comparing them with international best practices to identify key gaps and areas for improvement. The findings reveal significant shortcomings in resource distribution, support systems for marginalized students, and accountability mechanisms. Based on these findings, the paper proposes a refined policy framework that incorporates principles of redistributive, recognition, and participatory justice, offering actionable recommendations for policymakers. This research highlights the urgent need for a more equitable approach to education policy, ensuring that marginalized groups are not left behind in the pursuit of educational opportunity and success.

This paper investigates how classroom practices can actively promote equity and social justice in education by focusing on three core strategies: inclusive teaching, differentiated instruction, and fostering teacher-student relationships. Using a case study approach, the research examines classrooms in underfunded urban schools where these practices have been implemented. Social justice theory serves as the foundation for this analysis, emphasizing how classroom practices directly address disparities in academic outcomes among students from different socioeconomic backgrounds. Findings show that inclusive teaching practices—such as using diverse curricular materials—encourage greater participation from marginalized students. Differentiated instruction tailored to individual learning needs reduces performance gaps, while teacher expectations significantly impact student motivation and success. Prior studies are reviewed to contextualize these findings, highlighting a gap in the literature concerning real-world application of these strategies in disadvantaged communities. This research uniquely contributes by providing a concrete analysis of how these practices are applied in practice, offering practical insights for educators and policymakers aiming to reduce inequality in education.

Inequalities in STEM education remain a persistent issue, disproportionately affecting underrepresented groups, including women, minorities, and low-income students. This study aims to explore how educators address these inequalities through social justice frameworks in their teaching practices. Grounded in theories of culturally relevant pedagogy and critical pedagogy, the research investigates the role of teachers as key agents in promoting equity in STEM classrooms. A systematic literature review was conducted, drawing from case studies, academic articles, and policy reports, focusing on strategies that educators use to create more inclusive and supportive learning environments. The findings reveal that educators utilize a range of methods, such as differentiated instruction, inclusive curriculum design, and culturally responsive teaching, to address disparities in STEM education. However, significant challenges, including limited resources and inconsistent institutional support, hinder full implementation. This paper highlights the importance of teacher agency and the need for professional development programs that equip educators to better address social justice in STEM education. It contributes to existing literature by providing a comprehensive analysis of best practices while identifying gaps in research on long-term impacts and global applicability.

The implementation of AI tools in education has become increasingly popular and brought transformative potential, particularly in the field of language education because of its powerful functions on designing immersive and personalized activities and offering real-time feedback. This study explores the role of AI tools in discourse analysis and the impact on enhancing bilingual skills among early childhood students. It investigates two key questions: (1) How do AI tools impact young children’s bilingual skills in early childhood classrooms? (2) How can discourse analysis of AI tools assist educators with bilingual teaching? A qualitative case study, including an in-depth interview with a bilingual educator, reveals insights into the effectiveness of AI tools in promoting bilingual language acquisition and engaging young learners in meaningful and enjoyable learning environment. Furthermore, the discourse analysis of AI tools offers immediate, actionable insights on each student’s academic performance, helping educators better understand the language learning process and the specific challenges students face. However, considerations and challenges of AI in education, such as privacy risks and misuse, still need to be considered. The findings of this study bridge the gap and highlight the potential for discourse analysis of AI tools in early childhood bilingual education. Further study can focus on exploring other AI tools in bilingual education and conducting long-term research with a large example size.

Integration of reading and writing refers to the organic interaction between reading and writing, wherein both mutually promote and enhance quality and efficiency. Implementing this integration in Chinese language instruction aims to cultivate students' language literacy. From a curriculum development perspective, integrated reading and writing is increasingly favored by curriculum standards, textbooks, and high school entrance exams. In practice, using texts as models can guide students to learn observational techniques, choose appropriate modes of expression centered around a theme, and master basic textual structures. Meanwhile, writing can clarify the purpose of reading, enhance reading interest, and deepen reading comprehension.

New liberal arts talents is a new requirement of China for universities to cultivate philosophy and social science talents in the new era. Jiangsu University, as a key agricultural-related university featuring agricultural machinery, has a profound theoretical and practical foundation in the cultivation of agricultural-related talents. Jiangsu University has integrated the concept of "cross-border integration" into the cultivation of new liberal arts talents who know and love agriculture, and proposed measures such as ideological and political education in collaboration, cultivating the "Three Rural Issues" culture, strengthening the intersection of arts and sciences, carrying out farming and reading education, and teaching students according to their aptitude, so as to provide talent guarantee for the realization of Chinese style agricultural modernization.