Pub Date : 2024-06-06DOI: 10.1177/20965311241227450
Lan Ye (叶澜)
This paper focuses on the relationship between nature and education, which is crucial to educology and educational reform yet has not received much attention in educology or educational reform efforts or research in China. Through retrospection and analysis of the history, this study attempts to sort out the emergence of views of nature in China and changes in them over time as a preliminary to reconceptualizing the relationship between contemporary education and nature from a theoretical perspective and advancing the research on relevant themes in practice. This paper is divided into three parts. Part 1 elaborates on the evolution of classical views of nature in ancient China, from the beginning of Chinese civilization. Part 2 examines how classical views of nature were changed or even lost in social upheavals. Part 3 explores the intricate process of “stepping out from the shadow” and “shaping the future” and discusses its characteristics. This work attempts to recover and reconstruct the long-lost dimension of nature in education and educology. Only if we retrieve the lost dimension of nature in society, educational systems and schools can we achieve a holistic change in Chinese education from modern to contemporary.
{"title":"Tracing the Origin and Creating the Future to Find the Lost Dimension of Nature in Modern Education: The Second Follow-up Study of Life-Practice Educology","authors":"Lan Ye (叶澜)","doi":"10.1177/20965311241227450","DOIUrl":"https://doi.org/10.1177/20965311241227450","url":null,"abstract":"This paper focuses on the relationship between nature and education, which is crucial to educology and educational reform yet has not received much attention in educology or educational reform efforts or research in China. Through retrospection and analysis of the history, this study attempts to sort out the emergence of views of nature in China and changes in them over time as a preliminary to reconceptualizing the relationship between contemporary education and nature from a theoretical perspective and advancing the research on relevant themes in practice. This paper is divided into three parts. Part 1 elaborates on the evolution of classical views of nature in ancient China, from the beginning of Chinese civilization. Part 2 examines how classical views of nature were changed or even lost in social upheavals. Part 3 explores the intricate process of “stepping out from the shadow” and “shaping the future” and discusses its characteristics. This work attempts to recover and reconstruct the long-lost dimension of nature in education and educology. Only if we retrieve the lost dimension of nature in society, educational systems and schools can we achieve a holistic change in Chinese education from modern to contemporary.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141378794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-03DOI: 10.1177/20965311241256363
Xi Yang (杨希), Tingsong Li (李亭松)
This study examines the impacts of two modes of internationalization on students’ global competence, namely, internationalization abroad and at home. This study divides global competence into five secondary dimensions to further explore the impacts of the different modes of internationalization on each dimension. This study uses a propensity score matching design to estimate the impacts of different modes of internationalization on university students’ global competence. Data were collected from high-level research universities in China. Concerning experiences of internationalization abroad, overseas travel and visits were found to have no significant effect on university students’ global competence, whereas studying abroad significantly improved the latter. In terms of experiences of internationalization at home, engagement with international curricula and contact with foreigners had a significantly positive effect on university students’ global competence. The study results demonstrate that internationalization at home is an effective way to enhance students’ global competence and is of considerable theoretical and practical significance in the post-COVID-19 pandemic era.
{"title":"Impacts of Different Internationalization Modes on the Global Competence of Chinese University Students","authors":"Xi Yang (杨希), Tingsong Li (李亭松)","doi":"10.1177/20965311241256363","DOIUrl":"https://doi.org/10.1177/20965311241256363","url":null,"abstract":"This study examines the impacts of two modes of internationalization on students’ global competence, namely, internationalization abroad and at home. This study divides global competence into five secondary dimensions to further explore the impacts of the different modes of internationalization on each dimension. This study uses a propensity score matching design to estimate the impacts of different modes of internationalization on university students’ global competence. Data were collected from high-level research universities in China. Concerning experiences of internationalization abroad, overseas travel and visits were found to have no significant effect on university students’ global competence, whereas studying abroad significantly improved the latter. In terms of experiences of internationalization at home, engagement with international curricula and contact with foreigners had a significantly positive effect on university students’ global competence. The study results demonstrate that internationalization at home is an effective way to enhance students’ global competence and is of considerable theoretical and practical significance in the post-COVID-19 pandemic era.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141271563","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-03DOI: 10.1177/20965311241256365
Weiran Wang (王威然), Wenjuan Qin (秦文娟), Linyi Wang (王琳艺)
This article aims to investigate the longitudinal Syntactic Complexity (SC) development of English as a Foreign Language (EFL) learners and the variations by grade level. This study conducts a longitudinal analysis of SC development among 199 high school EFL learners in eastern China. The corpus contains 920 argumentative essays on scientifically and socially contentious topics. We employ the Second Language Syntactic Complexity Analyzer (L2SCA) to examine syntactic features in these essays through 11 computerized indices measuring different dimensions of SC (i.e., coordination, subordination, phrasal complexity). Multi-level regression analyses are used to depict SC development and cross-level interactions are investigated to examine variations by grade. Results suggest that all SC indices except T-units per sentence exhibit varying growing trends. The results align with Biber's hypothetical stages of syntactic development, indicating learners’ progression toward greater subordination and phrasal complexity. Negative cross-grade interactions suggest that lower-grade students show heightened improvements in phrasal sophistication over time. The study portrays the developmental patterns of SC within and across grade levels, highlighting both group trends and individual variability in language development. It conceptualizes SC as a multidimensional construct and informs more precise measurement of SC features in writing assessment and instruction.
{"title":"Does Higher Grade Indicate More Complex Language Usage? Exploring Syntactic Complexity Development Among High School EFL Learners","authors":"Weiran Wang (王威然), Wenjuan Qin (秦文娟), Linyi Wang (王琳艺)","doi":"10.1177/20965311241256365","DOIUrl":"https://doi.org/10.1177/20965311241256365","url":null,"abstract":"This article aims to investigate the longitudinal Syntactic Complexity (SC) development of English as a Foreign Language (EFL) learners and the variations by grade level. This study conducts a longitudinal analysis of SC development among 199 high school EFL learners in eastern China. The corpus contains 920 argumentative essays on scientifically and socially contentious topics. We employ the Second Language Syntactic Complexity Analyzer (L2SCA) to examine syntactic features in these essays through 11 computerized indices measuring different dimensions of SC (i.e., coordination, subordination, phrasal complexity). Multi-level regression analyses are used to depict SC development and cross-level interactions are investigated to examine variations by grade. Results suggest that all SC indices except T-units per sentence exhibit varying growing trends. The results align with Biber's hypothetical stages of syntactic development, indicating learners’ progression toward greater subordination and phrasal complexity. Negative cross-grade interactions suggest that lower-grade students show heightened improvements in phrasal sophistication over time. The study portrays the developmental patterns of SC within and across grade levels, highlighting both group trends and individual variability in language development. It conceptualizes SC as a multidimensional construct and informs more precise measurement of SC features in writing assessment and instruction.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141269479","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-03DOI: 10.1177/20965311241256366
Ming Li (李明), Futao Huang (黄福涛)
This study investigates the motivations, contributions, and challenges faced by international researchers employed at Japanese companies. It utilizes Tomlinson's Graduate Capital Model to gain insight into their experiences. This study employs Tomlinson's Graduate Capital Model as an analytical framework to analyze data from semi-structured interviews with 15 international researchers, focusing on their experiences and perspectives. The study indicates that international researchers' motivations to work in Japanese companies include professional advancement, the research environment, academic opportunities, economic factors, and cultural elements. Language proficiency in Japanese and English significantly influences career choice and mobility. The post-COVID era impacts their mobility, with funding availability, institutional support, and policy changes playing critical roles. In addition, this study highlights the need for holistic support, multilingualism, and multicultural integration among Japanese companies to enhance their competitiveness in the global talent market. This study fills a significant gap by offering a deeper understanding of the experiences of international researchers in Japanese companies, and by delivering insight and practical implications for policy considerations and talent management strategies in a rapidly evolving and increasingly globalized labor market.
{"title":"The Experiences of International Researchers in Japanese Companies: A Graduate Capital Perspective","authors":"Ming Li (李明), Futao Huang (黄福涛)","doi":"10.1177/20965311241256366","DOIUrl":"https://doi.org/10.1177/20965311241256366","url":null,"abstract":"This study investigates the motivations, contributions, and challenges faced by international researchers employed at Japanese companies. It utilizes Tomlinson's Graduate Capital Model to gain insight into their experiences. This study employs Tomlinson's Graduate Capital Model as an analytical framework to analyze data from semi-structured interviews with 15 international researchers, focusing on their experiences and perspectives. The study indicates that international researchers' motivations to work in Japanese companies include professional advancement, the research environment, academic opportunities, economic factors, and cultural elements. Language proficiency in Japanese and English significantly influences career choice and mobility. The post-COVID era impacts their mobility, with funding availability, institutional support, and policy changes playing critical roles. In addition, this study highlights the need for holistic support, multilingualism, and multicultural integration among Japanese companies to enhance their competitiveness in the global talent market. This study fills a significant gap by offering a deeper understanding of the experiences of international researchers in Japanese companies, and by delivering insight and practical implications for policy considerations and talent management strategies in a rapidly evolving and increasingly globalized labor market.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141269164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-01DOI: 10.1177/20965311241231970
Jun Li (李军), Garima Jha
{"title":"Improving Education for a More Equitable World: Social Justice Perspectives","authors":"Jun Li (李军), Garima Jha","doi":"10.1177/20965311241231970","DOIUrl":"https://doi.org/10.1177/20965311241231970","url":null,"abstract":"","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141407622","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-01DOI: 10.1177/20965311241232429
Jing Lin (林静), Shue-kei Joanna Mok, Virginia Gomes
Highlights In this article, we contend that the bedrock of an equitable world lies in the profound recognition of love as the fundamental force permeating the cosmos. We believe that love is built into the essence of who we are. We posit that genuine progress toward an equitable world is elusive unless we place love, both for one another and for the natural world, at the core of our educational endeavors.
{"title":"Embodying Deeply Held Values in Education: Seeking a More Equitable World for Both Humans and Non-Humans","authors":"Jing Lin (林静), Shue-kei Joanna Mok, Virginia Gomes","doi":"10.1177/20965311241232429","DOIUrl":"https://doi.org/10.1177/20965311241232429","url":null,"abstract":"Highlights In this article, we contend that the bedrock of an equitable world lies in the profound recognition of love as the fundamental force permeating the cosmos. We believe that love is built into the essence of who we are. We posit that genuine progress toward an equitable world is elusive unless we place love, both for one another and for the natural world, at the core of our educational endeavors.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141412472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-24DOI: 10.1177/20965311241256364
Y. Soysal
The current study aimed to identify the distances between a science teacher's intuitive reasoning and researchers’ systematic analysis of various aspects of science classroom discourse. An expert science teacher, given the pseudonym Jake, engaged in self-reflective processes regarding different aspects of classroom discussions to assess the variations and similarities between the teacher's intuitive estimations and the researchers’ data-based reasoning. Data collection involved in-depth interviews and video recording. Six aspects of science classroom discourse were considered to elucidate the distances: structure, interactional pattern, verbal sequence, typology, cognitive demand, and communicative approaches. The quantitative distances between Jake's estimations and systematic observations of the six aspects of science classroom discourse varied across different aspects of the observed science lesson. While no consistent pattern was observed in the distances, there were increasing and decreasing gaps between the different aspects of science classroom discourse. Considering the contemporary arguments on human cognition and the professional development of science teachers, potential reasons for the differences were explored. Educational recommendations were provided, particularly regarding supporting science teachers’ journey toward becoming reflective inquirers or researcher-teachers.
{"title":"Distinguishing Intuitive and Deliberative Reasoning Regarding Different Aspects of Science Classroom Discourse","authors":"Y. Soysal","doi":"10.1177/20965311241256364","DOIUrl":"https://doi.org/10.1177/20965311241256364","url":null,"abstract":"The current study aimed to identify the distances between a science teacher's intuitive reasoning and researchers’ systematic analysis of various aspects of science classroom discourse. An expert science teacher, given the pseudonym Jake, engaged in self-reflective processes regarding different aspects of classroom discussions to assess the variations and similarities between the teacher's intuitive estimations and the researchers’ data-based reasoning. Data collection involved in-depth interviews and video recording. Six aspects of science classroom discourse were considered to elucidate the distances: structure, interactional pattern, verbal sequence, typology, cognitive demand, and communicative approaches. The quantitative distances between Jake's estimations and systematic observations of the six aspects of science classroom discourse varied across different aspects of the observed science lesson. While no consistent pattern was observed in the distances, there were increasing and decreasing gaps between the different aspects of science classroom discourse. Considering the contemporary arguments on human cognition and the professional development of science teachers, potential reasons for the differences were explored. Educational recommendations were provided, particularly regarding supporting science teachers’ journey toward becoming reflective inquirers or researcher-teachers.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141102539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-09DOI: 10.1177/20965311241227451
Xudong Zhu (朱旭东)
Highlights China's global vision of education seeks to address various educational challenges from a global perspective. In terms of geopolitical education, China has geographical advantages for enhancing education collaboration with cultural and economic impact. Despite the global learning crisis, China will continue the opening-up of education and advancing of its global technology leadership. Amid unprecedented global change, driving innovation in education has become a pressing issue in China's education system. China is embracing the diverse opportunities arising from global changes and challenges, seeking to forge stronger international bonds through education.
{"title":"The Global Impact of Chinese Education: Wisdom and Global Vision","authors":"Xudong Zhu (朱旭东)","doi":"10.1177/20965311241227451","DOIUrl":"https://doi.org/10.1177/20965311241227451","url":null,"abstract":"Highlights China's global vision of education seeks to address various educational challenges from a global perspective. In terms of geopolitical education, China has geographical advantages for enhancing education collaboration with cultural and economic impact. Despite the global learning crisis, China will continue the opening-up of education and advancing of its global technology leadership. Amid unprecedented global change, driving innovation in education has become a pressing issue in China's education system. China is embracing the diverse opportunities arising from global changes and challenges, seeking to forge stronger international bonds through education.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140996797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-05DOI: 10.1177/20965311241243389
Yi Wei (魏易)
This study uses data from the 2019 China Institute for Educational Finance Research-Household Survey to investigate expenditure on children's education in China. Using descriptive and regression analysis, this study analyzes the level and structure of household expenditure on children's education, the associated disparities, and household financial burden. The average household expenditure on regular full-time education nationwide was RMB 8,139 per child, accounting for 10.8% of total household expenditure. On average, 24.4% and 15.5% of elementary and high school students participated in out-of-school subject- and interest-oriented tutoring in AY 2018–2019, respectively. On an average, it costs a household approximately RMB 233,000 to educate a child from preschool to the undergraduate level. The total investments in regular full-time education nationwide were estimated to be RMB 6.2 billion—6.87% of the national Gross Domestic product. Moreover, based on an overview of various statistics on school funding, this study found that several years of public investments in compulsory education and rural schools have significantly reduced the disparities in school funding among income groups. This research is the first report giving a comprehensive picture of household expenditures on education nationwide in China. It provides empirical evidence for exploring policy tools to realize the balanced development of education.
{"title":"Household Expenditure on Education in China: Key Findings From the China Institute for Educational Finance Research-Household Surveys (CIEFR-HS)","authors":"Yi Wei (魏易)","doi":"10.1177/20965311241243389","DOIUrl":"https://doi.org/10.1177/20965311241243389","url":null,"abstract":"This study uses data from the 2019 China Institute for Educational Finance Research-Household Survey to investigate expenditure on children's education in China. Using descriptive and regression analysis, this study analyzes the level and structure of household expenditure on children's education, the associated disparities, and household financial burden. The average household expenditure on regular full-time education nationwide was RMB 8,139 per child, accounting for 10.8% of total household expenditure. On average, 24.4% and 15.5% of elementary and high school students participated in out-of-school subject- and interest-oriented tutoring in AY 2018–2019, respectively. On an average, it costs a household approximately RMB 233,000 to educate a child from preschool to the undergraduate level. The total investments in regular full-time education nationwide were estimated to be RMB 6.2 billion—6.87% of the national Gross Domestic product. Moreover, based on an overview of various statistics on school funding, this study found that several years of public investments in compulsory education and rural schools have significantly reduced the disparities in school funding among income groups. This research is the first report giving a comprehensive picture of household expenditures on education nationwide in China. It provides empirical evidence for exploring policy tools to realize the balanced development of education.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141011293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-17DOI: 10.1177/20965311231213106
Lisa Yiu
Inspired by Kuan-Hsing Chen's “Asia as method,” this study investigates a multicultural approach to education. Using East Asia as the frame of reference, this study explores multiculturalism in middle school classrooms in Chinese Taiwan. Semistructured interviews were conducted with principals, administrators, and teachers at a middle school known for its diversity work. Data were coded based on the conceptual framework and emergent themes analyzed using NVivo. Findings elucidate the harmony-oriented multicultural approach adopted by administrators and teachers to empower the youth to embrace their ethnic heritage. This approach was characterized by three Confucian-influenced features: whole-person development, strengthening of the collective school unit, and a school decision-making approach prioritizing “fairness.” This study investigates the multicultural responses of teachers and schools to student diversity through a nondeficit lens in East Asia, revealing the harmony-oriented practices adopted in this respect. In addition to establishing a foundation for East Asian scholars to explore how teachers respond to student diversity in their respective contexts through an asset lens, the findings of this study advance our understanding of how to recognize differences and maintain social cohesion.
{"title":"A Harmony-Based Approach to Student Diversity","authors":"Lisa Yiu","doi":"10.1177/20965311231213106","DOIUrl":"https://doi.org/10.1177/20965311231213106","url":null,"abstract":"Inspired by Kuan-Hsing Chen's “Asia as method,” this study investigates a multicultural approach to education. Using East Asia as the frame of reference, this study explores multiculturalism in middle school classrooms in Chinese Taiwan. Semistructured interviews were conducted with principals, administrators, and teachers at a middle school known for its diversity work. Data were coded based on the conceptual framework and emergent themes analyzed using NVivo. Findings elucidate the harmony-oriented multicultural approach adopted by administrators and teachers to empower the youth to embrace their ethnic heritage. This approach was characterized by three Confucian-influenced features: whole-person development, strengthening of the collective school unit, and a school decision-making approach prioritizing “fairness.” This study investigates the multicultural responses of teachers and schools to student diversity through a nondeficit lens in East Asia, revealing the harmony-oriented practices adopted in this respect. In addition to establishing a foundation for East Asian scholars to explore how teachers respond to student diversity in their respective contexts through an asset lens, the findings of this study advance our understanding of how to recognize differences and maintain social cohesion.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140690992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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