This research aims to design an intelligent platform architecture for electronic asset supply chains for digital higher education and to evaluate the architecture of the intelligent platform for electronic asset supply chains for digital higher education. The sample group consists of evaluations of the intelligent platform architecture for the electronic asset supply chains for digital higher education by experts. These experts assess and certify the appropriateness of the architecture, evaluating the content's suitability and the management processes. The evaluations were conducted by 5 experts who have experience in managing assets in higher education or relevant areas. The research results indicate that the designed intelligent platform architecture for electronic asset supply chains for digital higher education, on average, scored 4.43, which is considered 'good'. The evaluation of its developmental trend from architecture to platform has an average score of 4.80, considered 'very good'. Following that, both the system (Administrators) and the (Webserver and Database Server) evaluations yielded the same average score of 4.60, which is also ranked as 'very good.'
{"title":"System Architecture of Electronic Asset Supply Chain Intelligent Platform for Digital Higher Education","authors":"Denchai Panket, P. Wannapiroon, P. Nilsook","doi":"10.5539/hes.v14n1p22","DOIUrl":"https://doi.org/10.5539/hes.v14n1p22","url":null,"abstract":"This research aims to design an intelligent platform architecture for electronic asset supply chains for digital higher education and to evaluate the architecture of the intelligent platform for electronic asset supply chains for digital higher education. The sample group consists of evaluations of the intelligent platform architecture for the electronic asset supply chains for digital higher education by experts. These experts assess and certify the appropriateness of the architecture, evaluating the content's suitability and the management processes. The evaluations were conducted by 5 experts who have experience in managing assets in higher education or relevant areas. The research results indicate that the designed intelligent platform architecture for electronic asset supply chains for digital higher education, on average, scored 4.43, which is considered 'good'. The evaluation of its developmental trend from architecture to platform has an average score of 4.80, considered 'very good'. Following that, both the system (Administrators) and the (Webserver and Database Server) evaluations yielded the same average score of 4.60, which is also ranked as 'very good.'","PeriodicalId":504897,"journal":{"name":"Higher Education Studies","volume":"28 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139162080","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}
The article is in the second phase of research is about “the big data architecture for pre-teacher preparation supply chain with prescriptive analytics of higher education in Thailand”. The objectives of the study were (1) to study the pre-teacher preparation supply chain in Thailand, (2) to develop a model the big data system for the pre-teacher preparation supply chain management with prescriptive analytics of higher education in Thailand, (3) to design the big data architecture for the pre-teacher preparation supply chain management with prescriptive analytics of higher education in Thailand, (4) to develop the big data system for the pre-teacher preparation supply chain prescriptive of higher education in Thailand, (5) to assess accuracy of the predictive analytics in the pre-teachers needs of higher education in Thailand, and (6) to assess accuracy of the prescriptive analytics in the pre-teacher preparation of higher education in Thailand. In the study, the research procedures were divided into 6 steps according to the objectives, and all steps were assessed on the system suitability by 25 experts throughout the procedures.
{"title":"Supply Chain Management for Pre-Teacher Preparation of Higher Education in Thailand Model","authors":"Montree Chinsomboon, Pallop Piriyasurawong","doi":"10.5539/hes.v14n1p8","DOIUrl":"https://doi.org/10.5539/hes.v14n1p8","url":null,"abstract":"The article is in the second phase of research is about “the big data architecture for pre-teacher preparation supply chain with prescriptive analytics of higher education in Thailand”. The objectives of the study were (1) to study the pre-teacher preparation supply chain in Thailand, (2) to develop a model the big data system for the pre-teacher preparation supply chain management with prescriptive analytics of higher education in Thailand, (3) to design the big data architecture for the pre-teacher preparation supply chain management with prescriptive analytics of higher education in Thailand, (4) to develop the big data system for the pre-teacher preparation supply chain prescriptive of higher education in Thailand, (5) to assess accuracy of the predictive analytics in the pre-teachers needs of higher education in Thailand, and (6) to assess accuracy of the prescriptive analytics in the pre-teacher preparation of higher education in Thailand. In the study, the research procedures were divided into 6 steps according to the objectives, and all steps were assessed on the system suitability by 25 experts throughout the procedures.","PeriodicalId":504897,"journal":{"name":"Higher Education Studies","volume":"34 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139163284","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}
This research aims to: 1) Synthesize knowledge regarding environmental management through the cultural introduction to Tha Poetry by the indigenous Pga K'nyau people in Chiang Mai province; 2) Develop a manual for the cultural restoration participatory learning process to promote environmental sustainability conservation of ethnic students in Chiang Mai province; and 3) Study the satisfaction towards the manual for the cultural restoration participatory learning process to promote environmental sustainability conservation of ethnic students in Chiang Mai province. This research is a Participatory Action Research (PAR) study. The samples used in the research consist of 1) a knowledge-providing group on Tha poetry, comprising 5 local Pga K'nyau scholars; 2) a manual assessment group consisting of 5 Pga K'nyau environmental knowledge experts; and 3) a trial group for the learning process, comprising 30 Pga K'nyau ethnic student teachers. The tools used in the research include 1) unstructured interviews; 2) a manual quality assessment form for Tha poetry of Pga K'nyau to promote environmental conservation; and 3) a satisfaction questionnaire. The qualitative data were analyzed using content analysis, and the quantitative data were analyzed by finding the mean and standard deviation. The research found that: 1) The synthesis of knowledge concerning environmental management through the cultural introduction on Tha Poetry among the indigenous Pga K'nyau people in Chiang Mai province revealed that Tha serves as a poetic introduction reflecting the life and existence of the Pga K'nyau. “Tha” holds significance for everyone, acting as a medium for transmitting knowledge and wisdom. It is a poetic introduction that melds life, experiences, teachings, and memories from the older generation, being recited in every ceremony from weddings, pre-marital counseling, gender role socialization, New Year celebrations, guest receptions, blessings requests, illnesses, to funerals. The content of Tha thus encapsulates the relationships between individuals, between humans and nature, and between humans and supernatural forces. The Pga K'nyau people emphasize environmental conservation, believing that nature has local deities who protect and look after the area. Furthermore, there's a tradition of transmitting knowledge through Tha Poetry for environmental conservation to achieve sustainability. This document has been created to revive the knowledge embedded in the cultural introduction of Tha, a heritage of wisdom passed down through generations, for the training and education of descendants, delving deeply into the conservation of natural resources and the environment. This ensures that individuals studying this will gain understanding from the teachings of the Pga K'nyau community. Currently, the practice of reciting Tha Poetry has been diminished, necessitating adaptation and conservation to preserve Tha in the culture of the Pga K'nyau people. 2) The developmen
{"title":"Cultural Restoration Participatory Learning Process on Tha Poetry to Promote Environmental Sustainability Conservation of Ethnic Students, Chiang Mai Province","authors":"Teerawat Cheunduang, Charin Mangkhang, Sawaen Saenbutr","doi":"10.5539/hes.v14n1p1","DOIUrl":"https://doi.org/10.5539/hes.v14n1p1","url":null,"abstract":"This research aims to: 1) Synthesize knowledge regarding environmental management through the cultural introduction to Tha Poetry by the indigenous Pga K'nyau people in Chiang Mai province; 2) Develop a manual for the cultural restoration participatory learning process to promote environmental sustainability conservation of ethnic students in Chiang Mai province; and 3) Study the satisfaction towards the manual for the cultural restoration participatory learning process to promote environmental sustainability conservation of ethnic students in Chiang Mai province. This research is a Participatory Action Research (PAR) study. The samples used in the research consist of 1) a knowledge-providing group on Tha poetry, comprising 5 local Pga K'nyau scholars; 2) a manual assessment group consisting of 5 Pga K'nyau environmental knowledge experts; and 3) a trial group for the learning process, comprising 30 Pga K'nyau ethnic student teachers. The tools used in the research include 1) unstructured interviews; 2) a manual quality assessment form for Tha poetry of Pga K'nyau to promote environmental conservation; and 3) a satisfaction questionnaire. The qualitative data were analyzed using content analysis, and the quantitative data were analyzed by finding the mean and standard deviation. The research found that: 1) The synthesis of knowledge concerning environmental management through the cultural introduction on Tha Poetry among the indigenous Pga K'nyau people in Chiang Mai province revealed that Tha serves as a poetic introduction reflecting the life and existence of the Pga K'nyau. “Tha” holds significance for everyone, acting as a medium for transmitting knowledge and wisdom. It is a poetic introduction that melds life, experiences, teachings, and memories from the older generation, being recited in every ceremony from weddings, pre-marital counseling, gender role socialization, New Year celebrations, guest receptions, blessings requests, illnesses, to funerals. The content of Tha thus encapsulates the relationships between individuals, between humans and nature, and between humans and supernatural forces. The Pga K'nyau people emphasize environmental conservation, believing that nature has local deities who protect and look after the area. Furthermore, there's a tradition of transmitting knowledge through Tha Poetry for environmental conservation to achieve sustainability. This document has been created to revive the knowledge embedded in the cultural introduction of Tha, a heritage of wisdom passed down through generations, for the training and education of descendants, delving deeply into the conservation of natural resources and the environment. This ensures that individuals studying this will gain understanding from the teachings of the Pga K'nyau community. Currently, the practice of reciting Tha Poetry has been diminished, necessitating adaptation and conservation to preserve Tha in the culture of the Pga K'nyau people. 2) The developmen","PeriodicalId":504897,"journal":{"name":"Higher Education Studies","volume":"6 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139179805","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}
The synthesis of digital teacher competencies for students in the higher education teaching profession aims to: 1) synthesize digital teacher competencies for teacher students in higher education 2) assess how suitable these digital teacher competencies are for students in the teaching profession within higher education. This study employed document analysis and exploratory research. The researcher conducted an in-depth analysis of research papers and articles published from 2014 to 2023 related to digital teacher competencies in higher education students. These papers had been published in research database and were selected based on their titles and keywords. In total, 22 research papers were initially considered. After a rigorous review, 12 studies in both Thai and English were shortlisted for further analysis. The researcher synthesized a theoretical framework and a design framework. Then, a questionnaire was administered to 5 experts in the field, and their responses were analyzed using statistical measures, including averages and standard deviations. The results of the research showed that 1) digital teacher competencies for higher education teacher students consist of 9 competencies, namely: Competency 1. Knowledge, skills, abilities about digital technology, Competency 2. Adaptation and change of technology. Competency 3. Solving problems and using digital technology and organizing virtual environments 4. Ethics, morality and technological safety 5. Communication and team work 6. Teaching strategies and ICT application 7. Innovative education creators and evaluators 8.expected characteristics and learned lesson, and 9. Connecting knowledge and fostering collaboration; 2) the results of the assessment of the suitability of digital teachers for higher education students by experts are at the most appropriate level, with a mean (x ) score of 4.51, a standard deviation (S.D.) of 0.21.
{"title":"Synthesizing Digital Teacher Competencies for Teaching Profession Students in Higher Education","authors":"Sutthikarn Bojukrapan, Rukthin Laoha, Thada Jantakoon","doi":"10.5539/hes.v13n4p227","DOIUrl":"https://doi.org/10.5539/hes.v13n4p227","url":null,"abstract":"The synthesis of digital teacher competencies for students in the higher education teaching profession aims to: 1) synthesize digital teacher competencies for teacher students in higher education 2) assess how suitable these digital teacher competencies are for students in the teaching profession within higher education. This study employed document analysis and exploratory research. The researcher conducted an in-depth analysis of research papers and articles published from 2014 to 2023 related to digital teacher competencies in higher education students. These papers had been published in research database and were selected based on their titles and keywords. In total, 22 research papers were initially considered. After a rigorous review, 12 studies in both Thai and English were shortlisted for further analysis. The researcher synthesized a theoretical framework and a design framework. Then, a questionnaire was administered to 5 experts in the field, and their responses were analyzed using statistical measures, including averages and standard deviations. The results of the research showed that 1) digital teacher competencies for higher education teacher students consist of 9 competencies, namely: Competency 1. Knowledge, skills, abilities about digital technology, Competency 2. Adaptation and change of technology. Competency 3. Solving problems and using digital technology and organizing virtual environments 4. Ethics, morality and technological safety 5. Communication and team work 6. Teaching strategies and ICT application 7. Innovative education creators and evaluators 8.expected characteristics and learned lesson, and 9. Connecting knowledge and fostering collaboration; 2) the results of the assessment of the suitability of digital teachers for higher education students by experts are at the most appropriate level, with a mean (x ) score of 4.51, a standard deviation (S.D.) of 0.21.","PeriodicalId":504897,"journal":{"name":"Higher Education Studies","volume":"72 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139213823","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}
This research delves into the intricate landscape of academic assertiveness among higher education students in Thailand, focusing on developing critical thinking dispositions and related behaviors. Our investigation uncovered noteworthy patterns that resonated across diverse institutions, shedding light on the multifaceted challenges faced by students. These encompassed a common fear of negative consequences, the profound influence of cultural norms on assertive behaviors, a pervasive lack of self-confidence, a genuine desire for improved communication skills, susceptibility to peer influence, and the impact of the educational context itself. While an incremental improvement in academic assertiveness scores was discernible in the post-discussion phase, it is vital to acknowledge that this improvement did not attain statistical significance. This finding prompts reflection on the efficacy of the conducted discussion and suggests that it may need to be augmented by continuous and more potent interventions. It underscores the importance of cultivating an academic environment that values and nurtures academic assertiveness as an essential component of critical thinking development. The culmination of this study offers valuable insights into the intricate web of factors that influence academic assertiveness among higher education students. It underscores the necessity for a nuanced approach, encompassing ongoing interventions and creating a learning environment that empowers students to express themselves assertively, ultimately fostering the growth of critical thinking dispositions and behaviors.
{"title":"Developing Critical Thinking Dispositions through Academic Assertiveness among Higher Education Students in Thailand","authors":"Keerthi Prabhakar PS, Chatupol Yongsorn, Chakrit Ponathong","doi":"10.5539/hes.v13n4p208","DOIUrl":"https://doi.org/10.5539/hes.v13n4p208","url":null,"abstract":"This research delves into the intricate landscape of academic assertiveness among higher education students in Thailand, focusing on developing critical thinking dispositions and related behaviors. Our investigation uncovered noteworthy patterns that resonated across diverse institutions, shedding light on the multifaceted challenges faced by students. These encompassed a common fear of negative consequences, the profound influence of cultural norms on assertive behaviors, a pervasive lack of self-confidence, a genuine desire for improved communication skills, susceptibility to peer influence, and the impact of the educational context itself. While an incremental improvement in academic assertiveness scores was discernible in the post-discussion phase, it is vital to acknowledge that this improvement did not attain statistical significance. This finding prompts reflection on the efficacy of the conducted discussion and suggests that it may need to be augmented by continuous and more potent interventions. It underscores the importance of cultivating an academic environment that values and nurtures academic assertiveness as an essential component of critical thinking development. The culmination of this study offers valuable insights into the intricate web of factors that influence academic assertiveness among higher education students. It underscores the necessity for a nuanced approach, encompassing ongoing interventions and creating a learning environment that empowers students to express themselves assertively, ultimately fostering the growth of critical thinking dispositions and behaviors.","PeriodicalId":504897,"journal":{"name":"Higher Education Studies","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139243417","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}
The design of the project-based learning, or PjBL, via brainstorming with metaverse to promote multimedia production skills is based on the integration of the concepts of project-based learning processes via brainstorming with virtual world technologies for use in the instruction management. Thereby, the instruction management in this way is said to develop learners’ multimedia production skills as it encourages them to search for knowledge on their own, which shall also enable them to increase knowledge from practices and enhance necessary skills for the 21st century learners. The objectives of this research are (1) to study and synthesize the learning process the PjBL via brainstorming with metaverse, (2) to design the PjBL via brainstorming model with metaverse, and (3) to study the results of the design of the PjBL via brainstorming model with metaverse. The results of this research show that (1) the overall suitability of the design of the PjBL via brainstorming model with metaverse is at highest level (Mean = 4.62, SD. = 0.47), and (2) the overall suitability of the elements of the PjBL via brainstorming model with metaverse is at highest level (Mean = 4.75, SD. = 0.36).
{"title":"The Project-based Learning: PjBL via Brainstorming with Metaverse to Promote Multimedia Production Skills","authors":"Phanuwat Kongkhen, Pinanta Chatwattana","doi":"10.5539/hes.v13n4p193","DOIUrl":"https://doi.org/10.5539/hes.v13n4p193","url":null,"abstract":"The design of the project-based learning, or PjBL, via brainstorming with metaverse to promote multimedia production skills is based on the integration of the concepts of project-based learning processes via brainstorming with virtual world technologies for use in the instruction management. Thereby, the instruction management in this way is said to develop learners’ multimedia production skills as it encourages them to search for knowledge on their own, which shall also enable them to increase knowledge from practices and enhance necessary skills for the 21st century learners. The objectives of this research are (1) to study and synthesize the learning process the PjBL via brainstorming with metaverse, (2) to design the PjBL via brainstorming model with metaverse, and (3) to study the results of the design of the PjBL via brainstorming model with metaverse. The results of this research show that (1) the overall suitability of the design of the PjBL via brainstorming model with metaverse is at highest level (Mean = 4.62, SD. = 0.47), and (2) the overall suitability of the elements of the PjBL via brainstorming model with metaverse is at highest level (Mean = 4.75, SD. = 0.36).","PeriodicalId":504897,"journal":{"name":"Higher Education Studies","volume":"135 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139262270","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}
The problem-based learning model via cloud technology (PBL model via cloud technology) is a research tool fabricated with the concepts of problem-based learning management, in which students are stimulated and enabled to foresee the problems that will arise. Also, in this learning style, teachers will define the problem situations and encourage students to develop their systematic analytical thinking skill by taking action through the cloud technology. Thus, it is believed that this learning model can be used as a guideline for the instruction management that can promote students to have thinking process and problem-solving process while developing their programming skills. The objectives of this research are (1) to synthesize the conceptual framework of the PBL model via cloud technology, (2) to develop the PBL model via cloud technology, and (3) to study the results of the PBL model via cloud technology. The results of this research show that (1) the overall elements suitability of the PBL model via cloud technology is at the highest level (Mean = 4.77, SD. = 0.44), and (2) the overall suitability of the PBL model via cloud technology is at the highest level (Mean = 4.74, SD. = 0.39). Referring to the research results above, it can be summarized that the PBL model via cloud technology can be employed as a guideline to further develop the PBL systems via cloud technology in order to promote the programming skills among vocational students in Thailand.
{"title":"The Problem-based Learning Model: PBL Model via Cloud Technology to Promote Programming Skills","authors":"Raweewarn Rattanakha, Pinanta Chatwattana","doi":"10.5539/hes.v13n4p201","DOIUrl":"https://doi.org/10.5539/hes.v13n4p201","url":null,"abstract":"The problem-based learning model via cloud technology (PBL model via cloud technology) is a research tool fabricated with the concepts of problem-based learning management, in which students are stimulated and enabled to foresee the problems that will arise. Also, in this learning style, teachers will define the problem situations and encourage students to develop their systematic analytical thinking skill by taking action through the cloud technology. Thus, it is believed that this learning model can be used as a guideline for the instruction management that can promote students to have thinking process and problem-solving process while developing their programming skills. The objectives of this research are (1) to synthesize the conceptual framework of the PBL model via cloud technology, (2) to develop the PBL model via cloud technology, and (3) to study the results of the PBL model via cloud technology. The results of this research show that (1) the overall elements suitability of the PBL model via cloud technology is at the highest level (Mean = 4.77, SD. = 0.44), and (2) the overall suitability of the PBL model via cloud technology is at the highest level (Mean = 4.74, SD. = 0.39). Referring to the research results above, it can be summarized that the PBL model via cloud technology can be employed as a guideline to further develop the PBL systems via cloud technology in order to promote the programming skills among vocational students in Thailand.","PeriodicalId":504897,"journal":{"name":"Higher Education Studies","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139261436","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}
After the implementation of “double reduction” policy, parental education anxiety becomes a hit subject in the society. Aimed to figure out formation logic and countermeasures of it, this paper adopts literature survey method, through numerous researches, discovers that on the one hand, the policy has comprehensively standardized cram schooling market, optimized the homework design and relieved students’ burden, which renders the overall educational ecology sustainable. But on the other hand, affected by multiple factors, such as the weakening function of family education, the imbalance between the supply and demand of educational resources, single selection criterion and unpredictable educational deviation, parents’ educational anxiety keeps swelling, bearing several features like the heterogeneity of anxiety, classification of anxious crowds, different stages of anxiety and intergenerational mobility. Therefore, only by synchronous implementation of multiple measures, reconstructing education ecological system, standardizing the policy and continuing to strengthen faculty force, can we relieve parental education anxiety and give a push to the genuine implementation of “double reduction” policy.
{"title":"The Formation Logic and Counteractions of Parents' Educational Anxiety Accompanying the Introduction of Double Reduction Policy","authors":"Ming Qian, Wei-qian Xiao, Yao-han Wei","doi":"10.5539/hes.v13n4p181","DOIUrl":"https://doi.org/10.5539/hes.v13n4p181","url":null,"abstract":"After the implementation of “double reduction” policy, parental education anxiety becomes a hit subject in the society. Aimed to figure out formation logic and countermeasures of it, this paper adopts literature survey method, through numerous researches, discovers that on the one hand, the policy has comprehensively standardized cram schooling market, optimized the homework design and relieved students’ burden, which renders the overall educational ecology sustainable. But on the other hand, affected by multiple factors, such as the weakening function of family education, the imbalance between the supply and demand of educational resources, single selection criterion and unpredictable educational deviation, parents’ educational anxiety keeps swelling, bearing several features like the heterogeneity of anxiety, classification of anxious crowds, different stages of anxiety and intergenerational mobility. Therefore, only by synchronous implementation of multiple measures, reconstructing education ecological system, standardizing the policy and continuing to strengthen faculty force, can we relieve parental education anxiety and give a push to the genuine implementation of “double reduction” policy.","PeriodicalId":504897,"journal":{"name":"Higher Education Studies","volume":"15 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139274028","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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