分类： education

Wellington College China has initiated a groundbreaking dialogue on collaborative education, hosting its inaugural Parents as Partners Conference at Wellington College International Shanghai. The event brought together nearly 300 participants, including students, parents from multiple educational institutions, and industry leaders, creating a dynamic forum for reimagining education in an era of global transformation.

Founder and Chairman Joy Qiao Ying delivered a visionary address highlighting the evolving definition of talent amidst profound worldwide changes. Drawing from the Organization for Economic Cooperation and Development’s recent report “Education for Human Flourishing: A Conceptual Framework,” Qiao outlined five essential competencies for future success: appreciating the world, understanding the world, acting in the world, ethical competence, and adaptive problem solving.

“These competencies represent not merely skills for children to acquire, but wisdom that parents must cultivate through thoughtful guidance and meaningful companionship,” Qiao emphasized during her presentation.

The conference featured interactive roundtable discussions where parents shared personal narratives and professional experiences, exploring diverse perspectives on igniting children’s intrinsic motivation. This innovative platform fostered mutual listening and understanding, demonstrating the institution’s commitment to expanding communication channels between educators and families.

Through this pioneering initiative, Wellington College China aims to strengthen the educational ecosystem by creating synergistic partnerships between schools and families, ultimately empowering students to navigate an increasingly complex global landscape with confidence and capability.

Shanghai became the epicenter of educational innovation this weekend as the China International Conference on Basic Education (CICBE) 2025 convened nearly 400 international experts to chart the future of artificial intelligence in classrooms worldwide. The two-day summit, jointly organized by the Chinese Society of Education, Beijing Foreign Studies University, Shanghai Normal University, and Jiading district government, produced a groundbreaking global initiative for responsible AI adoption in learning environments.

The conference’s centerpiece emerged as the “Initiative on Leveraging Artificial Intelligence for Educational Innovation,” a six-pillar framework advocating for proactive technology integration, equitable access, AI-enhanced governance, collaborative mission fulfillment, ethical standardization, and international cooperation. This comprehensive document represents the first globally-coordinated effort to establish guardrails for AI’s educational applications.

In his virtual address, China’s Vice-Minister of Education Ren Youqun outlined three transformational principles: ensuring inclusive access through “Digital for Good” initiatives, fostering innovation capabilities in new generations, and promoting open global collaboration in educational governance. His remarks were echoed by Chinese Society of Education President Zhu Zhiwen, who noted AI’s profound reshaping of “human production, lifestyle and education.”

Academic heavyweights including Turing Award laureate John Edward Hopcroft provided nuanced perspectives, with the computer science pioneer observing that while “AI can serve as a powerful assistant to teachers,” it cannot replace the “essential human connection at the heart of education.” Indiana University Professor Curtis J Bonk demonstrated cutting-edge self-directed learning tools, while UNESCO Chairholder Daniel Burgos presented ethical frameworks for educational AI implementation.

The conference structured its exploration through five specialized sub-forums examining AI’s role in educational equity, pedagogical transformation, and teacher empowerment, featuring nearly 70 experts from 13 nations. The event concluded with field visits to Shanghai’s innovative educational institutions, offering firsthand observation of technology integration practices in Jiading district’s schools and innovation hubs.

ABU DHABI – What began as a pilot educational program in 1998 has evolved into one of Abu Dhabi’s most enduring academic partnerships, fundamentally transforming learning methodologies for over 30,000 students. The KUMON program, initially launched through collaboration with JODCO (now INPEX/JODCO) and currently supported by ADNOC, represents a pioneering three-party corporate social responsibility initiative that now reaches approximately 6,000 learners annually.

The program’s digital transformation through KUMON Connect has revolutionized classroom dynamics. Students utilizing iPads and stylus pens receive instantaneous feedback on handwritten answers, creating immediate correction cycles that enhance comprehension within single class periods. Educators report remarkable improvements in student focus duration and mathematical confidence, with many pupils demonstrating enhanced mental calculation capabilities for multi-step problems.

These qualitative observations are substantiated by quantitative data, with MAP Growth assessment scores surpassing District Norm benchmarks by eight points. The digital platform’s implementation, initially accelerated as a pandemic-response measure, has since become a global model, currently supporting approximately 300,000 students worldwide.

Beyond technological innovation, the program’s success hinges on a meticulously coordinated human ecosystem. School administrators, homeroom teachers, classroom assistants, parents, and KUMON specialists maintain continuous collaboration through regular progress reviews. Detailed data analysis of learning volume, accuracy patterns, and concentration levels enables precise intervention strategies tailored to individual student needs.

This educational framework aligns with global shifts toward self-directed learning methodologies. The program emphasizes autodidactic principles where students independently discover solutions and develop problem-solving capabilities—a critical skill set in an era increasingly shaped by artificial intelligence and digital tools.

Future expansion plans involve deepening partnerships with ADNOC and INPEX/JODCO to extend these learning methodologies to additional schools across the emirate. The initiative ultimately aims to develop academically confident, independent learners capable of contributing to the UAE’s global standing in coming decades.

A significant transformation is underway in China’s overseas education landscape as families increasingly prioritize cost-effectiveness alongside academic quality when selecting international study destinations. According to the latest annual report from Beijing-based EIC Education, financial considerations have substantially gained importance in study abroad decisions while maintaining the persistent emphasis on educational excellence.

For the fifth consecutive year, educational quality remains the paramount consideration for Chinese families. However, the strategic weighting of ‘study costs’ has notably ascended to sixth position in 2025, climbing from eighth place in both 2022 and 2023. Simultaneously, ‘economic strength’ as a selection criterion has advanced to eighth place, reflecting heightened financial awareness in international education planning.

This evolving value-for-money approach is redirecting attention toward destinations offering stable policies and reduced overall expenses. European and Asian countries are experiencing growing popularity as financially accessible alternatives to traditional Anglo-American destinations. Germany and France have emerged as prominent examples, attracting Chinese students through reputable public universities—many providing tuition-free education or minimal registration fees—coupled with an expanding portfolio of English-taught programs.

Statistical evidence confirms this trend: over 38,000 Chinese students enrolled in German institutions during the 2023-24 academic year, while France hosted more than 27,000 Chinese students in the same period.

Malaysia has demonstrated particularly remarkable growth, with Chinese applicant numbers surging nearly fourfold between 2020 and 2024 to reach 33,216. This appeal largely stems from branch campuses of elite global universities such as the University of Nottingham, where students can obtain identical qualifications at approximately one-third of the cost required in the institution’s home country.

Concurrent with this financial pragmatism is an intensified focus on employment prospects. Data indicates growing preference for science, technology, engineering, and mathematics (STEM) fields, alongside interdisciplinary studies aligned with evolving job market requirements. EIC’s service data from 2022-2025 reveals consistent annual increases in science and engineering applications. While business and economics majors continue to represent the largest application share, their proportion has steadily declined over this four-year period.

Post-graduation plans have similarly evolved, with returning to China becoming the predominant choice. This trend is propelled by favorable employment conditions and supportive talent recruitment policies implemented across major Chinese cities.

The report incorporates firsthand accounts illustrating these patterns. Feng Mingqiu, 25, recently completed a postgraduate program at the University of Malaya, selecting Malaysia primarily for financial considerations. Her total tuition ranging from 60,000 to 70,000 yuan ($8,504-$9,922) represented substantial savings compared to equivalent programs in Hong Kong or the United Kingdom. Additionally, she noted the advantages of English instruction, minimal time difference, and geographical proximity facilitating smoother adaptation.

Similarly, Yuan Ye, a 24-year-old veteran currently studying at the University of Science and Technology Beijing, plans to pursue postgraduate studies in Singapore citing its shorter program duration (1-1.5 years versus China’s three-year programs), institutional reputation, cultural familiarity, and proximity. He explicitly excluded the United States due to visa complications for veterans, safety concerns, and prohibitive costs estimating approximately 1 million yuan for a two-year master’s program.

A significant educational partnership between Indonesia and China has been established through an agreement that will enable hundreds of Indonesian students and educators to pursue academic opportunities at Tianjin University over the next five years. The initiative, spearheaded by Yayasan Warga Bumiputra Indonesia foundation, represents a major step in international educational cooperation.

During a high-level delegation visit to Tianjin University on Friday, foundation chairman A.M. Hendropriyono outlined the ambitious program that will fund at least 250 students and over 100 school administrators for exchange programs and advanced studies. “Our objective is to leverage China’s educational expertise to enhance the competitiveness of Indonesia’s next generation,” Hendropriyono stated. “The first cohort of Indonesian scholars is scheduled to commence studies next year, with plans for gradual expansion of our collaborative efforts.”

The delegation, which included Garibaldi Thohir, chairman of the Indonesian Chamber of Commerce and Industry Bilateral Committee for China, conducted comprehensive inspections of the university’s academic infrastructure, research facilities, and student accommodations. The visit facilitated substantive discussions with Tianjin University President Chai Liyuan regarding student exchange programs, faculty development initiatives, and industry-academia collaboration.

Thohir emphasized the strategic importance of educational cooperation in strengthening bilateral relations: “Education serves as a crucial foundation for deepening Indonesia-China friendship. Through this visit, I have witnessed Tianjin University’s exceptional educational standards, research capabilities, and faculty expertise. This exchange will not only provide knowledge acquisition but also broaden cultural understanding between our nations.”

The partnership extends beyond student exchanges to include joint research projects and development initiatives between the Indonesian Chamber of Commerce and Industry China Committee and Tianjin University. Collaboration will focus on cutting-edge fields including renewable energy, artificial intelligence, meteorological science, and food industry innovation.

This agreement follows President Chai Liyuan’s two visits to Indonesia in October, during which preliminary cooperation agreements were established. The December meeting served to advance scholarship implementation mechanisms and refine industry-academia-research collaboration frameworks.

Hendropriyono expressed confidence that “this transnational education model will cultivate a new generation of youth with international perspectives, innovative capabilities, and strong academic foundations, ultimately enabling Indonesia to achieve breakthroughs across multiple sectors.”

In a significant advancement for Sino-Lanka educational cooperation, Sri Lanka has inaugurated its first comprehensive Chinese Language Teacher Cultural Training Camp, marking a transformative step in cross-cultural education. The pioneering initiative, convened from Thursday to Friday, brought together over 120 local Mandarin instructors from across the island nation for an immersive professional development experience.

The program, jointly organized by the Chinese Embassy in Sri Lanka, Lumbini Confucius Classroom, and Sri Lanka’s National Institute of Education, represents a strategic investment in strengthening the cultural dimensions of language education. Through thematic lectures, practical workshops, and immersive cultural activities ranging from calligraphy to tai chi, educators gained multidimensional exposure to Chinese cultural traditions and contemporary teaching methodologies.

Madhura Senevirathna, Sri Lanka’s Deputy Minister of Education and Higher Education, emphasized the program’s critical timing, noting that ‘high-quality language education plays a key role in preparing our students for the world beyond our borders.’ He highlighted how Chinese language proficiency opens doors to academic, cultural, and economic opportunities while deepening people-to-people understanding between the two nations.

Counselor of Cultural Affairs at the Chinese Embassy, Ji Lili, characterized local Chinese language teachers as ‘ambassadors of culture and messengers of friendship’ who serve as vital bridges enhancing mutual understanding. The growing cohort of Sri Lankan Mandarin instructors has become instrumental in expanding educational and cultural exchanges between the two countries.

The training camp’s success has prompted plans for an expanded program in 2026, aiming to provide more intensive training sessions that will eventually cover all local Chinese language teachers throughout Sri Lanka. Outstanding participants will have the opportunity to travel to China for a two-week advanced cultural training program, further strengthening their connection to Chinese language and culture.

China’s groundbreaking Excellence Engineer Initiative has successfully enrolled approximately 26,000 master’s and doctoral students since its inception three years ago, marking a transformative shift in engineering education. Launched in 2022 through collaboration between nine government bodies including the Organization Department of the CPC Central Committee and the Ministry of Education, the program represents a comprehensive redesign of traditional training methodologies.

The program’s core innovation lies in its deep integration of academic institutions and industrial enterprises. Universities and corporations jointly manage student enrollment, define research objectives, supervise training processes, and share outcomes. This collaborative framework extends to integrated faculties, interconnected curricula, shared platforms, and aligned policies, creating a seamless ecosystem for engineering education.

To operationalize this initiative, the Ministry of Education partnered with the State-owned Assets Supervision and Administration Commission to establish 50 national Excellence Engineer institutes, involving eight major centrally administered State-owned enterprises and 32 leading universities. Authorities have additionally approved 41 new engineering master’s and doctoral programs with individually allocated recruitment quotas, featuring joint enrollment teams co-led by university presidents and corporate executives.

Wu Gang, Director of the Ministry of Education’s Department of Degree Management and Postgraduate Education, emphasized that developing world-class engineers is essential for integrating education, technology, and human resources development. The initiative addresses urgent needs for modern industrial system construction and represents a strategic move to enhance national competitiveness, particularly during China’s upcoming 15th Five-Year Plan period (2026-30).

A distinctive feature requires mandatory enterprise practice—minimum one year for master’s students and two years for doctoral candidates—ensuring students tackle real-world problems with actual industrial resources. The curriculum has been fundamentally reshaped with enterprises contributing over 10,000 industry challenges as primary research topics. More than 13,000 enterprise experts, including 2,000 chief engineers, serve as industry mentors, while hundreds of university professors have assumed roles within enterprises.

In alignment with China’s Degree Law, solving significant engineering problems has become the primary criterion for degree conferment, moving away from purely academic metrics. Already, over 60 students have earned degrees based on practical achievements including product designs and major equipment innovations.

The inaugural cohort of 2,000 engineering master’s graduates has generated more than 2,500 innovation results, with over 81% choosing to remain with key enterprises in their field. Many received direct employment offers, waived probation periods, and seniority recognition.

Tsinghua University Vice-President Wu Huaqiang cited the example of student Lu Yang, whose research on superthick coatings for heavy-duty gas turbines resolved a critical bottleneck, with results directly applied to a domestically developed engine. Wang Mingfeng of the Chinese Aeronautical Establishment noted that the model effectively closes the ‘last mile’ for graduates to become immediately productive professionals.

China has unveiled a comprehensive national guideline to revolutionize science, technology, engineering, and mathematics (STEM) education in primary and secondary schools. The initiative, jointly issued by the Ministry of Education and six other government departments on November 12, 2025, aims to develop students who “think like scientists and practice like engineers.”

The ambitious plan establishes clear milestones: by 2030, a structured science education system should be fundamentally established with enhanced curricula, teaching methodologies, evaluation mechanisms, and teacher development programs. By 2035, the vision expands to a fully matured science education ecosystem supported by social resources and widespread implementation of project-based, inquiry-driven, and interdisciplinary teaching approaches.

Tian Zuyin, Director of the Ministry’s Department of Basic Education, emphasized the graduated approach aligned with cognitive development. Early primary education will focus on experiential learning and curiosity stimulation, while upper primary grades advance to conceptual understanding and hands-on exploration. Middle school students will engage in practical inquiry around real-world problems, with high schoolers concentrating on experimental research and engineering practice involving cutting-edge advancements.

The guideline encourages innovative teaching models including “dual-teacher classes” featuring collaborations between scientists and classroom teachers, and “future classrooms” utilizing metaverse-based virtual laboratories. Assessment methods will evolve beyond exam-focused metrics to include process evaluation and digital profiles tracking students’ innovative growth.

To address implementation challenges, the policy promotes partnerships between schools, universities, research institutes, and technology enterprises. Teacher training will be enhanced through master’s programs in science education at top universities and specialized development for current educators. Experts from academic and research institutions will be encouraged to serve as part-time instructors.

Educators nationwide have welcomed the guideline as a transformative roadmap. Lu Yongli, Principal of Beijing No. 2 Experimental Primary School, noted the alignment with existing national science curricula that already include 78 compulsory inquiry experiments for primary students. In rural areas, teachers like Hu Guozhu from Yaoxiang Middle School in Hunan praised the emphasis on adapting to local conditions rather than copying urban models.

The human impact of this approach is already visible. Xia Jun’an, a fifth-grade student in Hangzhou, recently experienced the principles firsthand through designing and building a functional water clock using simple materials. “When the clock finally dripped evenly and timed three minutes successfully,” he recounted, “it felt like I could ‘touch’ time—it was no longer abstract, but right there in the rhythm of each drop.”

As the policy rolls out, educators believe that by making science more engaging, practical, and inclusive, China can lay the foundation for a new generation of curious, creative minds prepared to contribute to the nation’s scientific and technological future.

At the recent 11th Forum on Empirical Education Research in Shanghai, renowned Canadian educator Ruth Hayhoe from the University of Toronto advocated for the global adoption of Chinese educational principles rooted in traditional culture. The event, hosted by East China Normal University, highlighted how China’s educational wisdom offers transformative insights for universities worldwide.

Professor Hayhoe emphasized the Confucian concept of ‘harmony without conformity’ (和而不同) as particularly valuable for contemporary higher education systems. This philosophy, she argued, provides a framework for creating inclusive learning environments that celebrate diversity while maintaining social cohesion. She called for a fundamental shift from a global knowledge economy toward a global knowledge society that prioritizes public good over commercial interests.

Hayhoe’s distinguished career spans over five decades, beginning as a teacher in Hong Kong in 1967 and evolving through roles as scholar, diplomat, and university administrator. This unique background has positioned her as one of the few Western scholars capable of bridging Eastern and Western educational philosophies with deep cultural sensitivity.

The forum recognized Hayhoe’s contributions with the Global Award for Innovation in Education Research Methods for her groundbreaking ‘dialogue among civilizations’ research paradigm. This methodology requires deep immersion in other cultures’ historical, philosophical, and value systems, moving beyond binary oppositions between Eastern and Western approaches to education.

Four other distinguished scholars received the same honor: Stephen Raudenbush (University of Chicago), Manabu Sato (University of Tokyo), Wang Shanmai (Beijing Normal University), and Rupert Wegerif (University of Cambridge). The award, inaugurated in 2024, represents the world’s first recognition program specifically dedicated to innovation in educational research methodology.

Professor Yuan Zhenguo, head of East China Normal University’s Faculty of Education and key architect of the award, stated the initiative aims to foster international exchange and advance empirical education research. ‘We hope to guide China’s empirical education research to better engage with the world,’ Yuan remarked, highlighting China’s growing role in shaping global educational discourse.

Shanghai University of Finance and Economics recently hosted the third International Business Simulation Competition, an event that brought together 450 students from 74 countries and regions. The two-day competition, held from December 2-3, featured 140 teams representing 25 Chinese universities, with Shenzhen University’s ‘absolute four’ team claiming top honors among 33 finalists.

This year’s competition introduced an innovative ‘AI coach’ system, reflecting the growing integration of artificial intelligence into business education. The event emphasized AI-driven decision-making while maintaining focus on sustainable development and corporate social responsibility principles.

Vice-President Yao Lingzhen of SUFE highlighted the university’s commitment to digital transformation in business education. ‘As a pioneer in business education in China, SUFE maintains its dedication to cultivating financial talent while embracing technological innovation,’ Yao stated during the opening ceremony. ‘The incorporation of AI coaching represents our progressive approach to combining artificial intelligence with practical business education.’

The competition’s interdisciplinary nature proved particularly valuable, bringing together students from diverse academic backgrounds. Chong Hong Xuan, a Malaysian international student at Fudan University, noted how varied expertise enhanced the experience: ‘Our team’s diverse backgrounds in economics, international affairs, and journalism sparked productive debates that significantly enriched our decision-making process.’

The event served as both a competitive platform and a demonstration of how international education in China is evolving to incorporate cutting-edge technology while fostering global collaboration and cross-cultural exchange in business education.