Journal of psychology & education (JPE) is an international, peer-reviewed open-access journal dedicated to publishing high-quality research at the intersection of psychology and educational sciences. The journal provides an interdisciplinary platform for researchers to share innovative findings on cognitive development, pedagogical strategies, and mental health in educational settings.
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Generative Artificial Intelligence and Student Agency: Reclaiming Questioning, Knowledge Construction, and Responsibility in Education
Generative artificial intelligence (GenAI) has rapidly entered educational practice as a tool for explanation, drafting, feedback, assessment support, and personalized learning assistance. Much of the early debate has focused on whether GenAI improves efficiency or threatens academic integrity. This article argues that the deeper educational question is whether GenAI use preserves or erodes student agency. From an educational perspective, agency is not reducible to student choice, motivation, or technical competence; it refers to learners' capacity to pose meaningful questions, construct knowledge through disciplined inquiry, regulate their own learning, exercise judgment, and assume responsibility for their intellectual work. Drawing on educational theory, self-regulated learning, knowledge-building pedagogy, cognitive offloading, and recent research on AI-assisted learning, this article develops a conceptual account of how GenAI may both support and weaken student agency. It identifies three core risks: the displacement of question-formation by prompt optimization, the substitution of fluent AI output for knowledge construction, and the diffusion of responsibility in authorship and judgment. The article then proposes an agency-preserving pedagogy of GenAI use built around six principles: problem-posing before prompting, process transparency, critical verification, scaffolded rather than substitutive assistance, assessment redesign, and teacher-guided ethical reflection. The central claim is that GenAI should not be treated as either a threat to be banned or an efficiency tool to be adopted uncritically. Its educational value depends on whether it is embedded in learning environments that strengthen students' epistemic, metacognitive, dialogic, and responsible agency.
Copyright (c) 2026 Hongxuan Ran (Author) https://creativecommons.org/licenses/by/4.0
Perceived Social Support and Internet Gaming Disorder Symptoms among Chinese College Students: The Serial Mediating Roles of Loneliness and Self-Control
Background: Internet gaming disorder (IGD) symptoms among college students have attracted sustained research attention, but less is known about the sequential interpersonal and self-regulatory mechanisms through which social support may relate to IGD. Drawing on the Interaction of Person-Affect-Cognition-Execution (I-PACE) model and compensatory Internet-use perspectives, this cross-sectional study examined whether loneliness and self-control serially mediated the association between perceived social support and IGD symptoms in Chinese college students. Methods: A total of 509 Chinese college students completed an online self-report questionnaire. Participants were 18 to 30 years old (M = 20.27, SD = 1.45); 360 were men (70.7%) and 149 were women (29.3%). Perceived social support, loneliness, self-control, and IGD symptoms were assessed using self-report scales; all four measures showed good to excellent internal consistency (Cronbach's alpha = .874-.952). Gender, age, and pre-college residence were entered as covariates. Serial mediation was tested using PROCESS Model 6 with 5,000 bootstrap samples. Results: Perceived social support was negatively associated with loneliness (B = -0.392, p < .001). Loneliness was negatively associated with self-control (B = -0.528, p < .001) and positively associated with IGD symptoms (B = 0.137, p < .001). Self-control was negatively associated with IGD symptoms (B = -0.135, p < .001). The direct effect of perceived social support on IGD symptoms was nonsignificant after the mediators were included (B = -0.008, p = .732). The total indirect effect was significant (Effect = -0.086, 95% bootstrap CI [-0.113, -0.060]), including the loneliness pathway and the serial pathway through loneliness and self-control. The indirect path through self-control alone was not significant. Conclusions: Lower perceived social support may be associated with higher IGD symptoms primarily through greater loneliness and, secondarily, through the sequential pathway from loneliness to lower self-control. These findings support an interpersonal-self-regulatory account of IGD symptoms among Chinese college students. Because the data were cross-sectional and based on self-report, causal and clinical interpretations should be avoided.
Copyright (c) 2026 Qingqing Yang (Author) https://creativecommons.org/licenses/by/4.0
Childhood Trauma and Internet Addiction Among Chinese College Students With DSM-5-Based Self-Reported Tobacco Dependence: The Serial Mediating Roles of Self-Control and Aggression
Background: Internet addiction is frequently examined among university students, but less is known about how early adverse experiences are associated with problematic Internet use in students who already show elevated tobacco-use symptoms. Drawing on the Interaction of Person-Affect-Cognition-Execution (I-PACE) framework and self-regulation perspectives, this study tested whether self-control and aggression serially mediated the association between childhood trauma and Internet addiction among Chinese college students who met a DSM-5-based self-report screening threshold for tobacco dependence symptoms. Methods: A cross-sectional questionnaire survey was conducted with 663 Chinese college students who reported DSM-5-based tobacco-use symptoms at a score of 4 or above. Participants completed measures of childhood trauma, self-control, aggression, Internet addiction, and demographic characteristics. Pearson correlations were used to examine zero-order associations. A serial mediation model was estimated using PROCESS Model 6 with 5,000 bootstrap samples, controlling for gender and age. Results: Childhood trauma was positively correlated with Internet addiction (r = .196, p < .01) and aggression (r = .290, p < .01), and negatively correlated with self-control (r = -.138, p < .01). Self-control was strongly and negatively correlated with both aggression (r = -.557, p < .01) and Internet addiction (r = -.511, p < .01). The mediation model showed that childhood trauma negatively predicted self-control (B = -0.083, p < .001), self-control negatively predicted aggression (B = -0.744, p < .001), and aggression positively predicted Internet addiction (B = 0.131, p = .001). The direct effect of childhood trauma on Internet addiction remained significant (B = 0.080, p = .009). Bootstrap analyses indicated significant indirect effects through self-control alone, aggression alone, and the serial pathway through self-control and aggression. Conclusions: Among Chinese college students with elevated DSM-5-based tobacco-use symptoms, childhood trauma was associated with Internet addiction partly through impaired self-control and heightened aggression. Self-regulatory deficits appeared to be the dominant mechanism, whereas aggression represented a smaller but significant externalizing pathway. Because the design was cross-sectional and based on self-report measures, causal interpretation is not warranted.
Copyright (c) 2026 Bingna Yan (Author) https://creativecommons.org/licenses/by/4.0
Ethical Risks and Collaborative Governance in the Digital-Intelligent Transformation of Vocational Education Driven by New Quality Productive Forces
The development of new quality productive forces is accelerating the reorganization of industrial structures, work processes, and skill requirements in China. Vocational education is therefore under strong pressure to integrate artificial intelligence, learning analytics, big data, virtual simulation, and platform-based school-enterprise cooperation. These technologies can improve access, instructional efficiency, practical training, and responsiveness to labor-market change; however, they also redistribute information, authority, and responsibility within educational systems. This conceptual article examines the ethical risks of digital-intelligent transformation in vocational education and develops a context-sensitive governance framework. It integrates risk society theory, a socio-technical systems perspective, the complementarity of rule-based and virtue ethics, and collaborative governance. Five interconnected risk domains are identified: datafication and privacy intrusion; algorithmic bias and deficits in procedural justice; erosion of teacher and student agency; displacement of craftsmanship by narrow efficiency metrics; and asymmetries of power, data ownership, and accountability in industry-education partnerships. These risks are generated through four mutually reinforcing mechanisms: technical opacity and model uncertainty, institutional lag and fragmented responsibility, incentive and power asymmetries among stakeholders, and a culture of technological instrumentalism. On this basis, the article proposes a four-dimensional governance framework comprising value alignment, institutional regulation, technical assurance, and ethical capability development. Scenario-specific safeguards are further specified for classroom teaching, practical training and assessment, industry-education integration, and student administration. The article contributes by linking macro-level productive transformation to meso-level institutional change and micro-level educational ethics, while translating general AI principles into operational requirements for vocational education.
Copyright (c) 2026 Yuan Wang (Author) https://creativecommons.org/licenses/by/4.0
Psychological Withdrawal ("Lying Flat") Among University Students from the Perspective of Self-Determination Theory: Mechanisms and Counselor-Led Intervention Strategies
Against the background of intensified academic competition, uncertain employment prospects, and increasingly diversified standards of success, some university students display a pattern of motivational withdrawal commonly described in Chinese public discourse as “lying flat.” This article conceptualizes psychological lying flat not as simple laziness, moral failure, or a clinical diagnosis, but as a context-sensitive form of defensive disengagement characterized by reduced goal commitment, avoidance of evaluative situations, diminished initiative, and the protection of self-worth through nonparticipation. Drawing on self-determination theory (SDT), the article proposes that this pattern can be understood as the cumulative result of frustration of the basic psychological needs for competence, autonomy, and relatedness. Competence frustration may generate perceived uncontrollability and helplessness; autonomy frustration may intensify controlled motivation and self-worth-protective withdrawal; and relatedness frustration may weaken social support, help-seeking, and the internalization of personally meaningful goals. These processes can form a self-reinforcing cycle in which withdrawal reduces opportunities for mastery and connection, thereby deepening need frustration. The article further analyzes three practical barriers faced by university counselors: the mismatch between grand educational narratives and students’ current motivational capacity, defensive resistance to relationship-building, and outcome-dominated evaluation systems that overlook incremental progress. An SDT-informed intervention framework is proposed that combines nonjudgmental relational engagement, graded mastery experiences, process-focused feedback, meaningful choice, clear structure, and professional referral when students present substantial psychological impairment. The framework offers a theoretically grounded and operationally feasible approach for moving university counseling from behavioral correction toward motivational support and developmental empowerment.
Copyright (c) 2026 Linman Zhang (Author) https://creativecommons.org/licenses/by/4.0
Authenticity Crisis, Personality Replication Risks, and Labeling Governance in Generative-AI Deep Synthesis: Toward a Traceable and Rights-Sensitive Framework
Generative artificial intelligence has transformed deep synthesis from a specialized technique of media manipulation into an ordinary infrastructure for producing text, images, audio, video, virtual scenes, digital humans, and increasingly personalized AI agents. The ethical problem is therefore no longer limited to whether a specific image or video is fake. A deeper challenge concerns the technological blurring of three boundaries: the boundary between authentic and synthetic content, the boundary between a real person and a digital replica, and the boundary between human agency and automated proxy action. This article argues that the governance of AI-generated synthetic content should not be reduced to content labeling alone. Labeling is necessary because it helps users identify the artificial origin of media, but it is insufficient when synthetic content imitates a particular person’s voice, likeness, expressive style, behavioral patterns, or decision-making tendencies. In such cases, the ethical issue is not merely deception but the unauthorized occupation of a person’s communicative position. The article develops a three-level analysis of ethical risk: epistemic risks to public truth and social trust, personality-rights risks arising from digital replication, and responsibility risks generated by persona-based AI agents. Drawing on current governance instruments in China, the European Union, the United States, and international AI ethics frameworks, the article proposes a five-dimensional governance model: identifiability, provenance traceability, identity authorization, revocability, and accountability. The central claim is that deep synthesis governance must move from a narrow model of “AI-content disclosure” toward a broader framework of “synthetic personhood governance,” in which content origin, identity authorization, agentic behavior, and responsibility allocation are treated as interconnected problems.
Copyright (c) 2026 Zhiyong Song (Author) https://creativecommons.org/licenses/by/4.0
An Analysis of the Use of Paper-Cutting Art in Art Teaching and Campus Culture in Rural Secondary Schools in Multi-Ethnic Regions: A Case Study of Daping Dong, Tujia, and Miao Township Junior High School in Wanshan District
Chinese paper-cutting is a national form of intangible cultural heritage that integrates aesthetic, folkloric, and educational values. It is therefore a locally grounded resource for rural primary and secondary schools seeking to strengthen aesthetic education and transmit outstanding traditional Chinese culture. Daping Dong, Tujia, and Miao Township Junior High School in Wanshan District, Tongren, Guizhou Province, is located in a multi-ethnic cultural environment where Dong, Tujia, Miao, and Han communities interact. The school possesses rich local heritage resources, but it also faces persistent constraints, including limited rural art-education resources, discontinuity in ethnic cultural transmission, and insufficiently distinctive campus culture. Drawing on its regional multi-ethnic cultural foundations, the school has spent four years developing a paper-cutting society, compiling the first volume of the school-based textbook Wanshan District Daping Junior High School Paper-Cutting Course, and establishing a three-part instructional system consisting of foundational classroom teaching, society-based advancement, and campus-cultural immersion. Traditional paper-cutting has been integrated into regular Grade 7 art instruction and connected with local Nuo culture, ethnic customs, red culture, campus life, anniversary themes, and graduation culture. Taking this school-based curriculum as a case, this paper examines the implementation model of paper-cutting instruction in a rural multi-ethnic junior high school, analyzes its value for art teaching and campus culture, identifies problems in curriculum development, classroom implementation, and cultural transformation, and proposes targeted strategies. The study offers a practical reference for implementing intangible-heritage-based aesthetic education, strengthening a shared sense of Chinese national community, and building distinctive campus culture in comparable rural multi-ethnic schools.
Special Collection I: Classroom teaching in primary and secondary schools
intangible cultural heritage transmission
Copyright (c) 2026 Huiyan Li (Author) https://creativecommons.org/licenses/by/4.0
Nurturing the Mind Through the Five Domains of Education: A Practice-Based Study of Primary School Mental Health Education From the Perspective of Integrated Education
Primary school is a critical period for personality formation, emotional development, and the cultivation of psychological literacy. Mental health education is therefore not an auxiliary activity, but a foundational mechanism for implementing the fundamental educational task of fostering virtue. Traditional models of primary school mental health education often rely on isolated psychology lessons and remedial intervention after problems occur. Such models tend to fragment educational resources, narrow the range of learning contexts, and emphasize correction rather than daily psychological nourishment. This practice-based study, written from the perspective of a frontline primary school mental health teacher, takes the integration of moral, intellectual, physical, aesthetic, and labor education as its organizing framework. Drawing on the school-based “1511” collaborative education system, it examines how moral education can shape psychological values, intellectual education can reduce learning anxiety, physical education can strengthen resilience, aesthetic education can nourish emotional life, and labor education can cultivate responsibility and positive energy. Through top-level institutional design, integrated five-domain classroom practice, home-school-community collaboration, and technology-enabled education, the study proposes a comprehensive, regularized, and developmentally nourishing model of primary school mental health education. The model aims to address practical difficulties in grassroots mental health work and to support the coordinated physical and psychological development of every child. It also provides a practical reference for improving the quality of primary school mental health education in the new era.
Copyright (c) 2026 Fating Cheng (Author) https://creativecommons.org/licenses/by/4.0
The “Eternal Recurrence” of the Overman On the Teaching Proclaimed by Zarathustra
Thus Spoke Zarathustra occupies a pivotal position in Nietzsche’s oeuvre. The work brings together two of Nietzsche’s most decisive ideas: the overman (Übermensch) and eternal recurrence. The overman is not merely an ideal opposed to the “last man”; it is also the figure through which the hatred of time is overcome. This is the point at which the concept of the overman becomes internally connected with eternal recurrence. The overman affirms the past, wills entry into the ring of eternal recurrence, enters each coming moment as a creator, and thereby confers meaning upon existence. Zarathustra is both the teacher of the overman and the teacher of eternal recurrence. Nietzsche’s two key ideas can therefore be fully understood only within the narrative of Zarathustra’s preaching and descent among human beings.
Copyright (c) 2026 Xia Lang (Author) https://creativecommons.org/licenses/by/4.0
Practical Pathways for Coordinated Burden Reduction and Quality Improvement in Primary and Secondary Schools under the Double Reduction Policy
Objective: To construct a practical pathway for the coordinated implementation of burden reduction and quality improvement in primary and secondary schools under China's Double Reduction policy. Methods: Based on policy analysis, school-based practice reflection, and the logic of instructional improvement, this paper develops an implementation framework covering homework governance, classroom transformation, after-school services, home-school collaboration, and evaluation reform. Results: The study identifies a five-dimensional pathway: clarifying school-level governance responsibilities, redesigning homework as diagnostic learning evidence, improving classroom efficiency through deep learning tasks, building differentiated after-school services, and replacing score-centered accountability with process-oriented quality monitoring. Conclusion: The key to Double Reduction is not a simple decrease in learning time, but a structural shift from external pressure to internal quality. Schools can achieve sustainable burden reduction only when curriculum, teaching, homework, services, and evaluation are redesigned as an integrated system.
Copyright (c) 2026 Longyang Tang, Xiaohan Duan, Zheli Shen (Author) https://creativecommons.org/licenses/by/4.0
Moral Rationality in Modern Public Rescue: An Ethical Examination of Bystander Assistance in Elderly Fall Incidents
Public assistance after an older adult falls is not merely a matter of individual moral choice. It is a composite issue in which ethical motivation, legal responsibility, risk perception, first-aid competence, and social trust intersect. Building on and substantially revising the original manuscript, this paper adopts an interdisciplinary perspective that draws on ethics, social psychology, law, and public health. It examines why bystanders hesitate in fall-related rescue situations and how a modern public assistance framework can be developed without abandoning the traditional moral resource of benevolence. The paper argues that Confucian ideas of compassion and care remain important ethical foundations for helping behavior. Yet in a highly mobile society where responsibility is complex and risk information travels quickly, moral condemnation alone cannot reliably increase rescue willingness. Hesitation arises mainly from four sources: perceived legal uncertainty, limited trust among strangers, insufficient first-aid knowledge, and the amplification of risk through memorable media cases. In response, this paper proposes an ethical model of rational benevolence. Under this model, a rescuer should assist while ensuring personal safety, respecting the recipient’s will, preserving necessary factual records, following basic first-aid principles, and connecting the person to professional emergency services. Rational benevolence does not weaken traditional moral concern; rather, it gives benevolence a sustainable form under modern conditions of risk.
Copyright (c) 2026 Xingxin Pan (Author) https://creativecommons.org/licenses/by/4.0
Confucius’ “Teaching in Accordance with Students’ Aptitude” Realized Through AI: A Case of Philosophical Academic Writing Course Reform
Large philosophy classes make it difficult to realize Confucius’ ideal of teaching in accordance with students’ aptitude. Conventional assessments poorly capture growth in higher-order writing skills. This article reports a 16-week reform of an undergraduate philosophical academic writing course that integrated an AI “learning companion,” structured “arguing-with-AI” activities, and peer-supported clinical tutoring. Drawing on work in intelligent tutoring, stealth assessment, and emerging research on generative AI in philosophy teaching, we designed an 8-week conceptual module plus an 8-week clinic-style supervision module. Using a quasi-experimental historical cohort design (N = 79), we compared rubric-based writing scores, process data from AI interaction logs, and student self-reports across cohorts. The AI-supported design was associated with greater increases in argumentative coherence, evidence use, and originality in this sample than a traditional design, and it expanded individualized feedback coverage. We discuss how generative AI can extend—but not replace—instructors’ capacity to enact individualized instruction at scale in a philosophy context, and outline implications for AI governance and academic integrity.
Copyright (c) 2026 Siyan Yu (Author) https://creativecommons.org/licenses/by/4.0
On Generosity: The Integration of Practice and Rational in Descartes’ Morality
The concept of generosity occupies a central position in Descartes’ later Morality, reflecting the integration of will, rational, and passions in moral practice. Based on an analysis of The Passions of the Soul and Discourse on the Method, this study systematically examines how generosity regulates passions, guides the exercise of will, and achieves the unity of rational, focusing on its practical implementation in moral practice. The study finds that generosity requires individuals to recognize the controllable scope of their own will, direct passions through rational, and ensure that actions conform to moral standards; simultaneously, it emphasizes equal benevolence toward others and humility before God, achieving the unity of thought, volition, and behavior. Generosity not only governs moral behavior but also provides a philosophical framework for harmonizing self and others, maintaining moral stability. This study argues that generosity is the core concept of Descartes’ Morality and serves as an essential bridge between moral practice and first philosophy, offering significant insights for a deeper understanding of Descartes’ philosophical system and moral thought.
Copyright (c) 2026 Xing Li (Author) https://creativecommons.org/licenses/by/4.0
Nourishment or Respect: Ethical Reflection on Active Euthanasia from the Dual Perspectives of Confucian Filial Piety Ethics and Kantian Moral Philosophy
Under the combined influence of filial piety emphasizing “nourishment” and technical rationality, patients at the end of life often face a predicament of diminished subjectivity and dignity, while the continuation of life may be alienated into a burden of numerical life-sustaining indicators. Although active euthanasia has gained some moral justification based on autonomy and dignity, it remains highly controversial globally. Particularly in the context of Chinese filial piety culture, where the practice of filial piety in end-of-life care often tends to prioritize nourishment over respect, active euthanasia struggles to gain normative acceptance. Through a contextualized reconstruction of Kantian moral philosophy, this paper explores the limited moral permissibility that active euthanasia might obtain under certain extreme conditions. It attempts to point out that the key to resolving this normative dilemma lies in carefully distinguishing the value hierarchy between “nourishment” and “respect”, and in shifting the core of filial piety from an absolutized adherence to “nourishment” toward compliance with “respect” as subsumed under rational laws in end-of-life medical situations, thereby offering a possible approach to addressing the normative challenges of active euthanasia.
Copyright (c) 2026 Xuan Li, Gang Li (Author) https://creativecommons.org/licenses/by/4.0
Artificial Intelligence Diagnostic Systems and the Cognitive Model of Traditional Chinese Medicine: Knowledge Transformation under Technological Mediation
The application of artificial intelligence (AI) to Traditional Chinese Medicine (TCM) diagnosis has generated a profound epistemological debate concerning the nature of medical knowledge, the status of clinical experience, and the transformation of diagnostic cognition under technological mediation. Focusing on the four diagnostic methods of inspection, auscultation-olfaction, inquiry, and palpation, this paper examines how AI systems reshape the traditional cognitive model of TCM by transforming sensory, experiential, and holistic forms of judgment into standardized and computable data. Drawing on systems theory, fuzzy logic, tacit knowledge theory, and recent studies of machine learning in TCM diagnosis, the paper argues that AI can improve diagnostic consistency, data integration, and knowledge transmission, but it may also intensify tensions between standardization and individualization, reductionist feature extraction and holistic pattern differentiation, and algorithmic authority and the physician's clinical responsibility. To address these tensions, the paper proposes a human-AI collaborative diagnostic model in which AI serves as an augmentative instrument rather than a replacement for the TCM physician. The proposed model emphasizes TCM-informed algorithm design, multimodal data integration, transparent reasoning, longitudinal personalization, and ethical governance. The study contributes to debates on the modernization of TCM by showing that knowledge transformation should not be understood as the passive digitization of tradition, but as a reciprocal process in which classical diagnostic wisdom and contemporary computational technologies jointly reshape the future of medical cognition.
Copyright (c) 2026 Abu Sayed Mohammad Mahib (Author) https://creativecommons.org/licenses/by/4.0
Distinct Psychological Pathways from Childhood Adversity to Addictive Outcomes in College Students: Parallel Mediating Roles of Internalizing Distress and Externalizing Dysregulation
This study examined the psychological pathways linking childhood adversity to different addictive outcomes among college students, with a focus on the parallel mediating roles of internalizing distress and externalizing dysregulation. A cross-sectional survey was conducted among 1,198 college students with smoking behavior from universities in Guizhou Province, China. Childhood adversity was assessed through childhood trauma, parental rejection, and parental overprotection; internalizing distress was indicated by depression, anxiety, and stress; externalizing dysregulation was indicated by aggression and poor self-control. Structural equation modeling was used to test two parallel mediation models for internet-related addiction and nicotine dependence. The results showed that childhood adversity significantly and positively predicted both internalizing distress and externalizing dysregulation, whereas its direct effects on internet-related addiction and nicotine dependence were not significant. For nicotine dependence, the pathway through internalizing distress was relatively stronger, and remained significant after controlling for internet-related addiction. For internet-related addiction, externalizing dysregulation was the dominant mediating pathway, while internalizing distress showed a significant negative suppression effect. These findings suggest that although behavioral and substance-related addictive outcomes share childhood adversity as a common distal risk factor, they may be driven by distinct proximal psychological mechanisms. Prevention and intervention programs for college students should therefore emphasize emotion regulation for nicotine dependence and behavioral control for internet-related addiction.
Copyright (c) 2026 Xiaodong Li, Xinyue Liang, Maodan Shen (Author) https://creativecommons.org/licenses/by/4.0
A Practical Study on Integrating the Philosophy of "Life as Education" into General Education in Application-Oriented Universities: A Case Study of Chongqing College of Mobile Communication
"Life as Education" is the core of Tao Xingzhi's educational thought and holds significant implications for the reform of general education in application-oriented universities. Since its establishment, the General Education Department of Chongqing College of Mobile Communication has integrated this philosophy into its general education framework, establishing a system of "extracurricular practice-based learning + on-campus educational ecology". Externally, using multidisciplinary courses as vehicles, the college connects knowledge with life through activities such as agricultural labor and intangible cultural heritage practices. Internally, relying on the college's residential college system, labor education, and coordinated volunteer activities, a closed-loop educational system is achieved. This practice realizes the unity of knowledge activation and competency cultivation, providing a valuable reference for general education in application-oriented undergraduate institutions.
Chongqing College of Mobile Communication
Copyright (c) 2026 Aichun Zhang, Sheng Wang (Author) https://creativecommons.org/licenses/by/4.0
Project-Driven Teaching Reform Based on Real Enterprise Projects in Applied Undergraduate Education
Objective: To examine the effectiveness of a project-driven teaching reform model based on real enterprise projects in applied undergraduate education. Methods: Based on a school-enterprise collaboration project, this study developed an integrated “course-project-training-evaluation” teaching model and embedded real enterprise tasks into the teaching process. The reform included course content reconstruction, project task design, teaching organization optimization, and the establishment of a multiple evaluation mechanism. Results: The reform improved students’ learning engagement, practical application ability, and job adaptability awareness, and promoted the shift from knowledge-based teaching to task-driven and practice-oriented learning. Conclusion: The model helped enhance teaching effectiveness and strengthen the link between curriculum teaching and enterprise needs, providing a useful reference for applied undergraduate institutions seeking to advance school-enterprise collaborative education and curriculum reform.
project-driven teaching reform; real enterprise projects
Copyright (c) 2026 Mingdi Jiang, Li Yan (Author) https://creativecommons.org/licenses/by/4.0
A Defense of Kantian Deontology Against Critiques from Virtue Ethics
This paper explores the enduring debate between deontology and virtue ethics. Focusing on the critiques leveled against Kantian deontology by proponents of virtue ethics, this study provides a corresponding defense from a Kantian perspective. The first section outlines the fundamental principles of Kantian deontology, emphasizing the significance of universal laws in moral action. The second section elucidates the core tenets of virtue ethics, highlighting the central role of virtue as an internal disposition in moral judgment and behavioral choice. The third section provides a detailed analysis of virtue ethics' refutations of Kantian deontology, noting that virtue theorists argue their framework offers superior action-guidance. In the final section, the paper offers a three-pronged defense of Kantian deontology and discusses the comparative value and significance of both frameworks in modern ethics. Through this analysis, a more comprehensive understanding of the divergent perspectives held by Kantian deontology and virtue ethics within moral theory is achieved.
Copyright (c) 2026 Xinyu Liu (Author) https://creativecommons.org/licenses/by/4.0
Two Paths to Equality: Differences Between Rawls and Cohen on Equality
In contemporary egalitarian theory, the debate between John Rawls and G. A. Cohen over justice and equality is especially representative. Rawls, beginning with a critique of utilitarianism, constructs the two principles of justice through the device of the veil of ignorance and establishes a liberal egalitarian path grounded in the basic structure of society. Cohen, from the standpoint of analytical Marxism, develops an internal critique of Rawls by challenging the scope of justice and the incentive argument. On that basis, Cohen, as a radical luck egalitarian, advances a theory centered on equal access to advantage, socialist equality of opportunity, and the community principle. He insists that justice must extend to personal choice and egalitarian ethos, and that theory should not compromise with self-interested motivation. Their divergence ultimately stems from different assumptions about human motivation and different theoretical commitments. They therefore represent two distinct paths to equality—one based on institutional accommodation and the other on moral purity. The comparison not only reveals the internal tension of contemporary theories of justice, but also offers important insights into the coordinated role of institutions and social ethos in the pursuit of equality.
Copyright (c) 2026 Jin Chen (Author) https://creativecommons.org/licenses/by/4.0
Unveiling the Ecological and Naturalistic Views in Zhuangzi’s Daoism: Exploring the Concept of “The Usefulness of Uselessness”
This study delves into Zhuangzi’s philosophy to uncover the ecological and naturalistic views it presents. The focus is on understanding the concept of “The Usefulness of Uselessness” and its implications for environmental conservation and sustainable development. Through literature analysis and conceptual interpretation, the original texts of Zhuangzi are examined to explore his discussions on nature, ecology, and “The Usefulness of Uselessness.” Their relevance to the ecological environment is revealed by comparing and analyzing these concepts. The findings suggest that Zhuangzi’s philosophy aligns with contemporary ecological perspectives, emphasizing the inherent functions of all things in nature, even those that may appear useless. These seemingly useless elements play a vital role in maintaining ecological balance and ecosystem health. Zhuangzi advocates for humility, harmony with nature, and the responsible use of natural resources, promoting sustainable development of the ecological environment. The insights provided by Zhuangzi’s philosophy can inspire modern environmental conservation and sustainable development practices. By appreciating the value of seemingly useless organisms and phenomena in the natural world and recognizing their significance to the ecosystem, people can adopt Zhuangzi’s approach of “acting without action.” This mindset fosters a humble and rational co-existence with nature, promoting harmonious and sustainable ecological development.
Copyright (c) 2026 Tian Liang (Author) https://creativecommons.org/licenses/by/4.0
An Analysis of the Differences, Similarities and Integration Paths of Chinese and Western Education from the Perspective of History and Culture
In today's era of accelerating globalization and deepening internationalization of education, the exchanges and collisions between Chinese and Western education are becoming increasingly frequent. Clarifying the similarities and differences between the two not only helps to deeply understand the essential laws of education under different cultural backgrounds but also provides references for China's educational reform. The different cultural origins of China and the West determine their distinct paths. As is well known, education, as the core carrier of civilization inheritance and talent cultivation, has formed distinctive educational systems in China and the West due to differences in historical accumulation, cultural genes, and social structures. While there are essential commonalities, significant differences exist in educational concepts, teaching models, evaluation mechanisms, and educational goals. However, we should rationally approach these differences and learn from each other. This article, based on the cultural roots and social historical development backgrounds of China and the West, systematically sorts out their similarities and differences, deeply analyzes the underlying reasons for the differences, objectively examines their respective strengths and weaknesses, and explores feasible paths for the integration and mutual learning of Chinese and Western education in the new era.
Copyright (c) 2026 Xiaoqian Han, Yuandong Wen (Author) https://creativecommons.org/licenses/by/4.0
From Knowledge Transmission to Value Formation: Reform Practice of Contextualized Teaching in Medical Ethics
In the context of the ongoing advancement of New Medical Education, the Healthy China strategy, and initiatives to strengthen medical humanistic care, the course Medical Ethics has been entrusted with an educational mission that extends beyond the transmission of disciplinary knowledge. In conventional teaching, course objectives have often remained at the level of conveying ethical principles, norms, and institutional rules, while giving insufficient attention to students’ humanistic perception, value judgment, and moral action. This has easily produced a structural dilemma in which students know ethical concepts but cannot make sound judgments, and can recite principles but struggle to enter concrete situations. With the enhancement of humanistic literacy as its core orientation, this article selects contextualized teaching as its point of entry and, on the basis of existing curriculum-reform designs, systematically discusses the theoretical rationale, implementation framework, practical pathways, and directions for improvement involved in transforming Medical Ethics from a knowledge-transmission course into a value-generating course. The article argues that contextualized teaching is not a simple supplement to traditional lecturing; rather, it is a reconstruction of the classroom centered on real problems, role experience, value conflict, and reflective expression. By bringing clinical ethical conflicts, tensions in doctor–patient relationships, life-and-death decision-making dilemmas, and ethical issues raised by emerging technologies into the classroom, the course can move students from abstract principles to situational judgment, from one-way reception of knowledge to dialogic engagement among multiple subjects, and from external understanding of norms to internal identification with values. Drawing on the project plan and preliminary pilot experience, this article further proposes a reform logic of goal reshaping, content reorganization, method reconstruction, and evaluation redesign. It emphasizes the combination of situational introduction, role-playing, structured discussion, reflective writing, and multidimensional assessment in order to strengthen the humanistic educational effectiveness of the course. At the same time, it points out that, if the contextualized reform of Medical Ethics is to genuinely achieve value formation, further progress is still needed in case-bank development, teacher competence, clinical collaboration, and evaluation tools.
Copyright (c) 2026 Hailong Su, Weiqiang Qi (Author) https://creativecommons.org/licenses/by/4.0
Ethical Challenges in AI Emotional Interaction: Mechanisms of Emotional Dependence and Governance Pathways
This paper focuses on the ethical risks of AI emotional interaction, particularly the formation mechanisms and governance pathways of “emotional dependence.” By reviewing foundational technologies such as sentiment analysis, speech recognition, and NLP, and using LSTM based long term memory reinforcement, Bayesian emotion state transitions, data feedback loops, and real time physiological signal monitoring as the main analytic thread, it reveals how platforms, through multimodal personalization and just in time adaptation, construct “parasocial relationships” that amplify users’ behavioral addiction, anthropomorphic cognitive biases, and social alienation. Drawing on cases including the use of Replika during the pandemic, instances of digital immortality, and AI personas on social platforms, the paper identifies the mental health risks, the weakening of user autonomy, and ambiguity in responsibility attribution induced by emotional dependence. In response, it proposes a system level governance pathway: addiction mitigation design centered on session duration controls and emotional intensity thresholds; enhanced explainability via attention visualization; tiered, scenario aware, and dynamically adjustable permission management calibrated by age and psychological resilience; and mandatory ethics reviews with third party assessments across the full lifecycle. The paper builds a “mechanism–risk–governance” analytical framework and advocates a shift from anthropomorphic to assistive design paradigms, strengthening transparency and accountability to promote prudent innovation and the healthy development of affective AI.
Algorithmic Governance under Digital Capitalism: A Critical Examination of a New Mode of Power Operation
Algorithmic governance has emerged as a novel mode of power operation in the era of digital capitalism. Grounded in advanced technologies such as big data, cloud computing, and artificial intelligence, it exercises comprehensive governance over individuals and society through mechanisms including data extraction, personalized profiling, and behavioral prediction. From a Marxist philosophical perspective, this paper offers a systematic and critical analysis of the technological foundations, operational mechanisms, and power logic of algorithmic governance. As a key instrument of digital capitalism, algorithmic governance enhances the precision and efficiency of social governance on the one hand, while generating a range of structural problems, including algorithmic bias and discrimination on the other hand, privacy infringement and pervasive surveillance, as well as new forms of human alienation. These problems reveal the inherent contradictions of digital capitalism and demonstrate the deep penetration of capital logic into social life through algorithmic governance, thereby highlighting the existential predicaments faced by individuals in the digital age. To overcome the dilemmas posed by algorithmic governance, it is imperative to uphold a people-centered approach, accelerate the development of legal and regulatory frameworks, enhance individuals’ digital literacy, and construct a pluralistic model of collaborative governance. Only through such efforts can algorithmic governance be guided toward ethical ends and facilitate the harmonious advancement of both digital and social civilization.
Copyright (c) 2026 Deng Xuemei (Author) https://creativecommons.org/licenses/by/4.0