This study explores the integration of situated and collaborative learning to enhance third-grade students' Chinese reading comprehension and social abilities, addressing a critical gap in primary school education research. Situated learning immerses students in realistic contexts while collaborative learning emphasizes teamwork and interaction.…

Engineering study abroad programs are a novel setting for students to develop systems thinking, which has primarily been taught in formal learning environments. Through a situated learning perspective, we examined the impact of two engineering-focused study abroad experiences on developing students' systems thinking skills. We conducted secondary…

This study aimed to evaluate the entrepreneurial ability of college students in China. According to the results of the evaluation, the causes of the problems were analyzed, and some suggestions for the reform of the instructional model of entrepreneurship education in China were given. The samples were 608 students in faculty of Entrepreneurship…

This study developed and examined an integrated instructional framework that combines Situated Learning (SL) and Project-Based Learning (PjBL) to enhance primary students' reading comprehension and analytical thinking skills in Chinese language education. Drawing on a comprehensive literature review of relevant studies from 2018 to 2024, the…

The rapid advancement of Generative Artificial Intelligence Technology has increasingly drawn attention to its potential applications in the educational sector. This study aims to investigate the effects of Situational Interactive Teaching, facilitated by generative artificial intelligence, on students' learning outcomes and flow experiences. A…

As China's higher education shifts toward connotative development, graduate education must prioritize quality enhancement and structural optimization. This study examines how interdisciplinary courses promote connotative development by integrating scaffolding theory and symbolic interaction theory, investigating their impact on cognitive growth…

Recent years have witnessed numerous systematic investigations on mobile-assisted language learning (MALL). However, very few research synthesis studies focused on the higher education context in mainland China. This paper provides a systematic review of the findings of 23 studies published between 2015 and 2020 in mainland China. The aim of this…

The study explores the effects of a hybrid instructional approach combining Situated Learning (SL) and Task-Based Language Teaching (TBLT) on the executive functions and cognitive abilities of fourth-grade students learning English as a second language (ESL). Method: An experimental design was employed, with students divided into control and…

In the context of rapidly advancing technologies, the significance of noncognitive skills is increasingly recognized by academia and industry as essential qualities in the era of knowledge economy. However, the study of Chinese students' noncognitive skills development during their college period in China was scarce. This research adopts a case…

This paper presents a study focused on how English language students and teachers in Chinese higher education experienced a set of interculturality-oriented teaching materials developed by the European RICH-Ed project. The investigation involved 2,267 students and 41 teachers, who had tested one of the teaching modules put forward by RICH-Ed to…

This paper reports on a study that looks at the micro-processes of teacher learning in a language teacher professional community in China. Following the tradition of ethnomethodology, teacher learning in this paper is conceptualised as interactional accomplishment of negotiation of practice through talk. Based on a purposively selected discourse…

Since 2000, translator and interpreter trainers have been arguing against the use of a transmissionist approach and for the use of a transformationist approach. Such a change in instructional approach is rooted in a shift in trainers' beliefs from behaviourism to social constructivism/situated learning. Teachers' beliefs on the nature of knowledge…