Shanlax International Journal of Education

The Impact of Order-Oriented Talent Training, School-Enterprise Collaboration, and Professional Identity on Graduate Employment Quality in Henan, China

Jihui Li — 2026-09-01

This study aimed to explore the influence of order-oriented talent training (OTT), school–enterprise collaboration effectiveness (SECE), and professional identity (PI) on graduate employment quality (GEQ) from the perspective of industry–education integration in Henan Province, China. The study draws on Human Capital Theory and Social Capital Theory as well as Identity Theory, and is based on the mediation model that proposes the influence of educational practices on the quality of employment via the formation of professional identity. A quantitative cross-sectional design was adopted with 332 university students from application-oriented universities in Zhengzhou, China, who completed questionnaires. Descriptive statistics, reliability and validity tests, correlation analysis, hierarchical regression, and bootstrapping mediation analysis were used to analyze data. The findings revealed that OTT significantly influenced both SECE (β = 0.73, p < 0.001) and GEQ (β = 0.65, p < 0.001), while SECE also had a significant positive effect on GEQ (β = 0.67, p < 0.001). Additionally, OTT, SECE, and GEQ were fully mediated by professional identity, suggesting that employment success quality is strongly related to students’ professional identity, commitment and orientation to the profession and their psychological attachment to the profession. The study is in line with the current literature on higher education and employability, focusing on the quality of employment and recognizing the importance of professional identity as one of the psychological factors involved in the integration of industry and education. The results also offer practical implications for universities and enterprises to build collaborative talent cultivation systems to enhance the pertinence of courses, workplace learning and career development. Longitudinal and comparative analyses should be conducted on a career development outcome of sustainable career in future studies considering the institutional and regional contexts.

Integrating Dual Coding Theory with Canva to Enhance EFL Presentation Skills, Reduce Speaking Anxiety, and Improve Learners’ Attitudes

Pimpisa Chanted — 2026-09-01

In today’s visually driven communication world, the ability to deliver effective presentations has become an essential skill for EFL learners. This mixed-methods study investigated the effects of integrating Dual Coding Theory (DCT) with Canva on English presentation skills, speaking anxiety, attitudes, and satisfaction of EFL undergraduate business students. A one-group pretest-posttest quasi-experimental method was employed with a sample of 68 students selected through cluster and purposive sampling from a Thai public university. An 8-week instructional program was designed to apply DCT’s verbal and visual principles through presentation design activities, using Canva. Quantitative results revealed a statistically significant improvement in English presentation skills, with mean scores increasing from 1.91 (SD = 0.47) to 3.17 (SD = 0.38), t (67) = -22.29, p< .001, and a very large effect size (d = 2.70). Speaking anxiety demonstrated a significant declining trend (M = 3.09 – 3.98). Students reported consistently high attitudes and satisfaction across all measured dimensions (M = 4.21 – 4.65), with the highest satisfaction toward the utility of Canva(M = 4.62). Qualitative results from the thematic analysis revealed four main themes: visual-verbal support, greater design confidence, lower anxiety, and positive attitudinal change. Triangulation confirmed convergence across all data sources. These findings provide evidence that integrating DCT with Canva can effectively enhance EFL presentation skills, reduce speaking anxiety, and improve learners’ attitudes in Thai higher education. To further investigate the effectiveness of DCT and English presentation skills, future studies should incorporate controlled designs, long-term follow-ups, and cross-cultural comparisons.

Chinese Folk Music in the Yunnan Impression Dance Drama: Transmission Through Contemporary Educational Theatre

Xiyu Zhang — 2026-09-01

This qualitative study analyzes how traditional Chinese folk music is being transmitted and developed sustainably in other performing arts. The primary research objectives are to evaluate the chronological and structural transformations of ethnic folk music across specific historical phases and to formulate a systematic framework for its transmission through contemporary educational theatre. This study is based on the ethnomusicology and pedagogy of anthropology. Formal research and ethnographic observations were undertaken in stratified phases, concluding in March 2026. The empirical framework involved a three-tier stratification of 14 purposively selected influential individuals. This included four authoritative/key informants. The research tools included verified qualitative field survey observation forms and semi-structured interview guides. The results show a unique two-part evolution: Part one (2003–2012) is marked by traditional continuity and artistic construction focused on the preservation of original ecology (Yuan sheng tai), and part two (2013–2025) is marked by creative synthesis including digital sound fields and global interconnectedness. The study shows that production effectively captures the essence of regional pentatonic modal frameworks, indigenous vocal timbres, ritualistic rhythm frameworks, and theatrical workflows as an integrated and living curriculum. Based on these findings, a systematic quad-pillar transmission model was developed, integrating policy, education, media, and technology. The educational aspect focuses on contemporary educational theatre. It presents an interactive laboratory within educational settings, permitting the transformation of endangered minority heritage intohigh-quality, aesthetic instructional materials. Practically, this framework provides higher education administrators and cultural policymakers with a reproducible administrative blueprint to establish secure campus residencies for aging culture bearers and deploy immersive multimedia tools to prevent regional cultural loss. This secures the creative renewal and enduring continuity of diverse ethnic musical practices and traditions throughout the 21st Century. Future research should focus on testing the generalizability of the quad-pillar framework across diverse community theater initiatives and conducting longitudinal evaluations of long-term minority music literacy retention.

Development of the Augmented Reality Family Board Game to Promote Behavior and Life Skills Reflecting the Morality of Early Childhood

Pornpun Pengpol — 2026-09-01

This research aimed to 1) develop an augmented reality family board game to promote behavior and life skills reflecting the morality of early childhood and 2) compare behavior and life skills reflecting morality before and after the implementation of the augmented reality family board game. The sample group comprised 51 early childhood teachers selected through purposive sampling. The study was separated into four steps: 1) basic information study and analysis, 2) the augmented reality family board game, 3) the trial of the augmented reality family board game, and 4) evaluation of effectiveness. The result found that 1) the augmented reality family board game to promote behavior and life skills reflecting the morality of early childhood was a board game that promotes life skill reflecting morality in terms of 1) volunteer 2) discipline 3) sufficiency, including building other moralities for early childhood to get along with others 2) The behavior and life skill reflecting the morality of early childhood who participated in activities using the augmented reality family board game, classified by school, revealed that students from all schools demonstrated such behaviors and life skills at an overall mean score of (????̅ = 2.55, S.D. = 0.50). When considered by individual schools, it was found that early childhood from Anubanphetchaburi School ranked first, with the highest level of behavior and life skills reflecting moral qualities (????̅ = 2.61, S.D. = 0.50). This was followed by students from ST.Joseph Phetchaburi School, who ranked next (????̅ = 2.50, S.D. = 0.49), respectively. It can be concluded that augmented reality family board games effectively promote behavior and life skills reflecting the morality of early childhood, especially volunteer mind, discipline, and sufficiency, contributing to happily living students in society appropriately compared to before and after activity implementation. This ensured that the effectiveness of the innovation for further research should expand to various group examples, study further results, and develop all aspects of activities while comparing different innovations to enhance the effectiveness of morality and life skills in early childhood.

The Musicological Development and Educational Transmission of Liangzhou Xianxiao Chinese Folk Music

Zhihong Li — 2026-09-01

This study aims primarily to trace the musicological development of the practice across different periods and to design an educational framework for the practice to be included within modern quality education systems, thus helping to revitalize this folk practice, which is rapidly disappearing. Guided by the theoretical frameworks of music education sociology and intangible cultural heritage preservation, this inquiry explicitly addresses two specific research questions: how the musicological structures of the genre evolved under shifting sociopolitical climates, and what actionable pedagogical pathways can effectively prevent lineage fracture. This study employed qualitative research methods. The sampling method for this study was purposive sampling and took place in Wuwei City from March 2024 to March 2026, following the researcher in this time period. Data collection consisted of semi-structured interviews, field observations, and the physical analysis of heritage artifacts. The specialized informant group comprised five participants, each in one of the three groups designed to provide rigorous triangulation: two members of the formal education sector, who provided archival material; two former traditional artists, who were the practice’s main inheritors; and one municipal-level, modern community communication singer. The musicological results of this practice showed that from the Western Xia Dynasty, Liangzhou Xianxiao progressed in three phases: a court art form with an integrated system, a secular practice supported by closed guilds of the blind, and a contemporary digital practice. However, certified lineages are on the verge of collapse due to a severely aging demographic (57% over 60 years) and the total collapse of the traditional vertical blind master-apprentice system. These findings suggest an urgent need for a paradigm shift from passive museum archiving to active classroom-based heritage education. By institutionalizing credit-bearing mother-tongue music curricula, introducing updated Entering Campus staging ensembles, and creating ethically regulated tourism performance slots, music scholars and music-based cultural practitioners will be able to narrow the generation gap, reclaim the lost economic and artistic power of practitioners, and ensure that Chinese folk music is sustained for future generations. Finally, future research directions are explicitly mapped out, recommending that succeeding investigators expand geographical fieldwork lines to capture sub-regional stylistic variations and implement longitudinal empirical metrics to measure exact youth retention rates in the region.