Education Research and Development is an international, peer-reviewed open access journal dedicated to advancing research the field of education. The journal provides a rapid publication process to ensure wide dissemination of high-quality articles to scientists, professionals, and interested individuals worldwide. Our goal is to serve as an efficient, reliable, and trusted platform for scholars and readers, publishing cutting-edge research in the field.
Abstract: The rapid advancement of database technology has fundamentally reshaped skill requirements across industries such as finance, e-commerce, and intelligent manufacturing. However, traditional teaching approaches to database courses in business-oriented programs face persistent challenges, including the cognitive gap between abstract theoretical concepts and real-world business scenarios, limited laboratory exercises disconnected from industry demands, and inefficient conventional teaching evaluation mechanisms. This study proposes and implements a comprehensive AI-enabled teaching reform framework integrating three core modules: (1) an AI-driven knowledge graph system for theoretical teaching, which constructs a structured knowledge corpus by integrating domain textbooks, accounting practice documents, and big data industry case repositories, with 186 database concept nodes, 94 application scenario nodes, and 412 semantic relationship edges to visualize complex concept relationships; (2) a generative AI-powered virtual business scenario platform with an intelligent SQL assessment engine, featuring a multi-modal generative model trained on domain-specific knowledge bases to produce 12 distinct synthetic business datasets with complete business logic chains and statistical consistency, along with a dual-path detection mechanism combining static syntax tree analysis and dynamic execution result evaluation for SQL assessment; and (3) a multimodal data-driven teaching evaluation and feedback mechanism, establishing a data integration pipeline connecting virtual scenario platform logs, classroom response system interaction data, and online assessment results, employing ensemble learning algorithms and clustering analysis to construct student ability profiles and identify collective learning patterns.Abstract: The rapid advancement of database technology has fundamentally reshaped skill requirements across industries such as finance, e-commerce, and intelligent manufacturing. However, traditional teaching approaches to database courses in business-oriented programs face persistent challenges, including the cognitive gap between abstract theoretical conce...Learn More
Abstract: The construction of new liberal arts emphasizes interdisciplinary integration and convergence, and “law-business integration” courses represent a concrete practice of integrating economics, management, and law in talent cultivation. Compared with traditional single-discipline courses, “law-business integration” courses are characterized by integrated teaching objectives, interdisciplinary teaching contents, blended teaching approaches, and practice-oriented learning outcomes. However, existing course evaluation approaches, which mainly rely on general evaluation indicators, limited evaluation participants, and summative assessment, fail to accurately reflect the degree of integration between legal rules and management approaches.The CIPP model, characterized by its whole-process evaluation, improvement-oriented approach, and structural openness, demonstrates a high degree of compatibility with the teaching evaluation of “law-business integration” courses. Taking the course Enterprise Legal Affairs Management as an example, this study constructs a teaching evaluation indicator system consisting of four dimensions and 13 secondary indicators from the perspectives of context, input, process, and product. In practice, a multi-subject evaluation mechanism involving supervisors, peer experts, teachers, students, and enterprise mentors should be established. Diagnostic, formative, and summative evaluations should be integrated, while multiple evaluation methods, including document review, classroom observation, platform-based learning data analysis, case analysis, and situational assessment, should be comprehensively applied. Through feedback from evaluation results, continuous improvement of course design and implementation can be promoted.
Abstract: The construction of new liberal arts emphasizes interdisciplinary integration and convergence, and “law-business integration” courses represent a concrete practice of integrating economics, management, and law in talent cultivation. Compared with traditional single-discipline courses, “law-business integration” courses are characterized by integrat...Learn More
