综合高中个性化分流与学生主体性实现

In August 2023, the Opinions on the Implementation of the Action Plan for Expanding and Improving the Quality of Basic Education in the New Era, jointly issued by the Ministry of Education and three other departments, proposed to “actively develop comprehensive high schools.” The construction of comprehensive high schools is an important initiative to promote the integration of vocational and popular education, aiming to promote the integration of high school education in China, cultivate all-rounded talents, and help alleviate the pressure of further education. This study traces the history of comprehensive high schools in China, analyzes their current development, and points out the problems and challenges faced in policy support, innovation in school operation mode, curriculum construction, and teacher training. In order to achieve the steady development of comprehensive high schools, China is actively promoting reforms, including optimizing top-level planning to meet national development needs, deepening the integration of vocational education and popular education to explore diversified operation, strengthening curriculum construction to promote students' personalized development, and improving teacher quality to build a comprehensive team of teachers.

The personalization of learning and teaching processes represents an advanced approach to education that adapts content, pace, and teaching methods to the individual needs and preferences of students. This approach relies on analyzing diverse student characteristics, such as their knowledge level, progress, learning style, and interests. Achieving these goals is significantly supported by the use of information and communication technology, which facilitates and enhances the implementation of personalization in technology-enhanced learning (TEL). The primary objective of personalization is to increase student engagement, motivation, and support in achieving learning outcomes through individualized learning paths, real-time progress tracking, and feedback. This systematic literature review examines existing personalization approaches in secondary and higher education, supported by technology. The study investigates their effectiveness and provides recommendations for future research. Results reveal that personalized teaching methods—primarily through recommender systems, adaptive learning platforms, and algorithm-driven models—are effective in tailoring educational experiences by leveraging diverse student data, such as demographics, prior achievements, learning styles, and digital engagement. The review shows a predominant focus on higher education, particularly in subjects related to computer science and digital technologies. Quantitative evaluations complemented by qualitative insights, consistently indicate that personalization enhances content mastery, motivation, and overall satisfaction, with no significant negative effects identified.

… and comprehensive quality get promoted. We herein will use the school-based practice of the Middle School A … The online personalized counseling system focuses more on solving the …

Learners come from different places and have other skills, abilities, and preferences when it comes to processing information, making sense of it, and using it in real life. Recently, Schools have continued to promote and pay for personalized learning on a large scale. Many learning institutions were closed for a long time, and the management opted for online learning. The main aim of this paper is to analyzes the personalized education path by discussing the right concepts and practices for students. To do this, the article focuses strictly on the digitalized education environment by examining the current trends and procedures leading to personalized education using the appropriate tools and techniques. The results have shown that students can integrate their learning using a digitally and technologically capable environment through a personalized education path. A personalized educational approach aids in preparing the future for the students through encouraging knowledge building.

… comprehensive framework from the school effectiveness research that guided our data collection and analysis at the four high schools… Students and parents also had access to an online …

… educational success. This neglect is partly attributable to the scarceness of longitudinal data that would allow tracking student agency … of two or more student agency components have …

… By comparing the effects of within and between-school tracking on students’ global self-esteem, this study builds on a large and important research tradition in sociology of education …

… 1) describe an approach to student agency centered course design in … in light of student performance, interest, and reflection. … this track-based approach to improving student agency, …

In this article, we provide theoretical and empirical reflections on the agency of secondary school students acting as an enabler in cultivating sustainable competencies, with the aim of providing new insights regarding how to reduce skill gaps in people-oriented technical professions. For this study, we used a complex mixed methods research design consisting of three sequential phases. In addition to a bibliometric analysis, a survey was carried out in a group of students aged 16–19 years (n = 219). The results indicate that the individual constructs of agency are developed unequally, where self-efficacy and locus of control are the most pronounced, while maintained motivation and anticipatory thinking are less present. Next, self-efficacy, persistence, strategic thinking and self-regulation are found to contribute significantly to successful sustainable transformations through fostering resilience, leadership, interdisciplinary thinking and adaptive problem solving. The future orientation of students might be especially critical toward the end of their study, while students in the early years of the study require scaffolding to make better sense of their effort in learning. Student agency acts as a powerful enabler, preparing future professionals to not only master technical skills but also understand and value the human element that is central to their work. Schools should therefore give priority to fostering the development of personal transformative agency in every student, especially during key transition periods.

Abstract There is no general agreement about the best way of organising the curriculum. Debates often pitch a subject‐based curriculum against an integrated curriculum although there is great variation among integrated approaches. Numerous claims have been made regarding the comparative merits of different approaches, but many scholars have noted the lack of a strong evidence base to support these. This article reports a review of reviews to examine how the learning outcomes of students following more subject‐based or more integrated curriculum approaches compare based on empirical research that uses control groups. The literature from 1990 to mid‐2022 was systematically searched. A final sample of nine reviews was included and critically appraised using the AMSTAR 2. The evaluation found that all reviews were of critically low quality. Within the reviews, relatively few primary studies concerned the primary school or secondary school level and had control groups. There was variation in outcomes reported between studies, but these tended to either find positive effects of integrated approaches or no differences between groups. Very few primary studies found detrimental effects of interventions involving integrated approaches. Various methodological issues as well as complexities of integration need to be considered when interpreting the findings. Overall, we conclude that based on the limitations of the current evidence, neither strictly subject‐based nor more integrated approaches can be regarded as superior for students' learning outcomes. Implications for theory, research and practice are discussed. Context and implications Rationale for this study There is a need for understanding the current evidence for comparative effects of subject‐based and integrated curriculum approaches on students' learning experiences and outcomes. Why the new findings matter The findings can inform the long‐lasting, international debates regarding the best ways of structuring the curriculum. Implications for practitioners, curriculum designers and researchers This review of reviews demonstrates that it is crucial for all stakeholders to move away from the false dichotomy of ‘subjects’ versus ‘integration’ and to recognise the various ways in which subjects can be integrated. Based on the reviewed evidence, neither strictly subject‐based nor integrated approaches are superior for students' learning. A well‐implemented approach drawing on the best of both worlds is likely required in practice, but more research is needed to explore this. The findings can inform researchers about what studies are needed to move the debate forward, including studies that use adequate control groups and consider affective outcomes.

ABSTRACT Curriculum integration has recently stirred growing interest in educational discourses. New Finnish core curricula for basic education and for general upper secondary schools encourage and even obligate schools to integrate the curriculum. Integration has been deemed to be important, as the boundaries between school subjects have remained unnecessarily rigid. Integration is needed to construct a coherent structure for educational knowledge allowing for the study of broad-ranging topics crossing the subject boundaries. This paper is a piece of quantitative research based on a questionnaire completed by Finnish student teachers (N = 243) studying to teach a range of subjects in secondary schools (age groups 13–18). The questionnaire explored student teachers’ readiness to generate integrative topics between subjects. Variables such as teaching experience or expertise in several subjects did not correlate with the readiness and the subject matter was found to be the main correlating variable. The results outlined in this paper indicate that subject specific differences exist in the potentiality of subjects to be integrated.

… integrated curriculum and science as a school subject and suggest some future directions for integrated curriculum … is not easily testable, it is subjective and relatively open to debate, …

A notable concept in the global discourse on curriculum reform is that of ‘student agency’. The OECD introduced this concept in its Education 2030 project, a vision for curriculum—especially the curriculum in schools—in an increasingly uncertain future. Since the introduction of the project, the emphasis on the individual student’s role in learning has grown in global significance. The issues of how to interpret this somewhat unfamiliar concept in the East and how to reflect it in national curriculum policy have emerged as important matters. Within South Korea’s unique education system, the discourse about student agency has exerted a rhetorical power that emphasizes student choice and student voice in Korean national curriculum policy. This paper aims to examine how the global curricular vision of student agency has been interpreted in South Korea’s particular context and to criticize the philosophical assumptions embedded in it with respect to the establishment of the individual student’s subjectivity in learning. To achieve this purpose, first I explore the meaning and characteristics of student agency in the OECD Education 2030 project. Next, I examine the dynamics of constructing student identity in Korean educational policies. Finally, I critically review the philosophical assumptions underlying the issue of students’ subjectivity in learning.

… Under the Ontario secondary school curriculum, students choose a program of study that includes grade 9 and 10 courses classified as academic (university-directed), applied (college-…

Background/Context There is general agreement that most public high schools should be smaller than they are. Although the small-schools movement attracts considerable support, there is a general reluctance or inability to close large schools and to build many new small schools. A more cost-effective approach is to divide larger high schools into several smaller units, typically called schools within schools (SWS). We use the term subunit to describe these smaller educational groupings, which are generally organized around themes, careers, or pedagogical approaches intended to appeal to students’ interests and future plans. The majority of SWS designs then allow students to select their subunits. As such, the SWS model represents a convergence of two popular reform efforts—the movement to create smaller high schools, and the push to increase educational choice. Purpose/Objective This article addresses three questions related to academic differentiation and student choice within SWS high schools. First, to what extent did subunit themes emphasize students’ disparate occupational and educational futures over their common social and academic needs? Second, what rationales did students offer for their subunit selections, and how did their choices reflect their interests, motivations, social backgrounds, and academic abilities? Third, how can we characterize the interplay between subunit offerings, students’ subunit choices, and educational equity? Research Design This article draws on data collected over several years in a sustained field-based study of five SWS high schools. Our data collection included conducting individual and focus group interviews with students, teachers, guidance counselors, and school- and district-level administrators; shadowing students; visiting selected classrooms; observing interactions in hallways and other public locations; attending special events that occurred during our visit; mapping the physical layout of the building; collecting papers and documents pertinent to school life; and learning about the contexts in which the school operated. Conclusions/Recommendations Each school offered subunits organized around academic subjects, career focuses, or pedagogical approaches. Certain subunits were designed for students seeking traditional vocational training, whereas others targeted academically motivated college-bound students. Although students ostensibly selected subunits that matched their interests and motivations, varied social and structural pressures beyond subunit themes influenced their choices. As a result, to varying degrees within schools, subunits were segregated and stratified by student race/ethnicity, social class, and—above all—academic performance. With stark parallels to student curricular choice in comprehensive high schools, many school staff viewed these within-school divisions as the natural (and even appropriate) outcome of student social and academic difference.

… secondary schools diversified to include vocational education and training programs as alternative pathways through school… of vocational qualifications in school may represent strategic …

… diversity of employer needs and available pathways; and work in partnership with higher education and vocational education and training (VET) providers to ensure career education …

… these options to the students more often and starting earlier in the students’ high school … the infrastructure in place in the high schools steer students toward attending college that it …

Professional self-determination is an important issue for anyone in the course of a lifetime. The dynamic nature of modern social and economic circumstances makes the issue even more topical. It determines the necessity to improve the career development support system currently existing in the field of education, where various specialists, by purposeful and systematic cooperation, help students in setting their career goals, understating the changeable working environment, seeing various alternatives and making deliberate career decisions. The career support is important as it helps learners choose a suitable professional sphere, profession and educational institution for continuation of their self-improvement upon acquiring of general secondary education. The aim of the research is to provide a scientific basis for topicality of career guidance implementation in school educational environment in order to promote the students’ professional self-determination. In Latvia, a number of career development guidance systems, including counselling and student career support methods and forms are being created and approbated in the educational environment, focusing on the career support curriculum and principles, which would ensure a purposeful implementation of students’ professional self-determination at schools.

The article is aimed at revealing pedagogical potential of an elective career guidance course to form pupils and students’ professional self-determination in the integrated system “school—vocational college”. The basic approach to research this problem is an integrative one that causes efficiency of pupils and students’ career guidance work in dual integrated system. The content of career guidance course “Professional Career Planning” developed and presented in this article is aimed at pupils’ professional self-determination formation, consciousness and steady interest in choosing future profession. As for vocational college students, the course is directed towards the students’ choice of their own individual educational and career way, revealing their adaptation abilities to future professional activity. Materials of the article are of value for school and vocational college teachers while organizing and planning career guidance work at the educational institutions.

Professional self-determination of young people is a controversial process complicated by the need to choose the field of activity and determine their place in life. Taking into account the complex influence of all factors on the professional orientation of young people is considered a reliable guarantee of the young person's choice of profession as part of life self-determination. However, it cannot be assumed that this process does not need management and practical support, and it can be carried out in a self-adjusting way. In addition, when choosing a profession, young people often rely on external attributes (publicity, showiness, prestige of the profession within the immediate circles) which gives rise to a corresponding interest in its development. Sometimes they do not take into account their correspondence to the requirements of the particular professional field: personal traits representing the importance of a professional, intellectual level of development, or the physiological capabilities necessary for the implementation of this professional activity. Increased attention is aimed at development of the natural instincts of the younger generation, as well as their professional formation, that is, on organizing assistance to young people in the choice of employment. At the same time, the choice should be made not only with a focus on the needs and opportunities of young people themselves, but also taking into account the labor market situation in the conditions of continuous updating of the list of popular professions. Willingness to respond quickly to market demands is the most approved approach to choosing a profession in modern conditions. Timely and qualified assistance in professional orientation would help young people meet the highest need: the need for self-realization.

The problem that the study is aimed at is due to the need to change forms and methods of professional self-determination support for students in the digital society in order to prepare them for obtaining the specialization that is in demand and for the formation of the ability “to be able to learn" throughout the life. The purpose of the study is to theoretically justify and experimentally verify the effectiveness of the use of digital technologies for professional self-determination support for students in the modern educational space. The research methodology consists of the theoretical analysis of foreign and domestic approaches to career guidance, the comparison of digital resources for navigating professions of the future, the differential diagnostic questionnaire, additional questionnaires, methods of mathematical statistics, and the student self-assessment method. The pedagogical experiment was carried out in two directions: the qualitative assessment of changes in students' professional preferences and the analysis of the results of career guidance activities supported by digital technologies, regarding the development of personal qualities in demand. The results of the study. The necessity of taking into account the organization of career guidance activities in two directions is justified: informing

… To exemplify the rich and geographical spread and academic engagement of the sorted … Building on these pillars, we defined the term vocational equity as the fair provision of training …

The changing workforce, the increasing importance of postsecondary education, the national emphasis on STEM occupations, and the disparities of populations to gain access and equity to postsecondary education and high-wage, highdemand, and high-skilled jobs are all challenges warranting attention for practitioners, school stakeholders, scholars, and policymakers in career and technical education (CTE). The purpose of this article is to describe the historical nature of CTE leading up to current trends and issues in the field. Additionally, I discuss future directions for the field. My discussion is based on the changing mission of CTE and related challenges regarding access and equity issues as the field evolves to prepare all students to attain postsecondary degrees and to compete for high-demand, high-wage, and high-skilled occupations.

ABSTRACT This article reports on a multiple-case study of how six educational alliances developed Integrated Logic Models, a new tool that integrates components of multiple programs into a single logic model template to link equity research, practice, and evaluation. These alliances used three related strategies: choosing theories and research that point to activities for advancing student-level and systemic equity; linking research-based activities to outcomes across programs; and merging student-level longitudinal data across programs. This article describes the six alliances, the benefits and challenges they experienced using Integrated Logic Models, and the results of a pattern-matching analysis of organizational change as alliances developed their Integrated Logic Models. Our discussion links our findings to evolving debates about capital, alienation/belonging, and challenge; an emerging shared language; and implications for research, practice, and evaluation. These highlight communities’ cultural resources, especially those of immigrant, low-income, and first-generation students and families, for equity in college and career pathways and for systemic change and adaptation.

Abstract The integration of vocational and academic education serves as an effective pathway to bridge the divide inherent in the vocational-academic dichotomy and represents a critical initiative for advancing educational modernization. This study systematically examines the historical evolution and development models of vocational-academic integration in the UK. Findings reveal that since the establishment of a vocational education system in the 19th century, its integration with academic education has progressed through six distinct phases: a pre-1944 divergence period, the replacement of the tripartite system with comprehensive secondary schools (1944–1970s), the introduction of National Vocational Qualifications Under New Vocationalism in the 1980s, the formation of a triple-track system with General National Vocational Qualifications in 1990, the gradual construction of unified frameworks post-2000, and the post-2015 transition from T Levels to the Advanced British Standard. Integration manifests in diverse forms, encompassing both the pluralistic models of comprehensive schools and the progressive unification of qualification frameworks. The driving forces behind this integration in the UK stem not only from inter-party political contestation but also from underlying economic imperatives. Currently, the UK is advancing the convergence and alignment of vocational and academic education through the Advanced British Standard. Drawing lessons from the British experience, other nations may promote educational equity by establishing comprehensive secondary schools and creating national qualifications frameworks to facilitate vocational-academic integration. Additionally, implementing credit transfer mechanisms can offer personalized developmental pathways, thereby narrowing socioeconomic disparities in education and supporting the construction of a skills-oriented society.

This paper reviews current knowledge about the impact of vocational education and training on the labour market outcomes for young people in advanced market economies, and asks whether the results can be extrapolated to countries in the Western Balkans and the EU neighbourhood. It draws four main policy conclusions. First , in transition countries, specialised vocational education should not be replaced by streaming or tracking within comprehensive school systems or integrated into general education programmes. Abandoning effective vocational schooling may worsen the labour market outcomes for the less able and disadvantaged young people. Inadequate vocational school systems should be strengthened, while ensuring effective pathways to higher levels of education. Second , while apprenticeship systems enable lower ability students and minorities to access the labour market, they may lock women into traditional female occupations. Well-organised and resourced school-based vocational education may be preferred by women who feel they could benefit from them, and may furthermore reduce school drop-out rates. Third , occupational mobility can be improved by effective school-based vocational education. If returns to such education are sufficiently high, they can incentivise mobility. While for developed economies there is little difference in rates of return between general and vocational education, in transition economies, returns to vocational education are higher than returns to general education. Fourth , while occupational mobility is needed for countries undergoing structural change, it should be noted that too much mobility can also be harmful to the skill retention, especially for women. Special attention should therefore be given to providing complementary opportunities for retraining and for lifelong learning to all workers, but especially to women, to encourage and support the desired degree of mobility in the labour market.

ABSTRACT Background Educational opportunities and access vary according to location. In rural areas, the cultural, social and material consequences for local communities depend on the nature and degree of support for rural schools. There is a need to understand more about how the organisation of vocational education and training (VET), and the activities within it, relate to equity. Purpose The research sought to explore how the organisation of VET in a rural area of Norway, involving collaboration between school, training agency and local businesses/institutions, constructed notions of equity in VET. Methods A case study methodology was utilised. In-depth interviews were undertaken with personnel within a rural community (staff representing the school, training agency and businesses/institutions) who were supporting a VET education programme. Data were analysed qualitatively, using a narrative synthesis procedure. Findings Detailed analysis of rich interview data indicated that strong institutional and pedagogical approaches were employed to support students throughout their VET education. According to the participants’ perceptions, the school, training agency and businesses/institutions focused on stabilising each other in the process of supporting equity in VET. Continuing ongoing work and reconstruction of traditions and routines appeared to contribute to the integration of the different actors’ work in organising equity in VET. Conclusions Our study highlights how, in a rural community, opportunities for all in VET may be constructed and reconstructed through ongoing work which is connected to the foundations of the local context. The reconstruction needs to be maintained through networks and connections within and between the school, training agency and the businesses/institutions. This, in turn, can contribute to support for culture and welfare in the community to thrive.

… of personal agency in academic and occupational pursuits. The equity theme covers research … The goal was to explore how greater equity in the work force could be promoted for these …

Emerging adults who are students (EAS) face challenges balancing academic demands with early career development in a competitive labour market. Career and vocational interventions (CVIs) aim to support this transition by improving employability, academic outcomes, career self-efficacy, and mental health protective factors. This systematic review assesses the effectiveness of CVIs compared with standard approaches in improving employment-related outcomes for EAS, following Cochrane and PRISMA guidelines. Multiple databases were searched for studies published between 2018 and May 2025. Three independent reviewers screened abstracts and full texts in duplicate. Eligible studies were primary research evaluating CVIs for students aged 12–25 yrs and reporting employment-related outcomes. Thirty-one moderate- to low-quality studies examining middle school, high school, and university students were included from an initial 5765 records. CVIs were typically multi-component, combining training, school- or work-based learning, and additional supports. Overall, CVIs were associated with improved career readiness, academic outcomes, employment, resilience, and career adaptability. However, some studies reported lower employment rates and income for women and students with disabilities compared with men and peers without disabilities. These findings suggest that CVIs can support school-to-work transitions but underscore the need for tailored, integrated approaches, and higher-quality longitudinal research to guide policy and practice.

Career and technical education (CTE) has become increasingly popular in U.S. secondary schools, but equity has not always been a focus of federal legislation or state and local policies and programs. This literature review of trends in CTE research between 1998 and 2019 uses a novel equity framework to examine whether and how secondary CTE programs affect educational equity. A total of 123 sources were reviewed. Findings revealed that CTE research most commonly addresses access and participation, measured by high school graduation rates and GPA. Few studies disaggregate outcome measures by student subgroups to better assess equity. Furthermore, a dearth of large-scale, comparative, and longitudinal research limits generalizability. Most extant research on secondary CTE programs in the United States examines a single state, district, or school. This article identifies promising policies and practices for enhancing equity in CTE conveyed by extant literature and recommends important directions for future research.

Using critical race theory (CRT) as both our theory and analytical framework, we interrogated vocational, career, and technical education (VCTE) policy as a racial instrument. We applied key CRT themes to examine both primary sources; including historical and contemporary VCTE Acts (e.g., Perkins I-V) and Congressional reports; and secondary sources, including academic analyses of VCTE, its history, and related legislation. Findings demonstrate that VCTE policy upholds race-neutrality, which we argue is problematic because without being designated a special population, racially oppressed students stand to miss out on important funding opportunities that could dramatically alter and improve their lives.

… curriculum, the student-centered pedagogy advocated by her … course was offered in the lowest of the school’s four tracks. … of its assumption that vocational track students in Applied …