Student engagement plays a significant role in promoting student learning outcomes in the higher education context. The goal of this meta-analysis was to investigate factors influencing student engagement in higher education institutions in different contexts. The meta-analysis integrated data from 93,188 participants and 148 effects across studies to address this issue. The meta-analysis revealed 14 factors affecting students’ learning participation. The classification was based on internal and external factors, aiming to explore the main factors influencing students’ intention, behavior, and process of learning participation. The external influencing factors with moderate correlations were the teacher-student relationship (R = 0.456, p < 0.001) and positive teacher behavior (R = 0.419, p < 0.001). Additionally, the main external influencing factors were partnership (R = 0.174, p < 0.001), environmental support (R = −0.028), negative teacher behavior (R = −0.064), and negative learning behavior (R = −0145), which were all negatively correlated with learning participation. The results also indicated that factors influencing student engagement can be divided into two categories: promoting factors and hindering factors. The promoting factors include students’ positive emotion, positive learning behavior, positive teacher behavior, the teacher-student relationship and partnership, students’ learning and thinking ability, the support of learning resources, students’ individual and personality characteristics, and teaching factors. The hindering factors include lack of environmental support, negative student behavior, and negative teacher behavior. Further, conceptual and practical implications are discussed in relation to these findings.

Rural revitalization to promote sustainable rural development is a key strategy promoted by the Communist Party of China. We conducted a comprehensive policy analysis to explore the development of sustainable rural education for promoting rural revitalization in China. Integrity, openness, and endogeneity are critical in the development of sustainable rural education. We investigated the formulation and implementation of sustainable development policies supporting rural education in China through an in-depth analysis of the rural education policy circle (policy design, content, and implementation) and administered a survey among rural education administrators and teachers to elicit their perspectives. Education personnel employed in rural areas within 10 provinces, including school and education administrators, teaching staff and researchers, and teachers (in kindergartens, primary schools, and middle schools) were recruited for the study. A total of 741 questionnaires were sent out and returned (a recovery rate of 100%). Our findings indicated that the policy design was unreasonable, and its focus on rural-based care was inadequate. Moreover, integration and symbiosis of policy content was lacking, and the governance system was also inadequate, leading to poor policy implementation associated with insufficient support of teacher resources. In addition to addressing the above issues, we suggest that the policy should have a rural orientation to enhance integration and symbiosis, with a focus on building and consolidating the ranks of rural teachers.

This study explores “Strengthen Moral Education for Cultivating People” (“Li De Shu Ren”) in China from the perspectives of concepts and policies. “Strengthen Moral Education” (“Li De”) is identified as the “developing great virtue” (“Ming Da De”), “obeying social morality” (“Shou Gong De”), and “keeping personal morals” (“Yan Si De”). “Cultivate People” (“Shu Ren”) includes the moral education, intellectual education, sports education, aesthetic education, and labor education. Policy implementation and advancement is divided into three stages: Policy launch period (2006-2012), policy improvement period (2013-2017), the period of full implementation of policies (2017 to present). Policy suggestions on “Strengthen Moral Education and Cultivate People” (“Li De Shu Ren”) are offered, including building a multi-agent coordinated all-staff education system, building an organically integrated whole-process education system, building an all-round education system guided by values, and building the evaluation system of cultivating people by virtue.

The popularisation of higher education supports UNESCO’s aim of developing inclusive and equitable quality education to achieve the fourth Sustainable Development Goal. However, the effect of popularising higher education on economic growth and poverty alleviation remains unexplored. Therefore, this study investigated the effects of higher education and adult education within populations (popularisation of higher education) on economic growth (gross domestic product; GDP) and the poverty line using panel data from 38 countries. OLS and quantile regression were performed using data for the period 1995–2021 extracted from the OECD and World Bank databases. The results showed that the population segments with higher education had a significantly positive impact on GDP growth. Moreover, an increased proportion of the population with higher education, of working age, was found to be a contributing factor to GDP growth. Popularising higher education also played a positive role during the initial stage of social and economic development. This study also highlighted that popularising higher education play a key role to influence a country’s educational development and scientific and technological innovation drives the deepening of a country’s economy. It suggested that both national and local governments worldwide should pay much attention to the popularisation degree of higher education to greatly improve the innovative ability of talents and scientific and technological innovation in higher education for both the economic growth and poverty alleviation.

This study aims to explore the new directions towards internationalization of higher education in China during post-COVID 19. The systematic literature review is applied as an evidence-based policy analysis approach. The findings indicate that the challenges and difficulties of internationalization of higher education in the post-COVID 19 were considered as a high-frequency discussion topic. In order to address the crises of internationalization of higher education during the post-COVID 19, the idea of internationalization at home (IaH) is regarded as a beneficial approach to deal with the process of internationalization of higher education, systematically. This study also highlighted that the internationalization at home within Chinese higher education institutions not only brings opportunities for the development of China’s higher education system, but also poses challenges to the reform of the current higher education system. In addition, the conclusion and implication were provided to analyze the rationales of promoting internationalization of higher education system in contemporary China.