China's distinctive educational approach, particularly its emphasis on ideological and political education, has garnered considerable academic attention for its impact on shaping individual values, fostering citizenship, and maintaining social stability. Despite the Chinese government's prioritization of ideological and political education, academic research in this field appears constrained, with existing studies predominantly focusing on normative and descriptive aspects. Normative research delineates how ideological and political education should be executed, while descriptive research illustrates its practical implementation. The effectiveness of these approaches is significantly diminished if they are not adequately interconnected—when only the current reality is explained without providing tools for improvement or when prescribed steps for improvement lack a basis in specific contexts. This paper conducts a comprehensive review of research on ideological and political education using ATLAS. ti 9 for thematic analysis. The review aims to unveil the intricate landscape of current research in China and address key questions: What are the primary trends in the literature on ideological and political education between 2021 and July 2023? What challenges does ideological and political education face? Through a direct exploration of these issues, this paper seeks to optimize the ideological and political education system, elevate its adaptability and effectiveness, and open avenues for research, fostering a more dynamic, inclusive, and resilient development of ideological and political education.

Analyzing 28 articles from databases including WOS, Scopus, and ProQuest, this systematic review investigates the application of Hofstede’s cultural dimensions theory in education. It reveals a sustained scholarly interest in cultural dimensions with substantial contributions from scholars in China, Japan, Israel, and the UK. The study focuses on the impact of cultural dimensions on educational management and their influence on teaching and learning behaviors. Significant findings indicate that key dimensions—power distance, individualism versus collectivism, and long-term orientation—affect educational management behaviors, leadership practices behaviors, teaching and learning behaviors. The review emphasizes the necessity of cultural sensitivity in educational practices and policies, advising educators and policymakers to adapt their approaches to diverse cultural contexts. While offering valuable insights into the development of culturally sensitive educational strategies in the context of globalization, the review also acknowledges limitations such as publication bias and calls for more empirical research.

First-generation college students face unique challenges in navigating the higher education system, and understanding their perceptions of college success is crucial for providing appropriate support. This qualitative study aimed to explore the perceptions of 15 first-generation college students regarding college success and to identify the factors they consider important for achieving success in college. Semi-structured interviews were conducted with the participants, and the data were analyzed using interpretative phenomenological analysis. This study explores the varied perceptions of success among first-generation college students (FGCS) through five themes: Academic Achievement, Personal Development, Personal Well-being, Personal Fulfillment, and Career Success. This study provides valuable insights into the perceptions of first-generation college students regarding college success. The identified themes shed light on the multifaceted nature of success in higher education. These findings have implications for supporting first-generation college students and developing targeted interventions to enhance their overall success and well-being.

In view of the problems related to the current education evaluation process, such as single evaluation index, unremarkable subject evaluation, inadequate implementation of education management measures, and low recognition of the results of education evaluation, particularly in China, more research is needed to ensure appropriate educational management. Security of the evaluation metrics and communication among institutes is very essential to ensure the education quality. In this paper, we adopt the blockchain technology to evaluate the current education. All-round evaluation of quality makes the whole process of education evaluation transparent and open and solves the defects existing in the process of education evaluation. The blockchain technology establishes a management mechanism for educational evaluation by cooperating with educational institutions and promotes the implementation of quality measures, as well as the implementation of policies. Furthermore, this provides a blockchain information data platform for educational evaluation and prevents the information from being tampered with, either in decentralized or centralized systems, thereby promoting the development of education along with quality. The attained results show that the proposed system can reduce the burden of information on the storage system significantly when compared to other traditional evaluation systems.