From November 8 to 9, 2024, Shenzhen University hosted the Academic Symposium on High-Level Talent Cultivation in Educational Sciences.
The symposium, organized by the Faculty of Education at Shenzhen University, brought together distinguished experts from leading institutions including East China Normal University, Peking University, Zhejiang University, the University of Hong Kong, Capital Normal University, Guangxi Normal University, Nanjing Normal University, Northwest Normal University, South China Normal University, Hangzhou Normal University, Hebei University, The Chinese University of Hong Kong, Anhui Normal University, Shanghai Normal University, Zhejiang Normal University, Wenzhou University, and Guangzhou University. The opening ceremony was chaired by Professor Jin Yule, Dean of the Faculty of Education and a senior humanities professor at Shenzhen University. Li Qingquan, Secretary of the Party Committee of Shenzhen University and an academician of the Chinese Academy of Engineering, delivered a speech. Approximately 80 faculty members, students, and postgraduate supervisors attended the symposium.
Li Qingquan expressed his gratitude to the attending experts for their guidance in advancing the development of the educational sciences discipline at Shenzhen University. He provided an in-depth analysis of the challenges and developmental directions of education in China and highlighted the university’s rapid progress and achievements in talent cultivation.
The expert presentations were moderated by Professor Li Jun, Executive Director of the Faculty of Education at Shenzhen University.
Professor Yuan Zhenguo, Distinguished Professor at East China Normal University, shared his insights on disciplinary development and discussed four significant shifts in knowledge paradigms, emphasizing their profound implications for disciplinary construction. These shifts include the transition from single-discipline approaches to multidisciplinary integration, from a dichotomy of theoretical and applied research to their convergence, from interest-driven research to goal-oriented organized research, and the transformative role of artificial intelligence in reshaping educational research paradigms. He underscored the importance of interdisciplinary and composite research as a key direction for contemporary education studies and emphasized its integration into graduate education to broaden their perspectives, enhance adaptability and cross-disciplinary competencies.
Professor Xu Xiaozhou from Zhejiang University advocated for a student-centered educational approach, emphasizing the importance of student agency. He proposed promoting collaborative learning to adapt to globalization and international educational trends. Xu highlighted the need for modernization of content and scientific advancement in teaching methods, integrating insights from psychology and humanistic studies to better support student development. He emphasized that educators should not merely act as knowledge transmitters but as guides for emotional connection and value shaping, with particular attention to students’ mental health and personal growth.
Professor Yang Rui from the Faculty of Education at the University of Hong Kong reviewed the historical development of educational theory, noting the unique characteristics of Chinese educational theory despite Western influences. He advocated for Chinese scholars to conduct cross-cultural comparative studies with historical awareness to deepen understanding of China’s cultural background and global position, ultimately contributing a “Chinese voice” to educational theory.
The morning session of the symposium was chaired by Zhao Mingren, Deputy Director of the Faculty of Education at Shenzhen University.
Professor Meng Fanhua from Capital Normal University emphasized the necessity of cultivating innovative talent, identifying the challenges posed by administrative and linear thinking in nurturing top-tier talent. He pointed out that the cultivation of innovative talents is not only an issue of the educational system but also a combination of the educational ecosystem, student interests, and academic-driven factors. He suggested expanding the number of “Double First-Class” universities to accelerate the cultivation of innovative talents, optimize resource allocation and enhance the competitiveness of higher education, fostering fairness in talent cultivation.
Professor Chen Shijian from Southwest University proposed three models of talent development—academic, applied, and entrepreneurial—to cater to diverse student needs. He advocated for an open attitude toward interdisciplinary collaboration and innovation while preserving disciplinary traditions to nurture students’ interests and focus.
Professor Sun Jieyuan from Guangxi Normal University emphasized the integration of scientific and innovative spirits in educational research. He discussed the potential of emerging technologies such as artificial intelligence and big data in enhancing education quality and recommended systemic innovations in first-level discipline to better adapt students to societal changes.
Professor Gu Jianjun from Nanjing Normal University emphasized the importance of educational technology innovation and talent development. He pointed out that with the growing demand for the education industry and talent development in the country, future education models may gradually become industrialized. Starting from scientific spirit and research principles, he stressed that in the era of globalization and informatization, educational research needs to maintain critical reflection abilities in order to stay at the forefront of the discipline.
Professor Lu Xiaozhong from South China Normal University, reviewed the proposal of Guangdong Province’s “Education Power Province” strategy and its necessity in the current environment from the perspective of the challenges and opportunities posed by globalization. He believes that the trend of internet-based education provides broader space for interdisciplinary collaboration, but this also requires the education system to break through traditional disciplinary boundaries, achieving resource sharing and knowledge integration.
Professor Liu Xudong from Northwest Normal University shared his understanding of education from the perspectives of practicality and localization. He emphasized that the discipline of education must closely align with real-life contexts, and that the localization of theoretical knowledge is crucial. Professor Liu pointed out that while artificial intelligence is advancing rapidly, emotional factors remain irreplaceable in education. The true value of education lies in its focus on human nature and contextual issues. Therefore, educational theory in the Chinese context should pay special attention to local problems and needs, adapting to the unique circumstances of the country.
The first afternoon session was moderated by Professor Cao Xiaoming, Deputy Director of Faculty of Education at Shenzhen University.
Professor Wang Jian from Hangzhou Normal University analyzed the critical role of doctoral supervisors in talent cultivation, discussing differences between academic and professional doctorates and emphasizing the importance of both theoretical knowledge and practical experience.
Professor Guo Jian from Hebei University analyzed data related to the cultivation of professional doctoral programs in education and emphasized the importance of rational faculty allocation. He believes that future education systems must adapt flexibly by balancing supply and demand through policy adjustments, talent incentives, and regional coordination, ensuring the sustainable development of educational resources.
Professor Fan Xitao from The Chinese University of Hong Kong suggested that universities establish “First Author Training Camps” for young faculty members to enhance their academic capabilities. He noted that overburdening young faculty with excessive teaching duties hinders their early career development. He emphasized the need for practical support from university management and the importance of senior faculty mentoring junior colleagues.
Professor Li Shengbing from South China Normal University conducted an in-depth analysis of the advantages in educational development within the Guangdong-Hong Kong-Macao Greater Bay Area and the Yangtze River Delta. He highlighted Shenzhen’s role as a hub of higher education and scientific research, which, despite its significant achievements, still faces challenges such as a relatively weak faculty pool. He proposed that Shenzhen further attract high-level educational talent and increase the availability of quality teaching resources to solidify its position in higher education.
Professor Zhu Jiacun from Anhui Normal University analyzed current issues faced by teachers and students in scientific research. He pointed out that students should avoid “showcasing skills” when selecting topics and conducting research, instead focusing on the practical application of their projects. Zhu emphasized the importance of cultivating students’ ability to solve problems independently and suggested that universities encourage more research with practical value to address the limitations of purely academic studies, thereby fostering the development of high-level talent.
Professor Xia Huixian from Shanghai Normal University shared detailed insights into the measures undertaken to establish the School of Education. He elaborated on the background, implementation, outcomes, and challenges of the postdoctoral system for faculty members. Xia emphasized that talent team building efforts should continuously improve and optimize institutional frameworks to meet the evolving demands of education and research.
Associate Professor Li Penghu, Deputy Director of the Faculty of Education at Shenzhen University, chaired the second academic discussion session in the afternoon.
Professor Yan Fengqiao from Peking University shared the university’s practical experience in cultivating high-level talent and optimizing educational resource allocation, particularly in connection with the national “Outstanding Talent Program”. Yan emphasized the profound impact of the educational environment on students’ growth and analyzed the importance of policy optimization in enhancing the mobility of regional educational resources. He highlighted that mentors should maintain fairness and impartiality when guiding students, fostering a supportive academic atmosphere that enables students to achieve balanced development in both teamwork and individual growth, thus supporting the holistic cultivation of high-level talent.
Professor Lin Yigang from Zhejiang Normal University shared insights into the university’s experience in cultivating professional doctorates in education and its current admissions processes. He detailed a series of measures implemented during the doctoral training process, emphasizing the importance of regulating academic conduct and prioritizing the development of students’ practical abilities.
Professor Li Changji from Wenzhou University pointed out several prominent challenges faced by doctoral students in academic research and explored corresponding solutions. He argued that during the process of knowledge construction, doctoral students should not overly focus on the specific development of knowledge while neglecting the cultural values underpinning it, which can lead to a lack of connection between academic research and traditional Chinese culture. Li suggested that mentors should proactively guide students to pay attention to Chinese cultural traditions and incorporate local cultural support in academic arguments, thereby enriching the perspective and depth of their research.
Professor Ma Fengqi from Guangzhou University shared his insights into the structure and academic requirements of dissertation writing. He elaborated on the importance of innovation and regulation in doctoral dissertations. According to Ma, an excellent dissertation should feature a rigorous argumentation structure, clear logical reasoning, and conclusions that uncover the causal relationships underlying the issues at hand rather than merely addressing surface facts. Ma emphasized that innovation should be rooted in the accumulation and extension of existing knowledge, focusing not simply on discovering new problems but on breaking through and reconstructing established theoretical frameworks.
Professor Yin Hongbiao from The Chinese University of Hong Kong introduced the university’s experiences and reflections on doctoral training. He noted that young faculty members’ balanced focus on academic research, teaching, and appropriate levels of administrative responsibilities contributes to their professional development. Yin also analyzed the challenges encountered in doctoral student selection and training at CUHK, underscoring the importance of being attuned to both local and international academic trends.
In summarizing the meeting, Jin Yule highlighted that the day’s discussions represented a high-level academic symposium as well as a consultative session diagnosing and guiding the development of Shenzhen University’s education disciplines. The experts’ academic discussions on cultivating high-level talent in education offered valuable insights for the future development and talent training efforts of Shenzhen University’s education programs.
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