Aims and Fit of Module

The aims of the modules are to:
• Build students' critical understanding of educational planning, policy, reform within global education.
• Examine how international, national, provincial, and institutional agendas shape educational policy and practice in local contexts, with attention to China’s educational modernization and internationalization.
• Develop students’ ability to analyse policy documents, case studies, and evidence in order to understand and respond to authentic educational challenges in diverse settings.
• Engage students in practice-oriented and project-based learning that supports the design of context-sensitive, evidence-informed policy responses.
• Engage students in the critical, ethical, and appropriate use of digital and AI-enabled tools in policy inquiry, evidence synthesis, communication, and collaborative project work.

Learning outcomes

A. Critically analyse key concepts, theories, and contemporary debates in educational planning, policy, reform, in global education.
B. Evaluate how international, national, provincial, and institutional policy agendas are interpreted, mediated, and enacted in specific local settings, with particular attention to internationalization and the Chinese educational context.
C. Critically engage with policy documents, case studies, and relevant scholarly and practice-based evidence to identify policy issues and propose context-sensitive, evidence-informed responses to authentic educational challenges.
D. Collaboratively design and communicate a practice-oriented policy analysis or reform proposal for a real or realistic educational context, demonstrating appropriate project planning, stakeholder awareness, and professional judgement.

Method of teaching and learning

The teaching of the module will employ a research-led project-based learning approach integrated with AI throughout the learning cycles. AI will be encouraged and used as the additional learning tools by students, helping them to navigate challenges and learning in the module. Specifically, AI will be used across the entire PBL cycle, from problem framing to final coursework preparation to help students develop ideas and acquire new knowledge, but not as a content generation tool for report writing. AI is also embedded into the design of learning and teaching activities to foster AI literacy and problem-solving skills. The in-class activities will be organized through a series of interactive teaching seminars, group work, individual and group consultations, and guest lectures with strong orientation to connect theories with practices, fostering students' higher-order cognitive abilities, which can be transferrable from learning to professional contexts.