ICI Academic ║ Deep Insights, Systematic Frameworks: Four New Volumes in the 'Frontiers of Curriculum Research' Series

Since 2003, the Institute of Curriculum and Instruction (ICI) at East China Normal University has hosted the "Shanghai International Curriculum Forum" for 23 consecutive years, establishing it as a globally influential event in the field. The forum annually gathers top scholars and frontline educators from around the world, setting agendas that align with national strategic needs and academic frontiers.

To systematically preserve and disseminate the intellectual output of these forums, the "Frontiers of Curriculum Research" book series was established, with Professor Cui Yunhuo (Director of the Institute) serving as General Editor. These publications continue to inject vitality into educational theoretical innovation and practical reform.

Marking the successful conclusion of the 23rd Shanghai International Curriculum Forum, ICI is proud to release the core academic outputs of the previous four forums (19th–22nd). These four new volumes are not mere compilations of conference proceedings; rather, they represent a deep extraction and systematic structuring of frontier issues, precisely capturing the core pulse of educational transformation and the future direction of cross-boundary education in the Age of Digital Intelligence.

Vol. 19 Collection

Inside and Outside Schools: Cross-Boundary Partnerships inBuilinding Curriculum and Instruction

Editors: Zhang Wei, Liu Junyan

This volume focuses on the issue of collaborative education between schools and external communities. It analyzes the positioning and interactive relationships among four key global educational sectors: School Education, Shadow Education (Tutoring), Public Out-of-School Education, and Family Education. The book features research and discussions from renowned experts across Asia, Europe, Oceania, and Latin America.

Key Themes:

·International comparisons of the regulation and development of out-of-school education;

·Theory and practice of home-school-community collaborative education;

·Theory and practice of online-offline blended teaching;

·Interaction between in-school and out-of-school curriculum and instruction.

This book features cross-boundary and cross-temporal comparisons, addressing issues that not only respond to current theories and practices but also serve the future development of education.

Vol. 20 Collection

Technology-Empowered Classroom Analysis

Editors: Shi Yuchen, Yang Xiaozhe

Centered on the theme "Technology-Enabled International Classroom Analysis: Opening the Black Box and Restructuring the Classroom," this volume presents insights from domestic and international experts.

Key Themes:

·Classroom Analysis in a Changing Era: Focuses on classroom transformation and knowledge integration in the age of core competencies;

·Innovation in Teaching and Learning: Addresses discourse change and interdisciplinary learning within the classroom;

·Technology-Driven Teacher Development: Explores diverse pathways for teacher growth;

·Future Trends in Classroom Analysis: Maps the landscape of current frontier and future classroom research.

Selected from papers presented at the 20th Shanghai International Curriculum Forum, this book aims to further promote idea exchange and academic development in the field of classroom analysis.

Vol. 21 Collection

Textbook and National Knowledge Management Mechanisms in the AI-Digital era

Editors: Chen Shuangye, Lei Hao

This volume provides an in-depth exploration of the new requirements and challenges for textbook development. It is a milestone output of the Institute’s major project on "Research on Primary and Secondary School Textbook Construction from the Perspective of National Knowledge Management."

Key Themes:

·Theoretical exploration of knowledge and textbooks in the digital intelligence age;

·Textbook compilation and expression;

·Textbook studies (Pedagogical research on textbooks) and cognitive learning;

·Multidisciplinary methods in textbook research;

·Key mechanisms for implementing state authority in textbook construction;

·The fundamental question: "What knowledge is of most value" in the digital age;

·International comparisons and Chinese experiences in high-quality textbook construction.

Vol. 22 Collection

Research on Core Competencies in the Digital Intelligence era

Editors: Yang Chengyu, Wu Yuanyue

Based on the 22nd Shanghai International Curriculum Forum theme "Core Competencies and Curriculum & Instruction Reform," this book discusses the theoretical foundations, practical pathways, and the opportunities and challenges presented by the digital intelligence age.

Key Focus: With core competencies becoming a critical goal of curriculum reform, this volume delves into their connotation and value, aiming to drive further transformation in curriculum and instruction suited for the future.

Vol. 23 Collection

[In Preparation]Coming Soon

As a leading national institution in the field, the Institute of Curriculum and Instruction continues to leverage the Shanghai International Curriculum Forum to bridge Chinese and international perspectives. By settling academic achievements into these volumes, the Institute not only promotes the autonomous construction of a Chinese discourse system in curriculum studies but also contributes Chinese wisdom to global education governance. We remain committed to ensuring that China's curriculum stories shine brightly in the global academic arena.