ICI Honors ║ ICI Secures Five Prestigious Ministry of Education Outstanding Achievement Awards in Scientific Research

On June 30, 2026, the Ministry of Education (MoE) of China officially announced the laureates of the 10th MoE Outstanding Achievement Awards in Scientific Research (Humanities and Social Sciences). Widely recognized as the nation's highest academic accolade in social sciences for higher education, this prestigious award honors breakthrough theoretical and empirical contributions that address national strategic needs and drive the construction of autonomous academic knowledge systems.

The Institute of Curriculum and Instruction (ICI) at East China Normal University (ECNU) achieved an outstanding milestone, securing five national awards across various categories, reflecting its position as a top-tier educational think tank and research hub in China.

At a Glance: ICI's Award-Winning Achievements

Deep Dive: Award-Winning Research & Laureate Profiles

Title: Interdisciplinary Thematic Learning: An Attempt at Constructing an Autonomous Curriculum Discourse

The Research Insight: Interdisciplinary thematic learning is a cornerstone of China's compulsory education curriculum reform, yet its definition has historically been ambiguous. This study deconstructs its core meaning within national curriculum structures, identifying two operational models: "Subject A crossing into Subject B" and "Subject A crossing into multiple fields (B+)." The authors propose a five-dimensional implementation framework:

Unit-Based Design: Structuring instruction around cohesive thematic units.

Meaningful Themes: Constructing integrative, real-world topics.

Structured Content: Organizing knowledge grids dynamically to promote integration.

Experiential Learning: Promoting the unity of knowing and doing through practical inquiry.

Performance-Based Assessment: Embedding authentic evaluations to move away from rote-testing.

About the Authors

Prof. Cui Yunhuo is the Director of ICI, Executive Director of the National Textbook Construction Research Base, and Editor-in-Chief of Global Education. Co-author Dr. Guo Hongrui (Associate Professor at Hangzhou Normal University) is an ICI alumnus (Ph.D., Class of 2022).

Title: Foundational Issues in Building an Educational Powerhouse

The Research Insight: This macroeconomic study addresses the foundational philosophy behind China's strategic mandate to become an "education powerhouse" (教育强国). It addresses four macro-questions:

Definition: An education powerhouse must be defined by its capacity to "strengthen the nation through education" rather than merely achieving internal modernization benchmarks.

Qualification: A global education powerhouse is defined by its ability to pioneer solutions to universal, systemic challenges that vex schools worldwide.

Mechanism: Education strengthens a nation via three tracks: cementing ideological cohesion, supplying high-quality talent for international industrial competition, and underpinning high-level technological self-reliance.

Strategy: True transformation requires focusing on high-stakes frontline problems, opening up new pathways via intelligent digital education, and dismantling lingering institutional barriers.

About the Author

Prof. Ke Zheng is the Director of the Development Planning Department and the Office of Key Institutional Construction at ECNU, Executive Dean of the National Institute of Macro-Education Policy, and a Professor at ICI.

Title:Monitoring and Evaluation of Curriculum Policy: A Perspective of Systemic Implementation Fidelity

The Research Insight: Driven by the national mandate to establish robust curriculum monitoring systems, this project formulates a localized "Policy Requirements—Fidelity Degree—Policy Outcomes—Influencing Factors" monitoring framework. Leveraging massive nationwide survey datasets, the study uncovers real-world implementation trends, providing empirical data for national macro-policy adjustments. The research advocates for three key transitions in curriculum governance: shifting from monitoring instructional hours to optimizing curriculum structures, pivoting from mere strategic methodologies to equity, and replacing short-term academic gains with long-term student development.

About the Author

Prof. Lei Hao is the Deputy Dean of the Institute of Humanities and Social Sciences at ECNU and a Professor at ICI.

Title:How to Enhance Students' Well-Being at School: An Empirical Exploration of the Mechanism of Principals' Instructional Leadership

The Research Insight: Against the backdrop of China's "Double Reduction" policy, this study explores how school leadership and teacher ecosystems shape student happiness. Drawing empirical data from 53 representative secondary schools within the International Classroom and Instruction Survey (ICIC) database, the team discovered a critical chain-mediating effect:

[Principal Instructional Leadership] ──► [Teacher Self-Efficacy] ──► [Positive Teacher-Student Relations] ──► [Student Well-Being]

The findings provide vital evidence-based pathways for school administrators to cultivate healthy school ecologies and improve student satisfaction by empowering teaching staff.

About the Authors

Prof. Chen Shuangye is the Executive Deputy Director of the Faculty of Education at ECNU, a Professor at ICI, and Editor-in-Chief of the ECNU Review of Education (an international Scopus-indexed journal). Co-authors include Rong Jiani (ICI Ph.D. Candidate) and Dr. Guo Shaoyang (Lecturer at Yangzhou University; ICI Alumnus).

Title: Educational Reflections on Moral Apathy

The Research Insight: This monograph represents the culmination of 15 years of academic inquiry into moral apathy (indifference and bystander behavior) within modern technological and highly individualistic societies. Published by Fujian Education Press and highly acclaimed as a top academic book of the year, it offers several pioneering conceptual contributions:

Definition: Defines moral apathy as "omission of good"—a failure to act when witnessing another's urgent moral need, striking a balance between human limitations and moral expectations.

Schooling Link: Argues that hyper-competitive school environments, the marginalization of inner spiritual lives, and flawed institutional handling of personal memories can inadvertently foster apathy.

Remediation: Reclaims the power of "educational love," challenging schools to confront emotional suffering openly and restructure moral education frameworks to address willpower and empathy.

About the Author

Prof. Gao Desheng is an ECNU "Zijiang Scholar" Chair Professor and a senior Professor at ICI, recognized nationally for his foundational research in moral psychology and values education.