image: Cover image of the "Education Powerhouse Research Series" edited by Professor Ke Zheng, showing the hierarchical structure of foundational issues, including the historical logic of building an education powerhouse.
Credit: East China Normal University Press (ECNUP)
As China moves toward its 2035 goal of becoming a global education powerhouse, the focus of academic inquiry is shifting accordingly. This strategic objective serves as a "litmus test" for whether educational research is genuinely grounded in real-world challenges. To bridge the gap between theory and practice, Professor Ke Zheng has led a team to launch the "Education Powerhouse Research Series," a new collection of works exploring how China can move from having a large education system to becoming a truly strong one.
About the Editor-in-Chief
Ke Zheng
Executive Dean of the National Institute of Educational Policy Research, ECNU; Professor, Institute of Curriculum and Instruction (ICI), ECNU.
A New Paradigm: Rooting Theory in Authentic Practice
In his introduction to the series, Professor Ke Zheng challenges the current state of educational theory, arguing that building a "Chinese independent knowledge system" must prioritize utility over mere international recognition.
Bridging the Theory-Practice Gap: Professor Ke observes a growing disconnect between researchers and practitioners. In many cases, frontline educators see academic theories as irrelevant, not because they are too abstract, but because they do not address the situations teachers actually face.
Theories are often built on scenarios that practitioners never encounter. "The most urgent task," Ke argues, "is to extract the knowledge that actually works in Chinese educational practice, theorize it, and return it to the field to improve the quality of education."
From "Shallow" Problems to Deep Theory: Addressing skepticism that practical issues (such as multi-campus layouts or reducing student workloads) lack "academic depth," Professor Ke argues the opposite: these are precisely the areas where deeper inquiry is needed. He compares the current state of research on "student burden" to early physics before the refined measurement of "temperature"—the lack of depth is not due to the subject itself, but to insufficient collective scholarly investment and rigorous disciplinary accumulation.
The Series: An Open and Systematic Exploration
The "Education Powerhouse Research Series" is structured around two core strands:
Research on the Education Powerhouse: addressing foundational questions—what defines an education powerhouse, why this strategy is vital now, and what global historical experience can teach us.
Research for the Education Powerhouse: identifying the specific, major reforms required across sectors, including basic education, higher education, vocational training, and international cooperation, to achieve a systemic qualitative leap.
The "Three Opens" Philosophy: To ensure the series remains a dynamic and authoritative resource, it follows three principles of openness:
Open Topics: welcoming any significant issue related to building an education powerhouse.
Open Timeline: new volumes are added as research matures; there is no fixed deadline.
Open Authority: welcoming both established scholars and emerging researchers based on their ability to provide theoretical clarity and practical guidance.
Strategic Impact and Support
The series has received significant institutional backing, including its designation as a "Shanghai Education Modernization Key Project" by the Shanghai Municipal Education Commission. It has also gained attention from key departments within the Ministry of Education (MOE), highlighting its role as a strategic resource for national policy and academic development.
By prioritizing the "real issues" of China's reform, the series aims to contribute "Chinese Wisdom" to global educational governance, offering a robust theoretical framework that is both locally rooted and globally relevant.