From July 20 to 24, 2025, the 2025 Cambridge China Education Forum, hosted by the University of Cambridge, was successfully held at St John’s College, Cambridge. The theme of the forum was “Dialoguing with The Future: Educational Transformation Through Culture, Innovation and Interdisciplinary Research.”
The conference featured 2 roundtable forums, 4 main sub-forums, 7 emerging scholars’ forums, 1 parallel session, 2 poster sessions, and multiple pre-forum events, delivered in a hybrid online–offline format. Professors and early-career researchers from around the world shared insights and exchanged perspectives.
Postgraduate students Guobiao Li, Changxin Fan, Daozheng Li, Yanting Hu, and Tingting Liu from the institute attended the conference in the UK.In sub-forums, Guobiao Li delivered a presentation titled “From Training to Enabling: How Faculty Development Cultivates Research-based Teaching in Chinese Universities.” Based on cross-sectional survey in Chinese higher education institutions, the representation employs quantitative methods to comprehensively analyze the impact of faculty development training on faculties’ research-based teaching.
Fan Changxin and Li Daozheng (Class of 2024) delivered a report titled "The Impact of China-U.S. Relations on Scientific Research Collaboration between Chinese and American Universities." The study focuses on the specific scope and extent of the recent China-U.S. relations' impact on such collaborations. It selected 14 universities as research subjects and, based on collaboration data from the Web of Science, conducted an empirical analysis using Generalized Random Forest estimation. The findings reveal that the impact of changes in China-U.S. relations on Sino-U.S. university research collaboration varies across different universities and disciplines. The study also provides recommendations and strategies for fostering research collaboration between the two countries' universities.
Yanting Hu delivered a presentation titled “Emergence: The Transformation of Knowledge Production Models in the AI Era — Implications for Higher Education Knowledge Systems.” Drawing on emergence theory, the study proposes an analytical framework for the transformation of knowledge production models in the age of artificial intelligence and reexamines the mechanisms through which knowledge is produced in the field of higher education.
Master's student Tingting Liu delivered a presentation titled “The Impact of Technological Nationalism on Chinese STEM Education and the Turn of Practice from the Perspective of Critical Theory.”This research, grounded in the educational philosophy framework of the Frankfurt School's critical theory, examines the expansion of instrumental rationality driven by technological nationalism within the educational sphere and explores philosophical pathways aligned with the practical development of China's STEM education.
Founded in 2018, the Cambridge China Education Forum (CCEF) is dedicated to building a bridge for dialogue between Chinese education and the global community, sharing cutting-edge research and practical experience in the field of education, and promoting cross-cultural exchange and knowledge sharing. During this year’s forum, students from our school actively participated in academic presentations and discussions, broadening their research horizons and enhancing scholarly exchange.
