An Examination of Computer Science and Internet Technologies in Addressing Educational Inequities and Societal Psychological Concerns:A Literature Review from the Perspectives of 5G,Artificial Intelligence,and Augmented/Virtual Reality

This study comprehensively reviews the literature to deeply explore the role of computer science and internet technologies in addressing educational inequality and socio-psychological issues,with a particular focus on applications of 5G,artificial intelligence(AI),and augmented/virtual reality(AR/VR).By analyzing how these technologies are reshaping learning and their potential to ameliorate educational disparities,the study reveals challenges present in ensuring educational equity.The research methodology includes exhaustive reviews of applications of AI and machine learning,the Internet of Things and wearable technologies integration,big data analytics and data mining,and the effects of online platforms and social media on socio-psychological issues.Besides,the study discusses applications of these technologies in educational inequality and socio-psychological problem-solving through the lens of 5G,AI,and AR/VR,while also delineating challenges faced by these emerging technologies and future outlooks.The study finds that while computer science and internet technologies hold promise to bridge academic divides and address socio-psychological problems,the complexity of technology access and infrastructure,lack of digital literacy and skills,and critical ethical and privacy issues can impact widespread adoption and efficacy.Overall,the study provides a novel perspective to understand the potential of computer science and internet technologies in ameliorating educational inequality and socio-psychological issues,while pointing to new directions for future research.It also emphasizes the importance of cooperation among educational institutions,technology vendors,policymakers and researchers,and establishing comprehensive ethical guidelines and regulations to ensure the responsible use of these technologies.

The Commitment to Promoting a Culture of Equity in Quebec Secondary Schools: Insights from School Stakeholders - A Secondary Publication

This paper presents the results of a research project on the intercultural climate in schools and the academic success of immigrant students in Quebec.The intercultural climate in eight secondary public schools is documented from the standpoint of various school and community stakeholders,students,and parents.More specifically,the paper focuses on the commitment to promoting cultural equity,which is identified through interviews with the targeted stakeholders on exclusionary practices and processes and the practices implemented to counter them.The results identify five areas of vulnerability among certain minoritized groups of students:the transition from welcoming to regular classes for those students learning French,evaluation and support for those experiencing learning or behavioral difficulties,the referral of these students to adult education programs or work-oriented training programs,their participation in extracurricular activities,and their access to special school projects.Nonetheless,some schools do report the introduction of many equity practices in response to the exclusionary ones.However,these initiatives are mostly occasional and voluntary and pertain to interactions between individuals.These findings call for a discussion on the importance of systemic and concerted initiatives towards achieving equity.

Metamorphoses of the University and the Pathways of Indigenous Students in Quebec:Issues of Accessibility to Studies and Academic Persistence from a Perspective of the Decolonization of Education-A Secondary Publication

In connection with the historical context of social segregation and the assimilative aim of formal education imposed on them,the Indigenous Peoples of Québec have long been excluded from higher education.Today,even if their graduation rates are increasing,a persistent gap with the non-Indigenous population is maintained.The data in this article are drawn from 23 interviews with students and university graduates of the First Nations of Québec,as part of a thesis in educational sciences.Our paper analyzes how these students manage to combine the contributions of Indigenous education with those of Western education by developing paths that are part of the decolonization movement of education.Their relationship to Indigenous identity and cultures clearly influences their educational background and is analyzed taking into account power relations with the dominant culture.Our paper emphasizes more particularly the relationship to studies,the adaptation to the student profession,and the balance between studies,work,and family among Indigenous students,in a context of transition from university to multiversity which contributed to the increase of Indigenous university attendance.

The Equality–Inequality Dialectics

The assay argues that the Equality-Inequality dialectics is a very complex issue,which reflects many social dilemmas.On one side are the state official commitments to secure,maintain and protect all kinds of formal equalities.On the other side are the natural and genetic distinctions that differ between human-beings while creating and maintaining inequality.In fact,this is kind of a contradiction exists in many fields of social sciences.The essay’s author reviews some of the relevant historical events,such as social mobility,individualism and education and points out on future solutions.Among the proposed suggestions are:1)Embracing Frankl’s giving“Meaning to Life”as a leverage for increasing pleasure of life;2)Recognizing and promoting Creative Individualism as the legitimized ground for inequality;3)Increasing Social Cohesion,required for social empowerment and attaining security and happiness.

What Efforts has the Chinese Government Made to Reduce Educa­tional Inequality in Poor Areas?

Since the founding of the People’s Republic of China in 1949,China’s per capita education level has risen from less than two years to 9.91 years.However,as the province with the lowest per capita education level in China,Tibet has only reached the level of 6.75 years per capita.This illustrates the worrying educational inequality that still exists between China’s poorer and more developed regions.This educational inequality can also be expressed by the Gini coefficient of education.In order to eliminate this educational inequality,the Chinese government has made great efforts.The Chinese government has expanded the demand for education through the right incentive system and the nine-year compulsory education law.On the other hand,the Chinese government directly or indirectly grants subsidies to education suppliers and demanders to achieve the purpose of increasing education output.Based on the positive externality of education itself,the Chinese government attaches great importance to the cultivation of human resources for offspring,and hopes to transform China’s quantity-based demographic dividend into quality-based demographic dividend,and finally realize sustained economic growth.We believe that some education-related policies promulgated by China have indeed reduced educational inequality in poor areas to some extent,but there is still potential for progress in further addressing educational inequality in poor areas by the Chinese government.

Critical Review on the Trajectory of Educational Policymaking and How Migrant Children Have Been Affected in China

This book review essay critically analyses the scholarly contribution and limitations of Yu's Migration and Educational Policymaking in China:A Critical Engagement with Policy Sociology and Bourdieu(2022).The essay primarily criticises how,while Yu adopts Bourdieu's concept of fields to develop the theoretical framework for his research on the trajectory of educational policymaking in China,he overlooks the importance of including alternative,relevant Bourdieu's concepts in his discussion.These concepts include capital,habitus and social and cultural reproduction of inequality(and how these intertwine with social immobility).The author,however,appreciates Yu's efforts in the exploration of localised education and related policies for migrant children in five first-tier Chinese cities,especially in how a comparative approach is exercised.The author believes Yu's book,despite a number of criticisms and scepticism,adds significant scholarly values to help academic researchers who have a disposition to present policy recommendations,along with postgraduate students of interest,enrich their understanding of how educational policymaking differs between different localised Chinese contexts and evolves in the past decades.

Variegated Roles of and Relationships Between Private Tutoring and Schooling: Insights From the State of Maharashtra, India

Purpose:The relationship between private tutoring(PT)and mainstream education is among the complex themes characterizing PT discourses in the literature.This study examined the complications of practices and processes in tutoring and schooling to elucidate different roles played by PT and its relationship with mainstream education.Design/Approach/Methods:This study used qualitative data from a diverse set of 37 PT providers from the State of Maharashtra,India,to delineate their roles and explore their relationship with schooling in this context.Findings:The classification of PT providers roles into complementary,accommodating,competing,and substitutive ones demonstrated a diverse range of relationships between PT and mainstream education.Further analysis showed that these relationships are dynamic in nature,and the boundaries between them are blurred.Originality/Value:Research in the field of PT has been consistently pointing toward a perplexing mixture of positive and negative outcomes resulting from its relationship with mainstream education.This study transcended the positive vis-a-vis negative binary approach by contributing to the deeper understanding of PT relationships.Furthermore,it exemplified how future studies can disentangle the complexities of such relationships by deploying flexible,context-specific theoretical approaches.

Impact of Gender,Family Factors and Exploratory Activities on Students’Career and Educational Search Competencies in Shanghai and Hong Kong

Purpose-This study examines the career and educational search competencies(CESC),a capability which may be necessary for a successful transition from high school to work or postsecondary education,of students from Shanghai and Hong Kong.Design/Approach/Methods-The data for this study was taken from the Main Study of PISA 2012 in Shanghai and Hong Kong.Regression analysis was used to examine the relative impact of different forms of career and educational exploratory activities on students’CESC.Findings-Results showed a consistent pattern of socio-economic inequality in student’s self-reported CESC in the two Chinese cities,which was largely mediated by the family capital or resources.Besides,career and educational exploratory activities initiated by schools,enterprises or the students themselves were found to have significant positive associations with CESC regardless of socioeconomic status.Originality/Value-The paper provides empirical evidence for enhancing students’career search capacity through engaging in career exploration in the face of structural barriers.In light of this,the roles of schools,business sectors,and governments in students’capacity building are discussed.

Development of educational attainment and gender equality in China:new evidence from the 7th National Census

This paper discusses the status and changes in educational attainment and gender inequality in education for the Chinese population based on the data from the 7th National Census of China and previous censuses since 1982.The results indicate that gender inequality in education has lessened while educational attainment has improved.However,it is necessary to continue to eradicate illiteracy in the West,further promote compulsory education rates,increase the advancement rate to high school,and reduce the urban-rural gap in education to further develop education.This paper indicates that the increased educational opportunities for women combined with their relatively superior academic abilities have resulted in a new reversed gender inequality in that males are at a disadvantage,especially in higher education.The fact that women have benefited more from the expansion of higher education than men have was an unintended consequence of China's one-child fertility policy since the family resources are less diluted by fewer children in a household and daughters are regarded as long-term family members.This paper further reveals that although women outperform men at every level of the educational system,they often voluntarily withdraw from pursuing doctoral degrees due to the increasing pressure as they age and age discrimination which drives them to enter marriage and the labor market earlier than men do.