International Journal of Educational Science and Theory

Against the backdrop of rapid development of digital intelligence technology, area studies, as an emerging interdisciplinary field, are undergoing a profound transformation from traditional research paradigms to intelligent research models. This article takes the practice of using intelligent tools such as DeepSeek to assist in building a thesis framework as an example, and systematically analyzes the empowerment mechanism of the digital age for area studies. By analyzing the core characteristics of interdisciplinary studies, diverse research subjects, and field dependence in area studies, this paper explores the specific role of intelligent tools in breaking disciplinary barriers, connecting knowledge application chains, and improving the efficiency of the entire research process. At the same time, in response to the limitations of knowledge sources, information security risks, and "illusion" issues in intelligent tools, it is proposed to actively utilize intelligent tools for structural work, build an autonomous and controllable technical environment, and establish a professional information database as optimization paths. Research suggests that the deep integration of digital intelligence technology with area studies requires a balance between technological empowerment and academic standards, ultimately achieving a dual improvement in the quality and efficiency of disciplinary research.

In the context of the digital age, programming education urgently needs to break through the temporal and spatial limitations of traditional experimental teaching to enhance students' practical and innovative abilities. This study takes the “C++ Programming Design” course as an example and proposes a diversified experimental teaching model based on smartphone-based programming, online programming via the Educoder platform, and laboratory-based hands-on programming. This model reconfigures the experimental teaching process by integrating smartphone-based programming, online challenge-based training, tiered experimental project design, and a dynamic assessment system. Practice has shown that this model effectively enhances students' programming engagement and classroom participation rates, promoting the deep integration of theoretical knowledge and practical skills. Through teaching practice and data analysis, it has been confirmed that this model has significant effects in stimulating learning interest, optimizing the utilization of teaching resources, and promoting personalized learning, providing replicable experience for the reform of similar courses.

This study focuses on the Zhuang ethnic group's unique intangible cultural heritage—the Bamboo Pole Dance—in Hechi, Guangxi. Through field research and archival analysis, it examines the dance's origins, evolution, performance forms, cultural significance, and contemporary challenges in preservation and development strategies. The findings reveal that this dance not only reflects the artistic expression of Zhuang people's labor practices but also embodies profound cultural values. By implementing innovative preservation methods and fostering cultural integration, the dance can regain vitality in modern society, contributing to Hechi's cultural advancement and the sustainable transmission of ethnic traditions.

This article systematically evaluates the implementation effectiveness and structural challenges of bilingual education policies for ethnic minorities in China from the perspective of educational equity. Research has found that policies have achieved significant results in expanding educational opportunities, but are constrained by urban-rural differences and the regional imbalance in resource allocation is prominent. The policy faces three core contradictions: the conflict between the goal of national integration needs and ethnic cultural autonomy, the adaptation dilemma between the "one size fits all" implementation model and linguistic ecological diversity, and the time lag effect between short-term performance evaluation and long-term cultural benefits. These contradictions reveal the tension between a unified policy framework and local specificity, reflecting the deep game between instrumental rationality and cultural values in educational governance. Future policy optimization requires the establishment of a flexible implementation mechanism, the improvement of a diversified evaluation system, and the enhancement of the sustainability of cultural heritage while ensuring the functionality of language tools.

The integration of artificial intelligence and music education has brought technological innovation to traditional teaching models, demonstrating significant advantages in improving teaching efficiency, stimulating creativity, and providing precise feedback. However, this integration also faces ethical challenges such as technological dependence weakening humanistic values, teacher role transformation, and data privacy. In the future, it is necessary to balance instrumental rationality with the essence of art education, achieve the goal of "technology empowering art" through human-machine collaboration, and establish a sound data governance and algorithmic ethical framework to ensure that music education adheres to the humanistic core and educational equity in the process of intelligence.

Professor Wolfram Eberhard (temporarily translated as Ai Boha in Chinese academic circles) once taught at the Faculty of Letters, History, and Geography at Ankara University. Through extensive Chinese historical materials and his profound knowledge of Chinese folklore and history, he conducted research on ancient Turkish history, covering fields such as Sinology, folklore, and Turkish history. His numerous academic works laid the foundation for Turkish Sinology and historical studies. This paper traces Professor Eberhard's research trajectory in Sinology, aiming to briefly summarize his pioneering role and significance in Sinology studies between China and Turkey. In conclusion, the author also attempts to address the conceptual debate between "Chinese Studies" and "Sinology" in the academic circles of both countries, drawing insights from Professor Eberhard's research approach.