Description
Educational Changes: Area Studies and Comparative Perspectives is authored by Rao Congman et al., translated by Cai Jing and Feng Haiying, revised by Yuan Ying and Song Ji, and published by KF Times Group Inc. in October 2025. Authorized by Shandong University Press Co., Ltd., the book has an ISBN of 978-1-998632-60-2, a total word count of 433,000, and is printed in Canada.
As a crystallization of research efforts by more than ten professors from the Faculty of Education at Northeast Normal University over two decades, this book systematically collates issues in educational practice, constantly questions the truth of education, and innovates educational theories. Its research content encompasses both the construction of theoretical models and in-depth exploration in practical fields: it not only diagnoses problems and analyzes causes but also proposes countermeasures and solutions; it traces origins from a broad historical perspective while engaging with contemporary realities and future prospects; it addresses macro-level national policies and systems as well as delivers concrete and actionable methods at the micro level; it is rooted in local research with an emphasis on originality and pays attention to in-depth learning with an international perspective. It serves as a comprehensive summary of the educational research achievements of the Faculty of Education at Northeast Normal University.
The core value of this book lies in providing reflections from area studies and comparative perspectives to understand the essence of education and address the multiple challenges it faces, against the backdrop of globalization, informatization, and modernization where educational forms have become increasingly diverse and complex. Covering a range of important research themes—including Japan’s teacher education reform, moral education and its theories, citizenship education and state-building, service-learning in American higher education, professional degree education, and the articulation between secondary and higher education in Japan, China, and Canada—along with discussions on the ontology and methodology of comparative education as a discipline, the book offers rich theoretical references and practical insights for researchers, practitioners, and relevant policymakers in the field of education.
