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Research Article
Algorithmic Risks and Governance Pathways of University Ideological and Political Education from the Information Cocoon Perspective
Leilei An*
,
Guangyu Luo
Issue:
Volume 11, Issue 4, August 2026
Pages:
89-96
Received:
21 June 2026
Accepted:
2 July 2026
Published:
24 July 2026
Abstract: With the rapid development of algorithmic recommendation technology, ideological and political education in colleges and universities faces multiple risks, including the risk of ideological and value deviation, the risk of deconstructing the discourse power of ideological and political education, the risk of alienating educational subjectivity and interpersonal relationships, the risk of technological ethics and data security, and the risk of formalization in the educational process and its effects. The tension between algorithms and ideological and political education represents a profound contest between instrumental rationality and value rationality, as well as between commercial logic and educational logic. Based on an analysis of the tensions and internal logic between algorithms and ideological and political education, this paper puts forward six governance strategies for algorithmic risks in university ideological and political education. These strategies include establishing clear value orientation and talent cultivation goals, improving educators’ "algorithmic literacy", enriching the content dimension of ideological and political education discourse, perfecting multi-tiered legal, regulatory and standard systems, boosting independent innovation of controllable, trustworthy and interpretable algorithms, and forming a collaborative governance model with multi-party co-governance. These pathways aim to ensure that value rationality guides instrumental rationality, ultimately achieving an organic unity between "algorithms" and "ideological and political education."
Abstract: With the rapid development of algorithmic recommendation technology, ideological and political education in colleges and universities faces multiple risks, including the risk of ideological and value deviation, the risk of deconstructing the discourse power of ideological and political education, the risk of alienating educational subjectivity and ...
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Research Article
The Asthma Immersive Research Experience (AIRE) Program: Paving the Way for Future Scientists
Issue:
Volume 11, Issue 4, August 2026
Pages:
97-108
Received:
4 May 2026
Accepted:
19 May 2026
Published:
27 July 2026
Abstract: The global decline in health science researchers underscores the need to build research capacity early, as undergraduate research participation is associated with greater research self?efficacy, development of transferable skills, and sustained interest in medical and scientific careers. However, traditional short?term, project?based summer research programs may be less accessible to students with limited prior research experience. In response to this need, a hands?on undergraduate research program was developed to provide early exposure to clinical and laboratory?based research. The Asthma Immersive Research Experience (AIRE) program was launched in Fall 2021 with the goal of delivering meaningful research training to undergraduate students interested in medical and scientific careers. AIRE provides practical experience in asthma and allergic disease research within an academic children’s hospital setting, combining laboratory work, direct engagement with research participants and families, peer and faculty mentorship, a structured seminar series, and continuous student feedback for program improvement. The program emphasizes team science and collaboration while exposing trainees to a broad range of career pathways, including physician?scientists, basic and translational researchers, biostatisticians, epidemiologists, geneticists, bioinformaticians, nurses, full-time research assistants, and clinical research coordinators. To date, 45 students have enrolled in AIRE, with 82.1% returning for multiple semesters, reflecting strong engagement and program retention. AIRE alumni are currently enrolled in medical school (45.8%) or graduate school (12.5%), employed as clinical research coordinators (8.4%), or actively pursuing admission to medical or graduate programs (33.3%). Together, these outcomes highlight AIRE as an effective and inclusive undergraduate research model that promotes sustained engagement and successful progression toward medical and scientific careers.
Abstract: The global decline in health science researchers underscores the need to build research capacity early, as undergraduate research participation is associated with greater research self?efficacy, development of transferable skills, and sustained interest in medical and scientific careers. However, traditional short?term, project?based summer researc...
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Research Article
A Comprehensive Mixed-Method Evaluation Using the CIPP Model: Assessing Defence Services Medical Academy’s Educator Training Programme
Issue:
Volume 11, Issue 4, August 2026
Pages:
109-119
Received:
23 June 2026
Accepted:
7 July 2026
Published:
17 August 2026
Abstract: Faculty development programmes are essential for improving educational quality and strengthening the competencies of medical educators. The Defence Services Medical Academy (DSMA) Educator Training Programme was established to enhance educators’ knowledge and skills in curriculum development, assessment, instructional design, educational technology, and medical education research. However, a comprehensive evaluation of the programme had not previously been conducted. This study aimed to evaluate the effectiveness of the DSMA Educator Training Programme using the Context, Input, Process, and Product (CIPP) evaluation model. A convergent mixed-methods design was employed among educators enrolled in the 2025 cohort of the programme. Quantitative data were collected from 19 participants using a structured questionnaire based on the CIPP framework and analysed using descriptive statistics. Qualitative data were obtained from six participants through focus group discussion and analysed using thematic analysis. Findings from both components were integrated to provide a comprehensive evaluation of programme effectiveness. Participants reported positive perceptions across all CIPP domains. The highest ratings were observed in the Process domain, particularly regarding facilitator support, participant engagement, and interactive learning experiences. Qualitative findings generated four themes corresponding to the CIPP dimensions and revealed that the programme was relevant to professional development needs, provided valuable learning support, promoted active participation, and enhanced competencies in curriculum design, assessment, educational technology, and educational research. Participants also recommended improvements in technological infrastructure, learning resources, and opportunities for practical application. The DSMA Educator Training Programme was perceived as an effective faculty development initiative that strengthened educators’ knowledge, confidence, and teaching competencies. The findings support continuation of the programme with targeted improvements to enhance its effectiveness and sustainability.
Abstract: Faculty development programmes are essential for improving educational quality and strengthening the competencies of medical educators. The Defence Services Medical Academy (DSMA) Educator Training Programme was established to enhance educators’ knowledge and skills in curriculum development, assessment, instructional design, educational technology...
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