Journal of Guangxi Teachers Education University (Philosophy and Social Sciences Edition) ›› 2025, Vol. 61 ›› Issue (4): 76-88.doi: 10.16088/j.issn.1001-6597.2025.04.007

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Exploring the Construction Pathways of Virtual Teaching-Research Sections in Universities from the New Pedagogical Education Model: A Case Study of the Virtual Teaching and Research Sections for Intelligent Education Curriculum Clusters

CAO Xiao-ming, XU Shi-ting   

  1. School of Education, Shenzhen University, Shenzhen 518060, China
  • Received:2024-02-16 Online:2025-07-05 Published:2025-06-23

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Abstract: Virtual teaching-research section, as one critical component of higher education pedagogy, represents a significant exploration in building new primary-level teaching organizations in the information age, and also serves as essential platform for universities to integrate information technologies, enhance pedagogical innovation, implement future-oriented teaching practices, and advance the digital transformation of higher education. To fulfill the mission of normal universities, i.e. cultivating educators for an education power, an all-around aid from virtual teaching-research sections is essential for specialized and innovative new teacher education in terms of pedagogical organization, technology integration, and model innovation. The digital space of virtual teaching-research sections in new pedagogical education model should embrace three interconnected dimensions: “cognitive and meaning construction”, “social interaction and communication”, and “pedagogical reflection and practice”, collectively forming a virtual pedagogical research community characterized by intelligent and collaborative learning. Well operated virtual teaching-research sections rely on the establishment of efficient management mechanisms, operational frameworks, and activity systems to stimulate members’ intrinsic motivation (“inner drive”) and sense of belonging (“presence”). Digital platforms supporting collaborative pedagogy are prerequisites for fostering social connectivity within virtual teaching-research communities, while virtual-real integrated course clusters serve as practical carriers for systematically advancing the digital transformation of new teacher education pedagogy. As key practice fields for university digitalization, virtual teaching-research sections present a new paradigm of primary-level pedagogical innovation empowered by digital technologies. However, challenges persist in their development: (1) ensuring member engagement cohesion; (2) addressing the lack of appropriate intelligent pedagogical activity platforms; (3) advancing from virtual to wisdom-driven pedagogical research; (4) aligning the universal goals of virtual teaching-research offices with the distinctive developmental needs of new teacher education.

Key words: virtual teaching-research sections, new pedagogical education, Community of Inquiry (CoI) Theory, digital transformation, teaching-research community

CLC Number:  G43
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