With the support of emerging technologies such as artificial intelligence and cloud computing, China began learning and teaching online in 2020 to control the spread of the pandemic and implement the "Classes are suspended, but learning continues" policy. Online learning and teaching require modified methods, management, and evaluation compared with traditional instruction. Moreover, teachers' and students' thinking styles and ways of communication have also changed in terms of practice, places of study and tasks. The large-scale online teaching-learning model has ushered in new teaching and learning reform trends in the post-pandemic era. Therefore, this study investigates students' and teachers' readiness for, acceptance of, and satisfaction about comprehensive online teaching and learning and explores the effect online learning has on students. To achieve the research aim, 67 students from one city and one village in China were surveyed.The results revealed that online teaching was met with medium levels of readiness and acceptance and gave little satisfaction. For students, attitudes toward learning, support (or lack thereof) from instructors, effective interactions, motivation to learn, and self-regulation influenced online learning satisfaction. In addition, the students' grade levels and locations.

The drastic and structural changes in the labour market and organisational environment is related not only to the COVID-19 pandemic and rapid technological development but also to general globalisation trends, demographic situations, deterioration, and dynamic changes at all levels of education, which emphasise the need for quality career education and guidance in secondary schools. This study aims to explore the digital self-assessment of career guidance professionals and also, to determine carrier guidance professionals’ attitude towards digital literacy. Data was analysed using percentages for qualitative data and content analysis for qualitative research. From the results of the research, most of the career guidance specialists have been able to use digital technologies to communicate with students, parents, colleagues, and most of them currently use digital technologies in their work.   Keywords: career; career education; digital competence; digital literacy; digital tools; guidance;

With the progression of economic globalisation, China’s expectations about the quality of English teaching in the country have increased, and because of the restrictive drawbacks of orthodox English teaching models, they cannot meet these requirements. The emergence of artificial intelligence (AI) technology can create new opportunities for the optimisation of English teaching. As such, this study aims to systematically review and analyse the current research on the innovations afforded by AI for China’s English teaching model, especially the application of AI in unquiesced English teaching. The descriptive–analytical approach is used to study and analyse the literature. The research results highlight evidence of success cases, illustrating that the implementation of AI in English teaching in China can provide new ideas and create new spaces for the innovation of teaching models. Keywords: artificial intelligence; English teaching in China;  innovation in English teaching  

Due to the shortage of teachers at schools, the Ministry of Education and Science in Latvia has devoted special attention to fast track of teachers to teaching starting new teacher education project to attract capable and motivated professionals from various fields to the work of a teacher. This also raised the necessity for the development of programme and training competent teachers to act as mentors in school-based teacher education programme. The study aimed to explore and evaluate mentor education in the context of work-based (school-based) initial teacher education. The research sample consisted of 55 participants of mentor professional development programme and 2 mentor trainers. The data analysis of participants’ questionnaires, reflections, mentor trainers’ self-evaluations and feedback on participants’ assignments led to the guidelines for building partnership between schools and universities to promote a common understanding of school-based teacher education.   Keywords: mentor education; school-based teacher education; student teacher; university-school partnership

This article presents a feasibility study of a schoolteachers’ professional development program on virtue education. Using a questionnaire and focus group discussions, the study explored program feasibility through implementors’ and participants’ perceptions. While participants were more critical than implementors regarding design and delivery, the overall program feasibility was high, and its main strengths and shortfalls were established. Suggestions for its improvement were put forward.