Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v8i5.5507
Abstract
Under the perspective of five-domain integration, labor education needs to achieve deep alignment with value guidance. However, application-oriented universities face a persistent contradiction in advancing labor education: practical training is prioritized, while guidance at the value level remains comparatively weak. How to forge a genuine, deep integration between professional labor practice and value guidance has become a critical question that must be answered as university labor education moves toward systematization. Taking university youth league and student organizations as a hub and the school–locality–enterprise collaborative mechanism as a vehicle, this study proposes an integration mechanism encompassing three dimensions—cognitive reshaping, situational experience, and meaning construction—and focuses on analyzing the complete logic from design to implementation of the "school–locality–enterprise collaboration" rural labor education project and its implementation outcomes. The results show that, under the hub-and-coordinator role of youth league and student organizations, the tripartite collaborative mechanism of school, locality, and enterprise can effectively integrate diverse labor scenarios, achieving an organic unity of labor value guidance and professional knowledge application. This finding provides a referable practical path for application-oriented universities to explore labor education innovation through their youth league and student organizations.
Keywords
youth league and student organizations; school–locality–enterprise collaboration; integration mechanism; labor education; practical path
Funding
This paper is supported by Jiangsu Provincial Philosophy and Social Sciences Project (2025SJSZ1006).
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[3] Checkoway B. Renewing the civic mission of the American research university [J/OL]. The Journal of Higher Education, 2001, 72(2): 125-147.
[4] Cheng C. The development logic, problem manifestations, and practical paths of labor education from the perspective of international comparison[J]. Education Reference, 2025(8): 48-53.
[5] Zhuang J L, Gao L. Foreign models and curriculum implementation of labor education[J]. Ideological and Political Course Teaching, 2021(2): 77-81.
[6] Xia Q Z, Li X F, Xu B Z. The new-era mission of labor education: strategies and practices for the integration of moral, intellectual, physical, aesthetic, and labor education[J]. Journal of Hubei Open Vocational College, 2025, 38(6): 38-41.
[7] Zhang L. From separation to integration: on the contemporary era turn of labor education[J]. Research on Educational Development, 2020, 40(24): 21-27.
[8] Giles D E, Eyler J. The theoretical roots of service-learning in John Dewey: Toward a theory of service-learning[J]. Michigan Journal of Community Service-Learning, 1994, 1(1): 77-85.
[9] Schön D A. The Reflective Practitioner: How Professionals Think in Action[M]. London: Routledge, 1992.
[10] Vygotskij L S, Cole M. Mind in Society: The Development of Higher Psychological Processes[M]. Cambridge, Mass.: Harvard Univ. Press, 1981.
[11] Wenger E. Communities of Practice: Learning, Meaning, and Identity[M]. Cambridge: Cambridge University Press, 1998.
[12] Bringle R G, Hatcher J A. A service-learning curriculum for faculty[J]. Michigan Journal of Community Service-Learning, 1995, 2: 112-122.
[13] Holland B A. Analyzing institutional commitment to service[J]. Michigan Journal of Community Service-Learning, 1997, 4(1): 30-41.
[14] Astin A W, Sax L J. How undergraduates are affected by service participation[J]. Journal of College Student Development, 1998, 39(3): 251-263.
[15] Zlotkowski E. Service-learning research in the disciplines[J]. Michigan Journal of Community Service Learning, 2000: 61-67.
[16] Stanton T K, Giles D E, Cruz N I. Service-learning: a movement's pioneers reflect on its origins[J]. 1999, 6(6): 133-137.
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