卷 12, 编号 1 (2025)

As confirmed by previous studies, experimentation-based policymaking in China is a highly versatile, pragmatic style that sharply contrasts with the more legalistic, bureaucratic policy approaches. Analyzing the history and recent development of rural reform experimental zones (RREZs), the authors demonstrate that China’s unorthodox policy experimentation has been gradually adapted to function smoothly within the country’s hierarchical bureaucratic structure governed by formal rules. The process of institutionalizing experimentation started in the early 2010s as a response to the nationwide promotion of “top-level design” and the rule of law with Chinese characteristics. The institutionalization has strengthened the procedural stability, legality, and political accountability of experimentation-based policymaking in China. Contrary to the popular interpretation of this change as a sign of notable reduction in decentralized policy entrepreneurship, the case of the RREZs shows that the rule-based institutionalized policy experimentation model continues much of the legacy of the traditional model and still functions as a laboratory for testing intensive policy reform experiments in China.

The study engaged on the question of, how have colonial legacies shaped the contemporary local government system in Zimbabwe, and what implications do these historical influences have for urban development and governance in the country today? This question allowed for an exploration of the ways in which colonial policies and practices have influenced current governance structures, urban planning, and development challenges, providing a critical framework for analyzing the ongoing impacts of colonialism in Zimbabwe. The study was informed by qualitative and archival research methodologies. It also drew from post-colonial, dependency, inclusive urbanism, sustainable urban development, urban political ecology, globalization and urbanization, informal economy and urbanization livelihoods and decolonization of urban planning theories. The study found that the colonial past of Zimbabwe has indeed left a complex tapestry of enduring challenges, including spatial segregation, economic inequalities, and tensions within local urban governance systems.

The purpose of the research is to examine the mechanisms of influence of the South Korean Christian nationalist organization “Unification Church”2 in Japan. Particular attention is paid to its influence on the socio-political aspects of internal Japanese processes. It is argued that, through the hierarchical discipline inherent in religious structures, organized voting blocs can be created during election campaigns that are capable of influencing their outcome. It is concluded that, despite the discontent of the Japanese population, it is not possible to disband the Japanese branch of the organization. Firstly, the connections of this religious structure with Japanese political figures have been revealed more than once, so it can be concluded that there are systematic contacts. Secondly, since the organization became a topic of public debate after the assassination of former Prime Minister Shinzo Abe, committed by a victim of its activities, in the event of a positive decision to disband the Japanese branch, radical groups and individuals will, in essence, be given a signal that they can convey their demands to the government by force. This could negatively affect public order in the country.

The modern educational process is undergoing significant changes driven by internal transformations in pedagogical approaches and external factors such as technological advancements and evolving socio-cultural demands. These challenges are particularly relevant in training professionals in media-related fields, where not only a deep understanding of theoretical aspects is required but also critical thinking skills, high emotional intelligence (EI), and technological literacy. This study explores the potential for integrating literacy, EI, and artificial intelligence (AI) into the strategic management of the educational process. Literacy, as one of the key competencies, ensures critical interpretation and understanding of information. EI fosters the development of effective communication and interaction skills. AI provides new tools for the personalization of learning and optimization of educational processes, including adaptive programs, data analysis, and real-time feedback. The relevance of the study lies in the need for a comprehensive approach to training media professionals that incorporates cognitive, emotional, and technological aspects. Practical examples of this integration are presented, including adaptive learning paths, support for students’ emotional well-being, and the development of critical thinking through the analysis of media texts. The integration of literacy, EI, and AI enables the creation of more flexible and personalized educational strategies. This study highlights the synergistic effect of such an approach, offering new opportunities for preparing specialists capable of thriving in the complex and rapidly changing media landscape. The study contributes to the development of educational management by revealing the potential of technological and humanistic approaches in teaching.

This study examines the changing landscape of inclusive education in the era of digital transformation, with a special focus on the innovative role of media classes. Designed to provide equal learning opportunities for students with disabilities, inclusive education aims to ensure accessibility while promoting meaningful social integration. Media classes are an example of this approach, using digital platforms and adaptive technologies to create a personalized learning environment that meets the diverse needs of students. These classes provide access to advanced tools and resources that support both academic achievement and the development of basic practical skills, including digital literacy and multimedia content creation. The discussion highlighted how digital platforms enhance the quality of education through features such as accessibility, personalized learning paths and increased engagement. Tools such as screen readers, text-to-speech technologies, and learning management systems enable students to interact with educational content in a way that suits their specific sensory, cognitive, or physical needs. By encouraging autonomy and independent learning, these technologies enable students to organize their own educational journeys. However, the study also examines the problems that hinder the full integration of digital technologies into inclusive education. Insufficient infrastructure, inadequate teacher training and limited financial resources are identified as the main obstacles. The need for strategic planning in infrastructure development, teacher training and curriculum innovations is emphasized to ensure the effective implementation of inclusive practices. The study concludes by highlighting the significant social and professional benefits of integrating digital technologies into inclusive education. By providing students with disabilities with the skills and knowledge they need to succeed in an increasingly digital world, these initiatives not only expand individual potential, but also contribute to a more inclusive and equitable society. The study calls for an active policy and continuous efforts to support the continuous development of inclusive educational systems.

The study presents an analysis of the development of pre-professional education in Moscow with an emphasis on the implementation of the Media Class in a Moscow School project, which has become an example of successful integration of media technologies into the educational process. Key management decisions are considered, such as standardization of educational routes, development of specialized and additional teaching aids and programs, as well as interaction of schools with universities and enterprises. Particular attention is paid to the increasing role of municipal support, which ensures the unity of educational approaches and coordination of actions between educational institutions and external partners. The authors study the educational needs and interests of students in media classes of Moscow schools based on the results of the survey. The main areas of study in demand among schoolchildren are identified, including media production, journalism, photo, and video shooting. The authors conclude that the practice-oriented approach to learning, which involves participation in specialized courses and interaction with the professional environment helps to develop the necessary competencies in schoolchildren to work in the media industry. The study presents a model of comprehensive student training based on the integration of theoretical knowledge and practical skills. The importance of project activities and an interdisciplinary approach that promote critical thinking, creativity and career guidance is emphasized. The authors conclude that it is important to consolidate the efforts of government agencies, educational institutions and industry partners to further train highly qualified specialists who can adapt to the requirements of the digital economy. The study emphasizes the need for further research into the long-term impact of pre-professional education on the career prospects of media class graduates.