全球文明倡议与比较教育新使命 —中国教育学会比较教育分会第二十二届年会综述.
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- International & Comparative Education, 2025, v. 47, n. 2, p. 106, doi. 10.20013/j.cnki.ICE.2025.02.12
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Works matching IS 10037667 AND DT 2025 AND VI 47 AND IP 2
Results: 12
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澳大利亚职业教育与培训数字化转型: 时代背景、实践路径与现实挑战.
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- International & Comparative Education, 2025, v. 47, n. 2, p. 95, doi. 10.20013/j.cnki.ICE.2025.02.11
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法国产教融合共同体建设新动向探究 — 以职业和资格园区为例.
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- International & Comparative Education, 2025, v. 47, n. 2, p. 84, doi. 10.20013/j.cnki.ICE.2025.02.10
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英国职前教师教育政策结构、变迁与特征 —基于麦克唐纳尔和埃尔莫尔的政策工具视域.
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- International & Comparative Education, 2025, v. 47, n. 2, p. 76, doi. 10.20013/j.cnki.ICE.2025.02.09
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建构未来:法国可持续发展教育的设计理念与实践机制.
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- International & Comparative Education, 2025, v. 47, n. 2, p. 18, doi. 10.20013/j.cnki.ICE.2025.02.03
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阿拉伯世界的比较教育图景:历史脉络、 学科基础与研究动态.
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- International & Comparative Education, 2025, v. 47, n. 2, p. 57, doi. 10.20013/j.cnki.ICE.2025.02.07
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比较教育研究的分析框架与程序框架及其发展取向.
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- International & Comparative Education, 2025, v. 47, n. 2, p. 49, doi. 10.20013/j.cnki.ICE.2025.02.06
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何以提升在职教师气候变化教育胜任力 — 基于伦敦大学学院教师培训项目的案例研究.
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- International & Comparative Education, 2025, v. 47, n. 2, p. 38, doi. 10.20013/j.cnki.ICE.2025.02.05
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多层治理理论视角下联合国粮农组织森林教育发展机制研究.
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- International & Comparative Education, 2025, v. 47, n. 2, p. 28, doi. 10.20013/j.cnki.ICE.2025.02.04
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教师为何要做研究 —比较视野下“教师作为研究者”的价值定位探析.
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- International & Comparative Education, 2025, v. 47, n. 2, p. 67, doi. 10.20013/j.cnki.ICE.2025.02.08
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“学校整体参与法”推进可持续发展教育的历程、策略与未来路向.
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- International & Comparative Education, 2025, v. 47, n. 2, p. 8, doi. 10.20013/j.cnki.ICE.2025.02.02
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教育与社会:公平、质量与可持续发展 —顾明远先生与埃里克·纳夫先生的跨界对话.
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- International & Comparative Education, 2025, v. 47, n. 2, p. 3, doi. 10.20013/j.cnki.ICE.2025.02.01
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