THE ROLES OF EDUCATION MANAGEMENT SYSTEM IN TEACHING QUALITY AND MORAL EDUCATION: A SYSTEMATIC LITERATURE REVIEW
DOI:
https://doi.org/10.64451/m7p20180Keywords:
Education Management System (EMS), Teaching Quality, Moral Education, Digital Transformation, Teacher Well-beingAbstract
Education Management Systems (EMS) in China have evolved from old administrative frameworks into intricate, multifaceted ecosystems in the age of globalization and rapid digitalization. In order to assess the effect of EMS on teaching quality and moral education, this study uses a systematic literature review and synthesis of recent institutional case studies, policy papers, and empirical research (2021–2025). The results show a sophisticated digital oversight that can improve the effectiveness of education but also endanger teacher wellbeing and pedagogical autonomy. Additionally, the data show that management's capacity to reduce "hindrance stressors" like bureaucratic red tape while promoting "challenge stressors" that advance professional expertise strongly mediates teaching quality. In the same vein, moral education has evolved from an ancillary subject to a controlled goal, included within the structural changes of the "Chinese Model." According to the study's findings, management systems that successfully combine high-tech uniformity with a human-centered emphasis on teacher self-efficacy and student psychological flourishing are the most robust.
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