Zhimin Luo
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Previous Organizations / Institutes
The organizations / institutes from the scholar's other articles in the past ten years
Research Subjects
Zhimin Luo has a total of 6 co-authors. Here are the top co-authors by number of shared publications:
Babar Nawaz Abbasi
Hangzhou Normal Univ, Inst China Innovat & Entrepreneurship Educ, Hangzhou, Zhejiang, Peoples R China
2 shared publications- Babar Nawaz Abbasi
Institute of China Innovation and Entrepreneurship Education, Hangzhou Normal University Hangzhou China
2 shared publications Ali Sohail
School of Public Policy and Administration, Xian Jiaotong University, Xi’an, China
1 shared publication- Ali Sohail
Institute of Ecological Civilization Economy, School of Economics Henan University Kaifeng Henan China
1 shared publication - Wang Shasha
Xi'an Physical Education University, Football Academy Xian China
1 shared publication Yingqi Wu
School of Education, Zhengzhou University, Zhengzhou, China
1 shared publication
Latest Publications
- Top Cited Papers
- 28 October 2024
- Published by Springer Nature in Education and Information Technologies
- Vol. 30 (1) , 547-581
Exploring the impact of artificial intelligence on curriculum development in global higher education institutions
- 28 October 2024
- Published by Springer Nature in Education and Information Technologies
- Vol. 30 (1) , 547-581
Top Cited PapersExploring the impact of artificial intelligence on curriculum development in global higher education institutions
- Open Access
- 6 January 2023
- Published by Springer Nature in Humanities and Social Sciences Communications
- Vol. 10 (1) , 1-14
Effect of parental migration on the noncognitive abilities of left-behind school-going children in rural China
This paper explores the question of whether parental migration is a significant source of human capital development or whether it is harmful to non-cognitive ability development. In light of this, a research question was raised: what is the effect of different statuses of parental migration on the non-cognitive abilities of left-behind children in rural China? To answer this research question, the study uses the China Education Panel Survey (CEPS) data wave-I and employs the Propensity Score Matching (PSM) method. The findings revealed that the decision of one or both parents to migrate hurts the non-cognitive abilities of the left-behind school-going children. The results imply that parental migration of one or both parents in rural China is detrimental to the non-cognitive abilities of the left-behind children (LBCs). Therefore, parents should stay or move with their children instead of leaving them with relatives or grandparents. Furthermore, the government must concentrate on removing obstacles to education, especially for migrants, by undertaking initiatives like expanding the number of schools for LBCs and waiving tuition fees. Moreover, the government needs to take action to improve the lives of LBCs and find solutions to their problems. Lastly, the authorities need to promote economic change to create a more balanced economy.
- 6 January 2023
- Published by Springer Nature in Humanities and Social Sciences Communications
- Vol. 10 (1) , 1-14
Open AccessEffect of parental migration on the noncognitive abilities of left-behind school-going children in rural China
This paper explores the question of whether parental migration is a significant source of human capital development or whether it is harmful to non-cognitive ability development. In light of this, a research question was raised: what is the effect of different statuses of parental migration on the non-cognitive abilities of left-behind children in rural China? To answer this research question, the study uses the China Education Panel Survey (CEPS) data wave-I and employs the Propensity Score Matching (PSM) method. The findings revealed that the decision of one or both parents to migrate hurts the non-cognitive abilities of the left-behind school-going children. The results imply that parental migration of one or both parents in rural China is detrimental to the non-cognitive abilities of the left-behind children (LBCs). Therefore, parents should stay or move with their children instead of leaving them with relatives or grandparents. Furthermore, the government must concentrate on removing obstacles to education, especially for migrants, by undertaking initiatives like expanding the number of schools for LBCs and waiving tuition fees. Moreover, the government needs to take action to improve the lives of LBCs and find solutions to their problems. Lastly, the authorities need to promote economic change to create a more balanced economy.
- 3 April 2022
- Published by Taylor & Francis in Global Economic Review
- Vol. 51 (2) , 159-174
Research on Non-Cognitive Ability Disparity of Chinese Adolescent Students: A Rural-Urban Analysis
This paper has examined rural-urban Chinese student’s non-cognitive abilities using the China Education Panel Survey (CEPS) by employing include Two-Sample t-Test, Regression analysis, and Oaxaca–Blinder Decomposition analysis. The results reveal a significant gap in the non-cognitive abilities of rural and urban students in which that of the urban students is higher. Furthermore, irrespective of whether rural or urban, male students have higher non-cognitive ability than female students. Moreover, it discovered that about 52% of the rural-urban non-cognitive abilities gap accounted by the following factors, namely region, gender, whether the student is the only child, school grade, and ethnic minority.
- 3 April 2022
- Published by Taylor & Francis in Global Economic Review
- Vol. 51 (2) , 159-174
Research on Non-Cognitive Ability Disparity of Chinese Adolescent Students: A Rural-Urban Analysis
This paper has examined rural-urban Chinese student’s non-cognitive abilities using the China Education Panel Survey (CEPS) by employing include Two-Sample t-Test, Regression analysis, and Oaxaca–Blinder Decomposition analysis. The results reveal a significant gap in the non-cognitive abilities of rural and urban students in which that of the urban students is higher. Furthermore, irrespective of whether rural or urban, male students have higher non-cognitive ability than female students. Moreover, it discovered that about 52% of the rural-urban non-cognitive abilities gap accounted by the following factors, namely region, gender, whether the student is the only child, school grade, and ethnic minority.