Bridging the Gap: Enhancing Employment Opportunities for Normal University Graduates in China’s Knowledge Economy

Zien Yu (), Leiming Liu () and Xinyun Zhang ()
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Zien Yu: Yanbian University
Leiming Liu: South China Normal University
Xinyun Zhang: Yanbian University

Journal of the Knowledge Economy, 2025, vol. 16, issue 1, No 149, 4246-4283

Abstract: Abstract This study critically examines the multifaceted employment challenges faced by normal university graduates in China, particularly those specializing in teacher training, against the backdrop of the country’s rapidly evolving knowledge economy. Focusing on the unique context of frontier ethnic minority regions, the research highlights the adverse effects of an oversupply of teacher graduates and the contraction of the private education market due to the “double reduction” policy. Through a comprehensive analysis of employment data from a frontier ethnic minority university, the study reveals significant disparities between the supply of teacher graduates and the actual demand within the educational system, compounded by structural challenges such as excessive program capacity and misallocation of governmental resources. Furthermore, the investigation delves into the implications of societal perceptions of teaching as a profession, emphasizing the need for a paradigm shift toward valuing professional growth and innovation in education. The findings underscore the importance of aligning teacher training programs with the dynamic demands of the knowledge economy, fostering professional development, and promoting inclusivity and diversity in educational opportunities. By advocating for a holistic approach to addressing the employment challenges of normal university students, this research contributes valuable insights into the development of policy interventions to enhance graduates’ employability and professional advancement in the knowledge economy.

Keywords: Normal university graduates; Employment challenges; Knowledge economy; Teacher training; “Double reduction” policy; Ethnic minority regions; Educational reform; Professional development; Public perception (search for similar items in EconPapers)
Date: 2025
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DOI: 10.1007/s13132-024-02147-w

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