The Impact of the Double Reduction Policy to Reduce the Workload or Education Development in Global Context

DOI

10.2991/978-2-38476-384-9_55How to use a DOI?

Keywords

Double Reduction Policy; Global Education Policy; Holistic Education

Abstract

This research aims to establish the impact of the Double Reduction policy about China in 21centery relieve teachers’ workload, the development of teachers, and trends in global education. Initiated as an intervention to reduce students’ academic burdens, this policy limits homework, after-school tutoring and shifts its focus to in-class quality learning. The literature indicates that the policy has eased some of the workload demands associated with tutoring and extensive grading. However, it has brought about other demands for education improvement that involve teachers’ modification of methods for teaching during regular school hours. The policy has also fostered professional growth by promoting interactive and student-centered teaching approaches, though its success depends on constant support and professional development resource. Positioned within a global context, the Double Reduction policy aligns with international movements advocating for balanced, sustainable education. From this perspective, the research points out how this policy can be one of the models for educational reform in the world to balance academic vigor with student and teacher well-being.

Copyright

© 2025 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Yuanyuan Wu
PY  - 2025
DA  - 2025/04/03
TI  - The Impact of the Double Reduction Policy to Reduce the Workload or Education Development in Global Context
BT  - Proceedings of the 2024 3rd International Conference on Educational Science and Social Culture (ESSC 2024)
PB  - Atlantis Press
SP  - 475
EP  - 483
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-384-9_55
DO  - 10.2991/978-2-38476-384-9_55
ID  - Wu2025
ER  -