Reflections from an upcoming visiting scholar
Guizhou Open University's Jing Zhang shares her reflections on her upcoming visit to the School of Education, University of Leeds.
Jing Zhang is a Lecturer in E-Commerce at the School of Business and Trade, Guizhou Open University.
In addition to her teaching responsibilities, she is actively involved in the development of international projects at the School, including the China-ASEAN Education Assistance Programme and the "Belt and Road" Double Hundred Education Project.
She also coordinates the School's participation in international exchange activities, such as the China-ASEAN Education Exchange Week.
Beyond her teaching and project work, she is committed to supporting student development through extracurricular engagement.
She has mentored students in a range of competitions, including provincial-level Vocational Skills Competitions and the National College Students' Extracurricular Science and Technology Works Competition.
Through these diverse roles, she contributes to the School's academic, international, and student development objectives while providing guidance and support to students throughout their educational journey.
My name is Jing Zhang and I am truly honoured to have been accepted as a visiting scholar at the School of Education, University of Leeds, and to be connected with the Imaginative Curriculum Centre.
I want to say a big thank you to the funder, Sino-British Fellowship Trust (SBFT) award and the China Scholarship Council, for their support, as well as Professor Chrissi Nerantzi for this warm invitation.
I teach at Guizhou Open University, which was founded in 1979. My university is quite unique in that it runs both vocational education for full-time college students and distance learning for adult learners across the region.
This dual mission means I have had the privilege of working with two very different groups of students over the past seven years. I teach modules such as Marketing and Cross-Border E-Commerce, and while the subject matter is practical and career-oriented, my real passion lies in understanding how students learn and grow.
Over the years, I have come to notice something that troubles me. Many of my students, whether they are young vocational learners or working adults studying online, seem to have lost a certain spark.
They are increasingly driven by grades, certificates, and job prospects—which is understandable, given the pressures of today's world. But I have watched their curiosity fade, and their creativity become stifled. They are so focused on the "useful" outcomes that they forget to enjoy the process of learning itself.
This is not entirely their fault. We are living in an age where AI and digital tools have transformed education in many positive ways. Learning has become more efficient and accessible than ever.
Yet I have observed a side effect that concerns me: students are becoming "lazier"—more instrumental in their approach to education. They want quick answers, ready-made solutions, and clear pathways to success. But in doing so, they often miss out on the deeper, messier, and more meaningful parts of learning—the parts where real creativity and personal growth happen.
That is why I was so drawn to the work happening at Leeds and at the Imaginative Curriculum Centre. When I first read about the Centre's philosophy and the research you are doing, I felt a real sense of recognition.
It seemed to me that you are asking exactly the right questions about how we can make learning more imaginative, more human, and more connected to students' inner lives. I knew immediately that I wanted to be part of that conversation.
Looking ahead, I have two main questions I would like to explore during my time at Leeds. The first is about spontaneity: how can we design teaching methods and learning environments that naturally awaken students' intrinsic motivation to learn, rather than relying on external rewards or pressures? The second question is about online learning, which is a big part of my work back home.
In an era where AI is becoming increasingly present in digital classrooms, how can we make online learning not just efficient, but truly enjoyable and meaningful? And as an educator, how can I reposition myself—not as a mere transmitter of information, but as a companion, a guide, or even a fellow learner alongside my students?
These are still early thoughts, and I am sure they will evolve and grow as I immerse myself in the Centre's community. I am genuinely excited about the conversations, collaborations, and unexpected inspirations that lie ahead.
Thank you for this wonderful opportunity. I look forward to sharing more along the way.
Written for the School of Education by Jing Zhang.
