Since the 1960s, computer technology has had a profound impact on the governance and teaching transformation of higher education in the United States. It was one of the key factors behind the rise of American higher education as a global higher education leader. In terms of governance, computer technology has empowered decisionmaking, operations, administration, resource development, and quality assessment, driving the digitalization of higher education and significantly enhancing institutional effectiveness. In teaching, computer technology has diversified instructional paradigms and strengthened adaptive, collaborative, cooperative, and outcomebased learning, greatly facilitating studentcenter teaching practices and the cultivation of outstanding innovative talents. In the new computer technology era of artificial intelligence, American high education governance and teaching transformations will continue to accelerate the digitalization of governance and teaching system. On the one hand, it will play a key role in areas such as digitalizing and streamlining higher education management, realtime consultation services, and evidencebased decisionmaking. On the other hand, it will reshape the teaching system by empowering educational equity, improving the quality of student academic completion, enhancing students′ autonomous learning ability, and integrating science and technology with humanities education. In the face of new technological changes, China needs to systematically plan and arrange the digitization transformation of higher education from a national strategic perspective; Innovate teaching methods, and promote the reconstruction of talent cultivation models with the help of information technology; Enhance the data literacy of teachers and students, and cultivate the endogenous driving force for digital transformation; Strengthen the security defense line, and build a trustworthy digital environment; Adhere to the original intention of educating people, and achieve a balance between technology empowerment and humanistic care.

In the Digital Intelligence Era, data governance is not a simple matter of technical engineering or data management, but rather a complex socio-technical process. Driven by the interplay of multiple values, such as universities′ endogenous missions and external commercial logics, this process introduces tensions into the traditional "Triangle of Coordination" model of higher education system, through key governing rules comprising infrastructure, data standards, and visualization reports. Drawing on an examination of five governance pillars in international experience—quality, service, capacity, cooperation, and ethics—and reflecting on existing local practices, this paper concludes that data governance practices need to further strengthen the governance model of multistakeholder consultation and critical reflection, abandon the solutionist tendency of data supremacy or technological omnipotence, and internalize the concepts of efficiency priority, inclusivity and sharing, and people oriented approach as core.

Driven by the deep integration of a new round of technological revolution and industrial transformation, global higher education is undergoing a dual transformation. On one hand, digital technologies have catalyzed a "evolution" characterized by the global sharing of educational resources, the convergence of physical and virtual teaching environments, and algorithmdriven educational evaluation, propelling higher education toward greater intelligence and ubiquity. On the other hand, technological alienation has triggered three "deformations"—weakened emotional bonds between teachers and students, homogenized learning pathways, and fragmented knowledge systems—posing a crisis where instrumental rationality overshadows the essence of education. It is imperative to strengthen teacherstudent interaction, integrate emotional care with datadriven approaches, transcend algorithmic traps, and enhance digital literacy, thereby fostering a humanized digital education ecosystem and shifting from a "technologyfirst" to a "pedagogycentered" paradigm.

The development of digital internationalization in higher education in Germany is an inevitable choice to address digital transformation and global challenges. Based on the stakeholder theory and general with theory, the development of digital internationalization in German higher education reflects the complete path of diverse stakeholders from expressing their interests, reaching consensus on their demands, to taking action. In the development path of promoting the digital internationalization of higher education in Germany, the federal and state governments, universities, enterprises, and nongovernmental organizations have reflected five levels of interest coordination points: academic demands, political demands, economic demands, cultural demands, and global demands. Germany has taken a series of measures to promote the digital internationalization of higher education through the government′s strategic planning and financial support, the development of action guidelines and digital platforms for universities, the international talent cultivation and the output of educational concepts and products for enterprises, the resources integration and project funding for nongovernmental organizations. The German experience offers three key insights for China: enhancing toplevel design and policy coordination for the digital internationalization of higher education; innovating multistakeholder collaborative governance models; and expanding global influence to build a Chinaled digital education community.

The codification of the higher education part in the Education Code is a crucial step in the construction of China′s education legal system. The constitutional basis of the higher education section includes two fundamental rights: the right to education and academic freedom. The constitutional guarantee of the right to education and the legal guarantee of the autonomy of higher education institutions require that the higher education part adhere to the principle of limited legal reservation to achieve a rational balance between the autonomous operation of higher education institutions and the protection of students′ rights and interests. At the same time, the higher education part aims to build a protective network for academic freedom, integrating the subjective public rights and objective value order of academic freedom. The higher education part should adopt the perspective of field law and take the legal relations of higher education institutions as the logical main line, including both external legal relations such as state supervision relations and civil contract relations, as well as internal legal relations such as academic governance, personnel appointment and student management relations. In terms of legislative expression, the basic norms should be based on the constitutional basis of the higher education part, clarify the adjustment scope of the higher education part, establish basic principles such as the unity of academic freedom and academic norms, and stipulate the basic tasks and diversified operation system of higher education. Specific institutional norms need to be refined based on the types of legal relations of higher education institutions.

The formulation of the Education Code should reposition the employment contracts for teachers in China′s public institutions of higher education. Existing laws—including the Teachers Law, the Higher Education Law, and the Labor Dispute Mediation and Arbitration Law—as well as relevant judicial interpretations, all treat such employment contracts as special labor contracts. However, this positioning gives rise to multiple dilemmas: it severs the link between teacher employment contracts and relevant personnel relations, restricts the constraints on such contracts to the framework of labor contract law, and falls short of adequately protecting teachers′ rights and promoting academic autonomy. As a matter of fact, employment contracts for teachers in public institutions of higher education fully meet the statutory elements of administrative agreements and should be treated as such from a normative perspective. In the higher education chapter of the Education Code, the legislation should clarify that employment contracts for teachers in public institutions of higher education—which embody the rights and obligations under administrative law—qualify as administrative agreements. Furthermore, it should specify the public law restrictions on such contracts in terms of both content and procedures, and stipulate that while public law norms apply preferentially, relevant provisions of labor contracts may be applied by reference as a supplement.

The cultivation of top innovative talents requires strong support from higher education internationalization. Through discipline internationalization, universities can build cuttingedge knowledge systems needed for top innovative talent; Through personnel internationalization, universities can nurture openminded and diverse ways of thinking for top innovative talents; Through social service internationalization, universities can shape the value orientation of top innovative talent to be aligned with building a community with a shared future for humankind. However, challenges remain for Chinese universities: discipline internationalization faces dual obstacles of difficulties in introducing frontier knowledge and contextual incompatibility; Personnel internationalization is limited in scale and lacks indepth exchange; The potential of social service internationalization to foster talent development has yet to be fully realized. To address these challenges, universities need to upgrade and transform discipline internationalization, enhance the quality and quantity of personnel internationalization, and strengthen coordination of social service internationalization across the institution, thereby empowering the cultivation of top innovative talents.

The gradient upgrading of highlevel STEM talents drives independent innovation in new quality productive forces, which is the trend of the times, urgent for the country, and necessary for development. However, the structural contradiction between supply and demand in STEM graduate employment still exists. Through systematic mining and analysis of the recruitment demand for STEM graduates in strategic emerging industries and future industrial fields of new quality productive forces, it was found that the degree of emphasis on the required abilities for positions related to new quality productive forces is skill level>educational level>knowledge foundation>comprehensive quality. Specifically, for different job categories, the entry threshold for skills application and operation management positions is relatively low, and the requirements for graduate abilities in each job category show complementary characteristics. Faced with the new requirements of strategic emerging industries and future industries for STEM graduates, the government should take the lead in the toplevel design of applied talent construction and strengthen strategic support for the employment of STEM talents; Enterprises should actively promote collaborative innovation between industry, academia, and research, as well as provide vocational skills training for young talents; Colleges and universities focus on the supply of industry scarce talents and high skilled talents, promoting the alignment of enrollment volume with recruitment needs, linking training plans with industry demands, and matching talent quality with job nature.

Amidst the developmental integration of ideological and political education courses, junior teachers of these courses in Chinese universities face significant individual challenges and roleadaptation difficulties that have been underexamined in academic research. Employing grounded theory through semistructured interviews with 23 junior ideological and political education teachers and an individualcentered lens, this study identifies four roleadaptation typologies: intrinsic selfshaping, strategic modulation, "buddhalike" adaptation, and role detachment. To enhance their role adaptation and foster highquality development of the ideological and political education teacher workforce, universities should adopt differentiated strategies. This involves encouraging intrinsic selfshaping teachers to expand their collective impact, addressing the shortcomings of strategic modulation teachers to boost teaching competence, offering new development pathways for "buddhalike" adaptation teachers, and guiding roledetached teachers back to their pedagogical responsibilities to strengthen their commitment.

In the era where artificial intelligence is profoundly empowering educational transformation, it has become an inevitable trend for ideological and political theory courses in universities to achieve teaching innovation through technologydriven approaches. Technologydriven methods empower the reform and development of these courses with advantages such as datadriven precision teaching, scene reconstructed immersive experiences, and collaborative supply of integrated resources. However, potential risks inherent in technology drive, such as data alienation, scenario distortion, and crises of subjectivity, are undermining the ideological leadership efficacy of ideological and political theory courses in universities. Consequently, constructing data governance mechanisms, scenario calibration mechanisms, and subject empowerment mechanisms dominated by value rationality can provide a theoretical framework and practical pathway for resolving the balance between technological empowerment and ideological security. This offers a theoretical paradigm for the intelligentization of ideological and political theory courses teaching through artificial intelligence. Furthermore, it practically establishes a teaching operating system for these courses characterized by "humanmachine collaboration and technologypedagogy integration", achieving a dialectical unity between technological empowerment and value guidance.