后疫情时代的教师涅槃——西浦执行校长席酉民教授2020年第36个教师节致全体教职员工的一封信

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在新冠肺炎疫情依然全球肆虐的阴霾下，第36个教师节悄然而至。我谨代表西交利物浦大学，向散布在世界各地的西浦教职员工致以节日的祝福和诚挚的问候！请各位注意防护，祝愿大家身体安康！感谢同事们疫情期间辛勤和创造性的工作，帮助学校收获了危机情况下非凡的学期、顺利开启一个超常的新学年！

2020年极不寻常，突如其来的新冠疫情席卷全球，颠覆了人类习以为常的生活形态和经济社会发展方式，导致各个产业和行业都面临巨大危机和挑战，不得不升级和重塑，教育自然概莫能外。

当课程不得已全部上网后，学生、老师、学校、家长经历了“不知所措”、“仓促应战”、“痛苦的磨合”，也享受了网络教育别样的体验。在逐步适应的情况下，人们发现教育再也难以回到过去的模式，进而引发了后疫情时代教育的热议。

其实，网络和数字智能技术的兴起，早已吹响了教育重塑的号角，但因社会惯性，大家蜷缩在各自熟悉而温暖的被窝里迟迟不愿行动。几乎致社会停摆的疫情无情地把大家拉出了安乐窝，吹响了冲锋号，迫使反思教育、重塑教学、再定义大学的战役加速推进。教师作为教育的中坚力量，如何认知未来社会趋势和人才需求？怎样调整自身的角色和行为？以什么样的方式引导教育的转型和升级？

节日之际，在感谢和祝福的同时，我最想做的是与各位同事和朋友分享我对这些问题的一些思考，并通过我们的智慧行动及西浦的创新实践，助推这场与社会发展和人类文明休戚相关的教育变革战役取得成功！

一、从观望或缓慢跟进到惊醒和颠覆性创新

随时随地廉价个性化终生学习生态逐步崛起，网络原住民的学习行为快速转变，不断涌现的新技术颠覆着传统的教育场景……伴随着国际上一系列大学甚或是百年老校的倒闭，教师失业、大学破产的呼声不断被印证。教育的重塑已不再是“狼来了”式的警告，而是我们必须把握的生死攸关的机会。

没有对未来的展望，教育可能失去意义；缺乏对技术的关注和恰当运用，教育就会黯然失色；无视学习行为的蜕变，教学过程可能被嫌弃。在轰鸣的疫情警钟面前，作为老师或教育工作者，惊醒后不能躺倒再睡，必须一跃而起，大胆行动，通过颠覆性创新，再造未来教育，避免出现温水煮青蛙的恶果。

早在2008年“第二届中外大学校长论坛”会议上，麻省理工校长苏珊·霍克菲尔德博士（Susan Hockfield）做了题为“慕课在麻省理工的进展”的演讲。在随后回答中国高校领导关于如何推进慕课的提问时，她只用了一个词：Leadership。其回应虽给人“居高临下”的感觉，但也刺激我们坚信：“重塑时代”、“引领世界高等教育潮流”才是我们最应该做的。

定位于面向未来的大学，西浦试图成为教育变革的推动者、教育重塑的创新者。我真诚邀请西浦教职工积极行动起来，升级我们的教育理念，转变传统的教学模式，借助新技术创造教育新文化。

二、从教师到教育家

传统教育体系重在解决人们的无知问题，所以教育以学校和老师为主导，以知识传授为核心。从传统教育体系走出来的老师，无疑非常熟悉知识传授型的教育，并形成了与之相应的教学习惯和经验。当进入数字和网络时代，知识传输功能因替代品众多而日益失去价值，课堂上老师也感受到了来自学生和新技术的压力，那些在应试教育环境下善于教授知识、课讲得好的优秀教师会慢慢失宠，因而有了“老师下岗”的说法。其根源在于，新环境下知识的获取不再是教育的主要功能，帮助学生在错综复杂的信息、似是而非的知识中保持清醒，在日益UACC（不确定、模糊、复杂和易变）的世界里得以智慧生存，在全球链接和百年未遇之大变局中游刃有余地闯荡，成为了教育的核心任务。即教育要真正回归人本，旨在转变和提升人。因此，老师的教学模式和角色必须做相应调整，从善于传授知识的教师转型为强于帮助学生成长的教育家。

教育家懂人并深刻理解社会对人才的需求；懂人的成长并深谙什么样的教育可以有效助人成长；懂如何打造所需的教育，并通过亲力亲为的教育实践，推动教育进步，促进社会文明发展。从教育家的使命不难理解从古到今为师者的重要地位和价值，也更能体会到为师者的光荣。

具体来讲，因信息爆炸和知识的易获取，以兴趣驱动、主动的、个性化的终生学习成为教育的基本趋势。老师不应仅简单传授知识，更应指导和支持学生实现自主探究性或研究导向型学习，并尽力为学生创造这样的学习环境；老师的身份也要从传授知识的教书匠转型为帮人成长的教育家，要更像导师和教练，重在帮助学生认清自我，形成梦想、学会学习、释放潜力，不断改变和提升。

三、从知识导向型传授到研究导向型教学

我们都熟悉传统教学场景，学校制定培养大纲和课程体系，老师通过课堂和相关辅助活动，帮学生掌握知识。但在人们很难无知的时代，教育应注重帮助学生“有造诣”，理解自己、形成梦想，习得按兴趣终生主动学习和适应未来社会的能力，从而能够站在人工智能和机器人肩膀上驾驭未来。

知识传输型教学转型为研究导向型教学，即创造一种学习和研究环境，把线上和校园学习结合起来，老师引导学生将关注点从过去学知识转向对问题、现象和任务的探究，通过主动学习，解决问题、解释现象、最终完成任务。在这个过程中，指导学生增强问题意识、学会搜寻信息和整合知识、提高解决问题的能力，并利用这样的训练提升沟通、合作、创新、执行能力。为此，老师需要调整其教学方式，如清晰理解培养方案和课程所涉及知识体系中包含的问题和现象，即这门学问的实践意义和价值；然后恰当选择有现实意义、贴近学生生活、能提升学生兴趣的问题、现象或项目，指导学生有针对性地学习、研究和解决这些问题；通过这样的学习过程，不仅可以帮学生学到生动的系统性的知识，还可以保持学生的好奇心，提升学生的批判性思维，培养学生终生学习的能力，养成学生的创造行为，孕育学生的复杂心智。

我曾倡导老师通过引导至少要让学生明白：1）这门学问在人类知识体系的地位，即帮助人类认知或解决哪类问题，学习它对人生和事业发展的意义和价值；2）这门学问本身的知识体系和系统架构；3）这门学问的核心技术或工具；4）这门学问看待世界的方法论；5）这门学问背后的哲学思想。现在大部分老师擅长2）和3），但往往轻视或忽视1）、4）、5）。

老师在上述教学转型的过程中通常会遇到三个方面的压力：一是网络一代的压力，教师需要深入了解网络原住民的心理和行为特征；二是在线教育的压力，教师要积极探索网上和校园教学相融合的教育新形态；三是似乎永恒的教学与科研平衡的压力。但在现代技术环境下，如能真正开展研究导向型教育，上述三方面压力会转化为互为促进的动力。如老师研究的问题、好奇的现象、具体的研究任务都可能是教学的重要起点，勾起学生的好奇心和探索动力。学生擅长的网络能力，不仅有利于学习，还可通过研究成为老师的帮手或同盟军。学生在其中学会了学习、研究，并得到了成长。西浦学生包括本科生，学习期间在国际一流期刊上发表论文就是很好的证明。所以，当老师真正转型为教育家，育人和研究会在深层次逻辑上实现统一。

四、从指标导向的无奈到内心兴趣驱动的激情

近来，因“SCI至上”导致的研究“异化”、甚至弄虚作假问题在中国再掀讨论热潮，国家专门出台政策，试图抑制有关不良现象。其实，无论国内外，老师们太熟悉这样的游戏，只是不同体系下的表现形式和程度有一定差异而已。这里无意讨论指标对现代教育的冲击，而是从老师角度分析如何摆脱这种无奈，重拾自己对教育和研究的激情。

当然我们期待国家从体制和资源配置机制上尽快消除大学滋生浮躁心态的土壤，但我更期待以准确的教育理念和大学定位为老师营造宁静的创新空间。西浦作为教育探索者，自然期望老师瞄准未来、跨学科合作、按兴趣研究，也不主张把薪酬与文章、项目挂钩，强调国际同行评估而不是简单数数，并且尽可能“屏蔽”外界各类指挥棒的干扰，保护大学宁静的教育和科研氛围，促进充满活力创新生态的形成。

我真心希望西浦老师能够真正听从内心呼唤，遵循自己的好奇心、兴趣，直面人类面临的挑战，开展有责任的、有价值的研究。如果能把研究导向型教育与兴趣导向型研究高度融合，我们的教育与研究激情可能会产出难以想象的创造性成果。

五、从孤军奋战的苦旅到融入生态的乐行

在我的职业生涯中，看到太多的老师，废寝忘食地研究和撰写论文，没有周末和假期，甚至夜以继日。在外人看来是苦旅，但他们可能自得其乐，因为人生目标和追求不同。但我还发现，老师们除苦旅外还常常孤旅，甚至一墙之隔，也不知道隔壁办公室在干什么，老死不相往来。除了少数合作伙伴外，其合作网络构建不力。而当代创新和重大科研发现，常常需要跨专业的全球合作。

有幸的是我们已经进入了一个数字、互联、智能的时代，被束缚的传统时空突然全面被打开，足不出户可以了解全球研究进展，可与世界各地的伙伴合作，老师传统枯燥的生活也因此更为丰富。在这种背景下，跳出习惯的孤军苦旅，利用现代技术环境，进入一种新的学者生活状态已是我们每位老师的必修课。以我个人的思考和体验，至少可从以下几个方面寻找答案。

首先，在享受时代技术带来的便利的同时，谨防被其眼花缭乱的表象所干扰，失去了知识分子应有的宁静和专注。此时，作为智者应找回更高层次的聚焦和心静。

其次，当代万物互联，导致共生协作、融合创新，涌现而非事先设计成为常态，平台、生态成为事业发展的重要组织形式，在这种背景下，尽快构建自己的人生平台或营造自己的事业生态，会助力于我们成就事业和完美人生。

再次，老师或知识分子一般都很有个性甚至有些清高，他们行为上坚持原则、不愿妥协，为了探究真相而善于辩论和争执，这当然有利于科学探究。但当代虚拟协作、平台和生态的运行机制，是以多元共处与合作为基础的，所以要学会包容，善于共处，乐于和能够与性格各异的人友好合作，与不同种族、国籍、文化、习惯的人和谐共事。西浦为此倡导“多元、规则、创新、自由、信任”的组织文化，多元强调海纳百川；规则是多元有秩序共处的基础；创新是学府的追求和多元有序和谐共处的必然；自由特别是学术自由是确保创新的必要条件；信任则是合作和实现突破性创造的保证。

最后，知识和思想没有区域市场，研究和学术一定是与国际同行的合作与同台较量，因此要开展有价值的研究，必须融入世界学术圈，整合国际资源，编织国际合作网络，构建自己国际学术研究小生态。

六、从随波逐流到活出学者的自我

浮躁功利的时代，每个人都受到来自四面八方的各种诱惑，很难静心、专注、长期坚守，一不小心就会坠入世俗洪潮，随波逐流。但作为老师，其最基本特征应是追求真理、刨根问底、旗帜鲜明、坚守己见，这自然会与世俗格格不入，甚至显得特立独行。

在我心中，老师不仅需有育人的热情，更需有学者的冷血和理性。首先他们重视人格的独立，有明确的使命，独立思想，自由意志。因为真正的创造都是对原有模式的背离，对社会适应的突破，对民众习惯的挑战；其次是自信，但自信不是“初生牛犊不怕虎”式的瞎胆大，而是基于自身对世界的认知和驾驭的信心和底气，自信来自于知识、研究和实力，甚至相信真理有时候确实在少数人手里。再次，是智慧，拥有能够坦然和创造性地面对一切的气度。最后，是责任，为实现自己的使命而不懈努力，不仅敢于坦言，而且言之有据、有理，有承担自己言行后果的勇气和责任感。

人们和社会对教师寄予了太多的期望，西浦探索和影响未来教育的使命依赖各位老师的贡献，要对得住教师的头衔和我们自己的人生。各位老师和员工，积极行动起来，适应后疫情时代的新变化，谨防迷失在这个喧嚣和浮躁的世界里，大胆突破自我，真诚回归本心，来一次蜕变和涅槃。

西交利物浦大学执行校长

利物浦大学副校长

席酉民教授

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Teachers’ Nirvana in the Post-COVID-19 Era

A letter to all XJTLU faculty and staff

on the 36th Teachers’ Day

ProfessorYoumin Xi

Welcome to the 36th Teachers’Day! We’ve made it, despite COVID-19 still raging on around the world. On behalf of Xi'an Jiaotong-Liverpool University, I would like to extend my best wishes to all XJTLU faculty and staff members. Take good care of yourself. I wish you all good health! I would also like to thank my colleagues for your arduous and creative work during the outbreak. Your hard work has aided the University in completing a successful semester and starting a new one during the pandemic.

2020 has been a very unusual year. The sudden pandemic has swept the world and disrupted economic and social development and the way of life that we had been used to. It has brought big crises and challenges. It has forced industries and sectors to upgrade and reshape. Education is, of course, one of them.

When it was time for all courses to be moved online, students, teachers, schools and parents were at a loss at first. Then we all took on the challenge unprepared and went through these changes together. Online education has brought us all new experience. After gradually adapting to online education, many people found it hard to go back to the old model, which then triggered a heated discussion about education in the post-COVID-19 era.

In fact, the rise of the internet and digital technology has already called for education reform. However, due to social inertia, many people stayed in their comfort zones and refused to act. Then the pandemic came. It almost brought the world to a halt, which pulled everyone out of their comfort zones. It forced us to reflect on how education and teaching can be reshaped. We even had to redefine the purpose of a university. As the backbone of education, how do teachers recognise future social trends and their needs for talent? How should teachers adjust their own roles and behaviours? And how should we guide the transformation and upgrading of education?

On this year’s Teachers’ Day, while giving you my greetings and best wishes, I also want to share my thoughts on these questions. I hope we can all contribute to educational reform. I want to help promote social development and human civilisation with our wisdom and action, and using XJTLU innovative practices.

1.Moving from observer to learner then innovator

An ecology of learning is emerging， where people can access personalised lifelong learning at a low cost, anytime and anywhere. The behaviour of digital natives is changing rapidly, and new technologies are constantly emerging. The traditional education model is fading away. We have seen many universities, even some century-old ones, going out of business. Many teachers are losing their jobs. The need to reshape education is no longer “crying wolf”, but a life-or-death opportunity that we must grasp.

Without a clear vision for the future, education may lose its meaning. Without enough attention to and proper application of technology, education will be misguided. Teaching methods will become less attractive if we ignore the changes in how students learn today. Educators must wake up and take action during this pandemic. We must reshape the future of education with innovation. We must act before it’s too late.

At the second Chinese-Foreign University Presidents Forum in 2008, MIT’s 16th President Dr Susan Hockfield gave a speech entitled ‘The Progress of MOOCs at MIT’. When answering questions from Chinese university leaders on how to promote online courses, she said one word: leadership. Although her response might seem a bit condescending, it reinforces our belief that we should reshape the era. We must lead the trend of the world’s higher education.

We are positioned as a future-oriented university. XJTLU strives to become a promoter of education reform and innovation. I sincerely call on all XJTLU faculty and staff to take action. We must upgrade our educational philosophy. How do we do this? By reforming the traditional teaching model. By creating a new education culture through the use of new technologies.

2. Moving from teacher to educator

Traditional education focuses on imparting knowledge and answering questions. The schools and teachers play a dominant role. Under thiseducation system, teachers develop corresponding teaching habits. However, in today’sdigital age,merely impartingknowledge is losing value. It does not have the power or impact that it did in the past, due to numerous alternatives. Teachers in the classroom feel this pressure from both students and new technologies. Excellent teachers who are good at sharing knowledge and giving lectures in the exam-oriented education environment will slowly fall out of favour. Some believe teachers will become jobless in the future. The root cause is that knowledge acquisition in the new environment is no longer the main function of education. Rather, the focus is on helping students deal with a large amount of intricate information. Students must survive—and thrive—in a world that is increasingly full of uncertainty, ambiguity, complexity and changeability (UACC). They must navigate with ease in a globally connected world with unprecedented changes. These are now the foundational goals of education. That is to say, education should focus on truly transforming and improving people. Teaching methodsand the role of teachers must adapt accordingly.

Educators must understand society’s need for talent.We must develop the right kind of education to help students grow. We must promote the cause of education and social development through hands-on educational practice.

Given the explosion of information and easy access to knowledge, interest-driven, active and personalised lifelong learning has become a basic trend of education. Teachers should not only impart knowledge, but also guide and support students. We can enable this through promoting research-led learning and creating an ideal learning environment for students.The role of teachersin education should shift from someone who merely imparts knowledge to an educator who helps students grow. We must serve our students as mentor or coach. We will do this by focusing on helping students understandthemselves. We will show them how toset goals, learn how to tap into their individual potentials and constantly improve.

3. The evolution from sharing knowledge to research-led teaching

We are all familiar with traditional teaching. The school formulates education outlines and curriculum. Then teachers help students master this knowledge through classroom teaching and related activities. However, in an era with easy access to knowledge, education should focus on more. We must help students truly know themselves and dare to dream. We must improve their ability to pursue interest-driven lifelong learning. We must help students adapt to future society. We must help them utilise AI, robotic and other technologies to better shape the future.

The shift from simply imparting knowledge to research-led teaching means we must create an environment that combines online and onsite learning. Teachers should guide students in shifting their focus from merely acquiring knowledge to exploring new phenomena or answers to the questions they are facing. Students should learn to solve problems and complete tasks using their own ideas. During this process, teachers should help them understand problems. As students develop their ability to seek information, integrate knowledge and solve problems, they will be better prepared for the future with improved communication, cooperation, innovation, and execution capabilities. In addition, teachers need to adjust their teaching methods. For example, in order for students to master the concepts and knowledge in the curriculum, you can help them do this by focusing on the practical significance and value of the information or knowledge being shared. Teachers can also help by using relevant projects applicable to a student’s real life and guide them in exploring and solving these tasks with interest-driven manner. By doing so, students will not only acquire knowledge systematically, but also improve their curiosity and critical thinking. In addition, you will help them to cultivate lifelong learning through developing their creativity and nurturing their mindset.

I once advocated that teachers could enable students to understand at five levels from learning one module. First is the status of the module and its value for learners, that is, what kind of problems the knowledge of the module helps to recognise or solve, and what students could get for their life and career development. Second, the knowledge system and architecture of the module. Third, the core technology or tools of the module. Fourth, the methodology of the module. Fifth, the philosophy behind the knowledge of the module. Most teachers are good at the second and third levels, but they often overlook or ignore the first, fourth, and fifth levels.

Teachers usually encounter three types of pressures in the process of the above-mentioned transition: The first is the pressure from internet generation. Teachers need to have a deep understanding of their psychological and behavioural characteristics. The second is the pressure from online education. Teachers should explore a new form of education to combine online with classroom teaching. The third pressure is the constant challenge to balance teaching with research. However, in the modern technological environment, if research-led education can be truly carried out, the above three types of pressure will be transformed into driving forces for promoting teaching reform. For example, the problems and tasks that teachers conduct research on may serve as an important starting point for teaching. These can be used as ways to arouse the curiosity and motivation of students. Students’ familiarity with the internet is not only conducive to their learning, but can also help teachers with their research. By helping with teachers’ research, students themselves will improve learning and research capabilities. XJTLU students, including undergraduates, have published many papers in world-class magazines and journals, which is proof to this point. When a teacher becomes an educator, education and research will be unified from a logical perspective.

4. From index driven to passion driven

Recently, the excessive focus on the Science Citation Index (SCI) has led to a disruption of teachers’ research, and even, occasionally, academic dishonesty. Authorities have issued policies to curb this undesirable phenomenon. In fact, this is not news to teachers at home or abroad. This problem is universal, varying in format and degree from country to country. Here, I do not intend to discuss the impact of SCI or other similar index on modern education. Instead, I just want to discuss how teachers can move past this “index worship” and be guided by his or her passion for education and research.

Of course, we hope reforms in the education system and resource allocation mechanism will be made as soon as possible. These changes will hopefully rid universities and colleges of the soil that breeds index worship among teachers and students. I hope that the right education philosophy and university positioning will help teachers innovate. As an educational explorer, XJTLU expects our teachers to be future-oriented and passion-driven and to carry out cross-disciplinary cooperation. XJTLU doesn’t link a teacher’s salary to the mere quantity of articles published and projects conducted. Instead, it pays more attention to international peer review. It tries to shield teachers from all kinds of external interference to protect the peaceful education and research environment for all teachers and students here.

I sincerely hope that all XJTLU teachers can truly listen to their inner selves. I hope that they can follow their own curiosity and interest; embrace the challenges facing humanity; move forward and conduct responsible and valuable research. If research-lededucation and interest-oriented research can be highly integrated, our passion for education and research will produce unimaginable results.

5. From fighting alone to fusing into the ecology

In my professional life, I have seen many teachers devote themselves to doing research and writing papers day and night. These individuals are not even taking breaks on weekends or holidays. In the eyes of others, it’s a life of hardship, but they enjoy themselves. Why? Because they are doing what it takes to pursue their life goals. They are not only teachers, but also fighters. But there is something about these fighters that concerns me. Most of the time, they fight alone. They may not know what the colleague in next door is working on. They do not have a well-established network except for a few partners. As we know, major innovations and scientific discoveries in contemporary times often require cross-disciplinary cooperation on a global scale.

Fortunately, we have entered the digital era where traditional boundaries of space and time have largely diminished. We can learn about the latest progress of global research without leaving our homes. We have the ability to cooperate with partners from all over the world. The lives of teachers can be enriched through technology. In this context, it is critical for teachers to stop fighting alone. We should embrace these changes and possibilities using modern technologies. From my own experience, I think it’s possible to do this as follows:

First, while we enjoy the convenience of technology, make sure to not be distracted by it. Do not lose your peace of mind and concentration. A wise man always finds a higher level of focus and inner peace.

Secondly, the interconnection of today’s world has led to more symbiosis, collaboration, integration and innovation than ever before. Because of this, many things just emerge rather than happen based on a design. Platforms and ecology have become important organisational drivers for development. Therefore, you should build your own life platform or create your own career ecology. It will greatly help with your career and development.

Thirdly, teachers and intellectuals are generally kind of lofty in character. They tend to be unwilling to compromise. However, they are also good at debating and arguing for the purpose of seeking the truth. These traits are conducive to scientific enquiry. However, in today’s world, things like virtual collaboration, platforms and ecology are all based on coexistence and cooperation. Therefore, teachers must learn to be tolerant and be good at coexistence. We must be willing and able to cooperate with people of different personalities and interact and work together in harmony with people of different races, nationalities and cultures. XJTLU advocates an organisational culture of “diversity, regulations, innovation, freedom, and trust". Diversity requires us to be tolerant and inclusive. Regulations are the basis for diverse and orderly coexistence. Innovation is the pursuit of the University and also the results from the diverse and harmonious coexistence. Freedom, especially academic freedom, is a necessary condition to ensure innovation. And trust is a foundation for cooperation and creative breakthroughs.

Lastly, there is no such a thing as a regional market when it comes to knowledge and ideas. Academic study and research must be done in cooperation and competition with international counterparts. Therefore, to carry out valuable research, you must merge into the global academic circle. Find ways to utilise international resources. Learn to weave an international cooperation network. Build your own international academic research ecology.

6. From following the crowd to being who you really are

In a world full of desires for fame and wealth,we are facingall kinds of temptation. In this environment, it is difficult to hold on to our original aspirations and stay true to ourselves. Many people fall into thetide and driftalongwith it. But teachers should remain vigilant. The most basic characteristics of a teacher are the pursuit of truth, a spirit of inquiry, a clear-cutstance, and havingone's own opinions. Because of these traits, teachers may seem out of step with the world.

As I see it, teachers must have not only the enthusiasm for educating people, but also a clear mind and a cool head. They must value the independence of personality and have a clearvision.They must value independent thinking, andknow each individual has a free will. All truecreation is a departure from the original model. Creation is a breakthrough in social adaptation, and a challenge to the people’s habits. Secondly, teachers must have a strong sense of self-confidence.By that I don’t mean blind confidence, but confidence based on knowledge, research,strength, and a deep understanding of the world. Thirdly, teachers must have the wisdom and courage to face challenges in a calm manner. Last but not least, teachers must have a strong sense of responsibility and be willing to make unremitting efforts to realise their own mission. Teachersmust not only dare to speak frankly but also have the courage to bear the consequences of hisor herwords and actions.

People and society place many expectations on teachers. XJTLU’s mission is to explore and influence the future of education. Our mission depends on the contributions of teachers. We must live up to the title and our own aspirations. My colleagues, let’s adapt to the new changes in the post-COVID-19world. Let’s avoid getting lostunder the UACC environment andkeep surpassing ourselves. Let us continue to strive for transformation and reaching our nirvana as teachers.

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