Research on Effective Utilization of Foreign Educational Resources under Intelligent Management of Chinese-Foreign Cooperative Education in Guangxi Colleges and Universities

With the deepening of economic globalization, the internationalization of higher education in Guangxi has become an inevitable road for the development of higher education. Under such a background, Chinese-foreign cooperative education in higher education came into being, and through continuous development, it has become an indispensable and important part of higher education in Guangxi [1-4]. The introduction and absorption of foreign universities and colleges of high-quality educational resources, and internal management and effective use, which can not only alleviate the status quo of Guangxi universities and colleges of high-quality educational resources are insufficient, but also promote the reform of the education system of universities and colleges, and promote the internationalization of higher education development [5-8].

In Sino-foreign cooperative education, foreign quality educational resources generally include education and teaching concepts, talent cultivation models, curricula, teaching materials, teaching methods and approaches, education management system, faculty, management team and quality assurance system, etc. [9-12]. Digesting, absorbing, innovating and localizing foreign high-quality educational resources is a necessary way to improve the quality of Sino-foreign cooperative education. However, in terms of the utilization of high-quality foreign educational resources, most Chinese universities, including those in Guangxi, have the phenomenon of “emphasizing approval and neglecting management” and “emphasizing introduction and neglecting transformation”, and the effective use of resources is still in its infancy [13-16]. Therefore, under the background of intelligent management, it is of great significance for the development of China’s education industry to take effective measures to scientifically and reasonably introduce and utilize the quality higher education resources from foreign countries in Sino-foreign cooperative education [17-18].

Literature [19] emphasizes that the foreign high-quality educational resources introduced in Chinese-foreign cooperative education must be conducive to the development of students and the improvement of teaching standards. In addition, colleges and universities should establish a perfect mechanism for Chinese-foreign cooperative education, appropriately adjust the layout of the introduced educational resources, and moreover, increase the investment of funds to create a favorable social environment. Literature [20] points out that the educational resources introduced in Chinese-foreign cooperative education mainly include educational experience, excellent foreign teachers, etc., which are diversified and practical, but reasonable and high-quality educational resources should be introduced to make them meet the requirements of China’s education reform and the actual development needs and market positioning of colleges and universities. Literature [21] indicates that the second classroom of Chinese-foreign cooperative education is an important component of talent cultivation in colleges and universities, but at present, its management formulation and teaching system are still immature. Using the methods of case analysis and data research, the development of the second classroom in a university was studied, and a system to cultivate students’ ability, creativity and cultural literacy was formed. Literature [22] based on the economic development of the times, combined with the growth of Chinese and foreign entrepreneurs, puts forward specific talent cultivation strategies and methods, which are aimed at helping students to be able to transform the values learned into practical action, laying a foundation for their future career in the workplace. Literature [23] aims to explore the factors that lead to differences in the Chinese-foreign cooperative regions of universities and put forward coping strategies. Through empirical analysis, it is concluded that the development of Chinese-foreign cooperative education is positively correlated with the level of economic development, the degree of internationalization, educational resources, etc., while the financial expenditure on education in different provinces, etc. has a certain inhibitory effect on Chinese-foreign cooperative education. Literature [24] used qualitative semi-structured interviews to study the factors affecting the teaching quality of Chinese-foreign cooperative universities from the aspects of teachers’ construction and students’ resource quality, and put forward the suggestion of establishing a perfect teaching quality assurance system. Literature [25] shows that Chinese-foreign cooperative education is an important initiative of Chinese universities to open up to the outside world, which affects the layout and internationalization of the construction of double first-class universities, and the proposal of the overall plan of the double first-class construction brings new opportunities for the development of Chinese-foreign cooperative education, so the double first-class universities should actively promote the construction of Chinese-foreign cooperative education.

Literature [26] examined the attitudes toward distance education among students of Chinese-foreign cooperative colleges and universities and students of colleges and universities in general. Data were collected through an online survey, and the results showed that students in both types of colleges and universities had overall positive attitudes toward distance education. Literature [27] describes China’s Chinese-foreign cooperative education policy, analyzes its shortcomings, and puts forward suggestions for a Chinese-foreign cooperative education policy that meets China’s national conditions, aiming to promote the internationalization of higher education teaching and to optimize the mode of Chinese-foreign cooperative education. Literature [28] is based on the project management model of Chinese-foreign cooperative education in a university, adopting the participation of economic colleges and dependent colleges in the cooperative education project, and constructing a guarantee mechanism for the internal and external cycles of the project’s talent cultivation quality. Literature [29] discusses the purpose of the government’s establishment of Chinese-foreign cooperative universities and the resulting benefits. It describes TNHE in the Chinese context and the full support of local governments for TNHE, and discusses it through examples. Literature [30] emphasized that Sino-foreign cooperative university is an important path to introduce foreign quality educational resources. It analyzes the current development status and characteristics of Chinese-foreign cooperative education in China, and puts forward corresponding countermeasures for its deficiencies. Literature [31] examines the design and realization process of intelligent teaching in Chinese-foreign cooperative schools with the help of educational cloud service technology and intelligent teaching platform in order to create a guarantee system for intelligent teaching. It is emphasized that improving the quality of intelligent teaching cannot be separated from the construction of teacher team and optimization of curriculum system. Literature [32] combines the Sino-foreign cooperative project of Beihua University and draws on the experience of high-quality teaching resources and achievements, analyzes the problems exposed in the process of introducing foreign teaching resources in local engineering colleges and universities, and aims to explore the high-level internationalized talent cultivation mode to provide a reference for the improvement of the teaching level of engineering colleges and universities.

The article summarizes four utilization dilemmas of foreign educational resources in Chinese-foreign cooperative universities in Guangxi, and constructs a multi-objective optimization model aiming at improving the utilization rate of foreign educational resources by constructing foreign educational resources allocation efficiency indexes such as the number of foreign teachers per student and the number of foreign language teaching materials per student in turn. Based on the advantages of PSO algorithm’s robustness and fast convergence speed, the algorithm is used to solve the objective function and realize the intelligent management of foreign educational resources. In order to verify the effectiveness of the method in this paper, experiments on the management of discipline types of Chinese-foreign cooperative schools and experiments on the merging of multiple disciplines are designed to evaluate the effectiveness of the management of foreign educational resources. Finally, questionnaires and regression equations are used to investigate the impact of the new educational resource management method on the utilization efficiency of foreign educational resources.

2

Difficulties in the utilization of foreign resources in the Chinese-foreign cooperative education in Guangxi colleges and universities

The Chinese-foreign cooperative schooling in Guangxi Zhuang Autonomous Region started late, and in 2012, with the successful opening of the Chinese-foreign cooperative schooling accounting program of Guangxi University for Nationalities, it marked the appearance of the first Chinese-foreign cooperative schooling program at the undergraduate level approved by the Ministry of Education in Guangxi. After more than a decade of development, Chinese-foreign cooperative schooling in Guangxi has taken shape, but some foreign resource utilization dilemmas have also emerged.

2.1

The qualification of foreign teachers is not clear, and the teaching force is to be enriched

Although Guangxi universities have introduced a lot of foreign teachers in the process of running schools, however, the specific qualification or teaching experience of foreign teachers is not explicitly mentioned, and the “Regulations on Chinese-Foreign Cooperation in Running Schools” require that the proportion of foreign teachers involved in teaching should be more than twenty-five percent, and some universities have not reached this standard, or most of the classes are taught by Chinese teachers or by one foreign teacher in several classes to solve the problem of “indiscriminate” teaching. Classes to solve, such “indiscriminate” type of teaching will make students’ learning greatly reduced, the so-called specialization, which greatly weakened the quality of teaching, more will not be conducive to the improvement of the internationalization of the level of teachers, contrary to the Chinese-foreign cooperation in running schools to absorb the original intention of foreign high-quality educational resources, therefore, Guangxi colleges and universities of the foreign faculty to be Therefore, the foreign teachers of Guangxi universities need to be enriched.

2.2

Lack of organic integration of Chinese and foreign curriculum resources

Guangxi colleges and universities in the introduction of foreign courses, more than the use of “fetishism” way, copying into the Chinese classroom, the lack of localized curriculum development, such as Guangxi University for Nationalities to introduce the original English textbooks from abroad, however, some of the foreign courses are not suitable for Chinese students to learn and use, the internationalization of the level of high and low can not be based on the entire The level of internationalization cannot be judged only by the number of original foreign courses, but also by the localized curriculum development according to the situation of each school. In the process of the author’s actual understanding, there are almost no colleges and universities in Guangxi Autonomous Region that jointly cooperate in curriculum development, while the ones that have done a better job in this aspect are, for example, New York University Shanghai, where both sides have jointly written new teaching materials that have gained certain recognition in practical application, and China Europe University of Law, which integrates the disciplinary characteristics of both Chinese and foreign sides. The China-EU School of Law integrates the disciplinary characteristics of both the Chinese and foreign sides, and strives hard to cultivate legal talents who are well versed in Chinese and Western languages. If there is a lack of rationalization and development of curriculum resources of both sides, it will only be a waste of foreign educational resources, and at the same time a waste of funds for the introduction of the curriculum, which is enough to see that the level of internationalization needs to be improved from the aspect of curriculum resources. Therefore, it is more necessary to integrate the curriculum resources of both sides organically and develop curriculum resources that are more suitable for Chinese students to learn, so as to truly improve the level of China’s internationalized education.

2.3

Poor quality of schooling, affecting the quality of student learning

The ultimate demand of learning is undoubtedly the quality of teaching, and the quality of teaching has a greater impact on the quality of student learning, teacher qualification, school environment, etc. will affect the quality of school running, Guangxi colleges and universities are in remote areas, the internationalized atmosphere is still a lot of shortcomings compared to other developed areas, so the quality of school running is generally not high, and Sino-foreign cooperative school running is a form of internationalized school running, so the internationalized atmosphere requires a higher level of teachers and students to have an international vision, which is the basic problem that needs to be solved in Guangxi. The internationalized atmosphere requires teachers and students to have an internationalized vision, and a combination of factors can be seen that the quality of school running in Guangxi Autonomous Region is not high, which is also the basic problem that needs to be solved in Guangxi at present.

2.4

Limited sources of financial resources for the organization of schools

According to the Law of the People’s Republic of China on Higher Education, “the state establishes a system in which finance is the mainstay, supplemented by other multi-channel financing of education, so as to make the development of higher education in line with the level of economic and social development.” China’s Chinese-foreign cooperative education almost all rely on the consumer’s tuition fees and other costs to obtain the cost of education, located in the central and western regions of Guangxi, Guangxi colleges and universities are more narrow and lack of diversification of sources of funding, school funding income is not high, in the case of poor education costs and revenues, in a way will limit the high quality of the development of Chinese-foreign cooperative education in colleges and universities, the lack of funding is not to be ignored at the present problem. At the same time, the theory of cost-sharing in higher education points out that all the beneficiary groups need to bear the cost of higher education, so it is more necessary to absorb the financial support of the beneficiary groups and expand the source of funds.

3

Model design for intelligent management of external resources

As can be seen from the above, in the process of Chinese-foreign cooperative education in Guangxi universities, there are dilemmas such as shortage of teachers in foreign educational resources, poor combination of Chinese and foreign curricular resources, and limited sources of financial resources for school running. Under these conditions, it is necessary to optimize the allocation of existing resources and enhance the utilization efficiency of foreign educational resources through intelligent management. In this paper, a model for intelligent optimization management of educational resources is designed.

3.1

Multi-objective optimization analysis and model construction

3.1.1

Multi-objective optimization analysis

In order to optimize the management of foreign educational resources, the following two objectives are proposed.

1) Enhance the efficiency of foreign educational resources utilization. That is, to organize limited resources to maximize educational output.

2) Improve the efficiency of foreign educational resource management. That is, to maximize the ratio of educational resources on each input resource, while also considering the complexity and specificity of each resource, the degree of impact on educational outcomes, so that each resource is effectively allocated to the most adaptable aspects.

3.1.2

Multi-objective optimization model construction

1) Foreign educational resources utilization efficiency. The management of foreign educational resources is affected by multiple factors, and its allocation problem is a non-simple linear allocation, with the ultimate goal of maximizing educational outcomes, i.e., the efficiency of utilization of foreign educational resources is the ratio of educational outputs to educational inputs, which is expressed as follows: (1) $U = \frac{\sum_{j = 1}^{m} μ_{j} O_{j}}{\sum_{i = 1}^{n} φ_{i} I_{i}}$ \[U=\frac{\sum\limits_{j=1}^{m}{{{\mu }_{j}}}{{O}_{j}}}{\sum\limits_{i=1}^{n}{{{\varphi }_{i}}}{{I}_{i}}}\]

Where: i,j respectively indicates the elements of educational resources and educational results, O_j,I_i respectively for the output volume of educational resources, input volume, φ_i, μ_j respectively for the input indicators of educational resources, output indicator weights. The greater the value of U, the greater the ratio of inputs to outputs, the greater the efficiency of educational resource utilization, the more rational the combination of educational production factors, and vice versa.

2) Foreign educational resource management efficiency. The efficiency indicators of foreign educational resources allocation are constructed sequentially, such as the teacher-student ratio, the number of foreign teachers per student, the number of lectures per year, the number of foreign language teaching materials per student, the number of foreign language course resources per student, and the number of subject arrangements per student. The ith foreign educational resource management objective function expression of the kth university is: (2) $\begin{matrix} A_{k i} = \frac{X_{k} + Δ X_{k}}{S_{k}} (k = 1, 2, \dots, K) \\ s . t, A_{k i} < 1 (i = 1, 4) \\ 0 \leq A_{k i} \leq 1 (i = 2, 3) \\ A_{k i} > 1 (i = 5, 6, 7) \end{matrix}$ \[\begin{matrix} {{A}_{ki}}=\frac{{{X}_{k}}+\Delta {{X}_{k}}}{{{S}_{k}}}(k=1,2,\cdots ,K) \\ s.t,{{A}_{ki}}<1(i=1,4) \\ 0\le {{A}_{ki}}\le 1(i=2,3) \\ {{A}_{ki}}>1\left( i=5,6,7 \right) \\ \end{matrix}\]

Where: S_k is the number of students in the k college, X_k and ΔX_k represent the average value and change of each resource element in the kth college, respectively.

3.1.3

Construction of the objective function model

Considering the objective function of Eq. (1) and Eq. (2) together, the multi-objective optimization function for resource allocation is obtained as: (3) $\max U_{k} = \frac{\sum_{j = 1}^{m} μ_{j} O_{j}}{\sum_{i = 1}^{n} φ_{i} I_{i}}$ \[\max {{U}_{k}}=\frac{\sum\limits_{j=1}^{m}{{{\mu }_{j}}}{{O}_{j}}}{\sum\limits_{i=1}^{n}{{{\varphi }_{i}}}{{I}_{i}}}\] (4) $\max F_{k} = \sum_{i = 1}^{n} φ_{i} A_{k}, k = 1, 2, \dots, k$ \[\max {{F}_{k}}=\sum\limits_{i=1}^{n}{{{\varphi }_{i}}}{{A}_{k}},k=1,2,\cdots ,k\]

Where: maxU_k is the efficiency of the utilization of foreign educational resources should seek the maximum possible, and maxF_k is the efficiency of the allocation of educational resources in colleges and universities should seek the maximum possible.

3.2

PSO algorithm model solving

PSO algorithm is another new population intelligence algorithm after ant colony algorithm and a meta-heuristic optimization algorithm based on stem bionics, which has the characteristics of robustness, fast convergence, simple code and easy programming implementation [33-34]. With the need of the research problem and the improvement of the research method, the multi-objective particle swarm optimization algorithm (MOPSO) for solving complex multi-objective optimization problems has been proposed [35] with the expression: (5) $V = w V_{i} + c_{1} r {()}_{1} (y_{i} - P_{i}) + c_{2} r {()}_{2} (g_{i} - P_{i})$ \[V=w{{V}_{i}}+{{c}_{1}}r{{()}_{1}}({{y}_{i}}-{{P}_{i}})+{{c}_{2}}r{{()}_{2}}({{g}_{i}}-{{P}_{i}})\] (6) $P_{i + 1} = P_{i} + V_{i + 1}$ \[{{P}_{i+1}}={{P}_{i}}+{{V}_{i+1}}\]

Where: P_i,V_i denotes the current position vector and velocity of particle i, y_i and g_i denote the individual optimum of particle i and the global optimum of all particles, w is the weighting coefficient, r()₁ and r()₂ are random numbers between [0-1], and c₁ and c₂ denote the acceleration factor. During the optimization process, particle i updates its state according to its own velocity inertia, its own optimal position and the group optimal position.

3.3

Validation of the effectiveness of the intelligent management model

3.3.1

Experiment on the division of disciplinary type management

Scientific and effective foreign educational resource management methods are an important factor in ensuring teaching quality. In the teaching process, it is necessary to focus on optimizing the quality management of teaching in colleges and universities, correctly deal with practical problems encountered in teaching, and grasp the principles of foreign educational resource management to carry out teaching. In order to test the effect of this paper’s PSO algorithm on the solution of the objective function, this paper sets up a subject type management division experiment.

Based on a PSO algorithm, to optimize the process of traditional foreign educational resource management in universities.The university education management method’s main optimization is based on two-way dynamic programming.With the gradual progress of one-way dynamic programming, the number of states involved in each transfer is increasing, and the amount of time is growing quickly.In contrast, the two one-way processes in two-way dynamic programming encounter fewer states, leading to a significant decrease in the number of states involved in state transitions.During experiments, when discussing the process of state transitions, there is no need to change the states involved in the operation if the target state has reached the desired expectation. In order to test the accuracy of the improved algorithm, 24 courses of the same type of data were used for sequential numbering test, in which a group of 4, divided into 6 different CFE disciplines were tested and the median was taken, and the results of the test are shown in Fig. 1.

The analysis results from Figure 1 show that after solving the target model using the PSO algorithm, the accuracy of the external educational resource management is improved in all subject groups, with the most significant improvement in accuracy in subject F, which is 6.2%, and the lowest improvement in subject E, which is 5.3%.

In order to further demonstrate the optimization characteristics of the PSO algorithm, the traditional ant colony algorithm (ACO) and the PSO algorithm are compared, and Fig. 2 shows the comparison of the two algorithms in the optimization of solving the objective function at various stages. From the figure, it can be seen that the optimization speed of PSO algorithm is smaller than that of ACO algorithm under the condition of the majority of the number of nodes, and it can be seen that PSO algorithm has better optimization efficiency.

3.3.2

Combined multidisciplinary experiments

In order to address the monotonicity of inequalities and decision making, this paper designs the post office test. Post office test is one of the currently popular methods to maximize the allocation of educational resources, through which it is possible to derive reasonable teacher working hours, design the most efficient scheduling plan, arrange teachers according to the number of students, and so on. By reducing the time complexity from O(p×n²) to O(p×n), the number of states involved in state transitions is radically reduced, resulting in a reduction of the time required for the solution process. For testing, 24 test data were selected for the post office problem and the results are shown in Table 1.

Table 1.

Teaching resource planning test

Testing group	Testing data		Outcome	Time consumption		Effect
Testing group	Country code	Post office code	Outcome	ACO	PSO	Effect
1	6	1	5	0.08	0.06	Average
2	12	3	14	0.06	0.05	Average
3	12	6	11	0.08	0.04	Obvious
4	273	35	18637	0.16	0.08	Obvious
5	285	25	24812	0.12	0.07	Relatively obvious
6	315	30	18637	0.18	0.09	Relatively obvious
7	320	2	1437411	0.06	0.06	None
8	110	10	2175	0.07	0.03	Obvious

The results show that the PSO algorithm is fully applicable. When the data is relatively small, the time before and after using PSO and ACO optimization management still does not have much difference. And along with the increase in the amount of data, the alternating increase in the number of villages involved and the number of post offices to be established, the time of the PSO optimization project is significantly reduced, while the efficiency of PSO is also significantly improved.

3.3.3

Evaluation of the effectiveness of the management of external educational resources

In the management of university teaching, the effective allocation of educational resources is crucial to improving the quality of teaching and meeting students’ needs. Educational resources include teachers, courses, teaching facilities, and auxiliary materials, etc. Their rational allocation and management directly affect teaching effectiveness and students’ learning experience. In order to assess the efficiency of educational resource management and the satisfaction of teachers and students, this paper designs a questionnaire survey aiming to collect and analyze the actual situation of educational resource allocation, as well as the satisfaction of teachers and students with the current educational resource management, and the data are shown in Table 2.

Table 2.

Analysis of teaching resource management

Dimension	Extremely satisfied	Satisfied	Average	Unsatisfied
Course schedule	30	48	8	4
Teacher assignment	27	38	17	8
Teaching resource updates and maintenance	21	42	20	7
The richness and diversity of teaching auxiliary materials	31	40	15	4

The data in Table 2 shows that teachers and students generally give high evaluations on the four dimensions of foreign educational resource management. In the aspect of “course schedule”, 86.7% of the feedbacks are positive, which shows that teachers and students are generally satisfied with the course schedule. The “allocation of teaching faculty” also received 72.2% positive feedback, indicating that the allocation of faculty resources was recognized by the majority of students and faculty. In addition, “updating and maintenance of educational resources” and “richness and diversity of teaching aids” also received high satisfaction ratings, indicating that the university’s management measures in these areas are effective. However, in the aspect of “Timeliness of updating and maintenance of educational resources”, although the overall satisfaction is high, a certain proportion of teachers and students still give the rating of “average”, which may point out that there are some problems that need to be paid attention to in the updating and maintenance of educational resources. In conclusion, although the intelligent management of foreign educational resources by applying the method of this paper is generally satisfied by teachers and students, the quality of educational resource management and the satisfaction of teachers and students can be further improved by further optimizing the allocation of resources and improving the timeliness of resource updating and maintenance.

4

Assessment of the effective utilization of external educational resources

4.1

Survey Respondents and Questionnaire Setting

Taking three Chinese-foreign cooperative majors of the university as an example (respectively: tourism management, international business and civil engineering), the foreign educational resource management model proposed in this paper is applied to optimize the management of resources, and the management effect is verified by questionnaire survey method and regression analysis.

The questionnaire is mainly designed as two parts. The first part is the basic information of students, and the question form is based on one-way multiple choice questions. The second part is the status of using intelligent management model and the part of foreign educational resources utilization efficiency, and it is assumed that the use of intelligent management model will affect the utilization efficiency of foreign educational resources. The selected foreign educational resources include teachers, courses, teaching materials, and expert lectures, which are closely related to students’ professional learning. The survey was conducted with sophomore and junior students majoring in tourism management, international business and civil engineering at the University of M. 118 paper questionnaires were distributed and 102 valid questionnaires were collected. Based on the deletion of inapplicable items, the questionnaire reliability analysis was conducted, and it was found that the Cronbach’s alpha values of the total scale and the subscales were greater than 0.85. Using exploratory factor analysis for the validity test, the intelligent management model was used for the items with KMO=0.938, and the Bartlett’s spherical test sig value was less than 0.001 initially, and in the After extracting the six components with initial eigenvalues greater than 1, the loading level of most of the question items is higher than 0.6. It indicates that the questionnaire meets the requirements of reliability and validity.

4.2

Regression analysis of the optimization of the management model on the efficiency of the utilization of foreign educational resources

In order to explore the relationship between the optimization of educational resource management model and the efficiency of educational resource utilization, multiple linear regression analysis was carried out by taking “teacher resource optimization”, “curriculum resource optimization”, “textbook resource optimization” and “lecture arrangement setting” in the questionnaire as independent variables, and “evaluation of foreign educational resource utilization efficiency” as the dependent variables. Table 3 shows the results of regression analysis.

Table 3.

Regression analysis

Dependent variance	Independent variance	Standard coefficient β	t	R^2	Adjusted R^2	Sig.	F
Efficiency of foreign resource utilization	Teacher resource optimization	0.285	5.852	0.388	0.381	<0.001	52.575
	Curriculum resource optimization	0.397	9.542		s	<0.001
	Resource optimization for teaching materials	0.256	5.387			<0.001
	Lecture arrangement	0.351	7.812			<0.001
Sig=0.000

The results of regression analysis in Table 3 show that the significance coefficient Sig=0.000, which indicates that using this paper’s model for the intelligent management of foreign teachers, curriculum and teaching, foreign teaching materials, and lectures by foreign experts has a significant effect on the utilization efficiency of foreign educational resources. The standard β-value coefficients between the intelligent management of foreign resources and students’ evaluation of management efficiency are: optimal management of foreign teachers’ resources (0.285), optimal management of curriculum and educational resources (0.397), optimal management of foreign teaching materials’ resources (0.256), and optimal management of foreign experts’ lectures’ resources (0.351), respectively. It shows that applying the method of this paper to intelligently manage foreign teacher resources, curriculum and educational resources, foreign textbook resources, and foreign expert lecture resources has a positive impact on the utilization efficiency of foreign educational resources.

It is also found that the utilization of educational resources presents different effects depending on the educational resources. In the process of managing and optimizing foreign educational resources, the overall score of students’ evaluation of the efficiency of utilizing foreign teachers’ resources was the highest, followed by the efficiency of utilizing foreign textbooks’ resources, the efficiency of utilizing curricula and educational resources, and the efficiency of utilizing foreign experts’ lectures’ resources was the worst.

Different case schools also demonstrate differences in the effectiveness of using foreign educational resources. The overall score of the tourism management major of the university is the first in terms of the utilization of foreign educational resources, i.e., the effectiveness of the utilization of foreign teachers’ resources, curricula and educational resources, foreign teaching materials, foreign experts’ lectures, as well as in terms of the students’ perception of the utilization of foreign educational resources, which indicates that the tourism management major has the best utilization of foreign educational resources. The utilization effect of foreign educational resources is closely related to the running level of the faculty itself, and at the same time, the importance and support of the foreign faculty to Chinese-foreign cooperative education also affects the utilization effect of resources.

The results of regression analysis show that the introduction of new technology can intelligently manage the resources of foreign teachers, curriculum, educational resources, teaching materials, lectures of foreign experts, and other similar activities.In the process of Sino-foreign cooperative education will, to a certain extent, affect the utilization efficiency of foreign educational resources, so the core of Sino-foreign cooperative education lies in the effective management and effective utilization of foreign high-quality educational resources. The advantages and disadvantages of foreign educational resources and the degree of effective utilization will not only affect the students’ ability cognition and professional cognition, but also have a significant impact on the students’ ability cultivation, professional satisfaction, and industry employment intention. Based on this, in the operation of Sino-foreign cooperative education, it is particularly important to implement scientific management and efficient utilization of foreign educational resources.

5

Conclusion

In this paper, the intelligent management of foreign educational resources is accomplished by constructing a multi-objective optimization model and solving it using the PSO algorithm. The analysis found that after solving the objective model using the PSO algorithm, the accuracy of management of foreign educational resources was improved in all subject groups, and the improvement rate of the most obvious subjects reached 6.2%. Compared to the ACO algorithm, the PSO algorithm has a faster solving speed in different node conditions and post-office problem tests. Evaluating the management effectiveness, 86.7% of the feedbacks are positive for “course schedule”, 72.2% of the feedbacks are positive for “allocation of teaching staff”, and 72.2% of the feedbacks are positive for “timely updating and maintenance of educational resources”. The timeliness of educational resource updating and maintenance is relatively poor, and needs further optimization. Finally, through regression analysis, it is verified that the optimal management of foreign teachers’ resources, the optimal management of curriculum and educational resources, the optimal management of foreign teaching materials and the optimal management of foreign experts’ lectures all have a positive impact on the utilization efficiency of foreign educational resources. Therefore, the intelligent management path of foreign educational resources provided in this paper can be used as one of the references for Chinese-foreign cooperative education in Guangxi universities.

Funding:

The Leading Group of Education Science Planning approved as the project leader “Research project on Utilization of Foreign educational Resources in Chinese-Foreign Cooperative Education Projects in Guangxi Universities” as the special project of higher education internationalization in 2023 under the “14th Five-Year Plan” of Guangxi Education Science (2023ZJY2110).

Sprache:: Englisch

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Research on Effective Utilization of Foreign Educational Resources under Intelligent Management of Chinese-Foreign Cooperative Education in Guangxi Colleges and Universities

Lingzhi Meng

Online veröffentlicht: 19. März 2025

Eingereicht: 27. Okt. 2024

Akzeptiert: 20. Feb. 2025

DOI: https://doi.org/10.2478/amns-2025-0357

SchlüsselwörterPSO algorithm, Regression analysis method, Multi-objective optimization model, Sino-foreign cooperative education

© 2025 Lingzhi Meng, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Schlüsselwörter
PSO algorithm, Regression analysis method, Multi-objective optimization model, Sino-foreign cooperative education