On January 10, 2026, the 2025 Annual Academic Conference of Center for Teacher Education Research at Beijing Normal University (BNU-CTER) was held in Beijing. Under the theme "Advancing Teacher Education for a Stronger Nation," the event brought together education officials, leading scholars, and professionals to explore challenges and opportunities in teacher education against the backdrop of artificial intelligence.

Distinguished guests included Han Jinhong from the Department of Teacher Education (Ministry of Education), Prof. Zhang Xun (BNU's Social Science Administration Office), Prof. Zhu Xudong (Director of CTER, Dean of the Faculty of Education, BNU), along with keynote speakers including Prof. Yi Lingyun, Prof. Teng Jun, Prof. Wu Di, A/P Yuan Rui and representatives from partner institutions. The conference was attended by over 200 participants, including faculty and students from BNU and other universities.

 At the opening ceremony, Han Jinhong emphasized that to build a leading country in education, we must shift from "Great Teachers for a Great Nation" to "Excellent Teachers for a Strong Nation," using the "Spirit of Educators" as the core driving force. She stressed the need to involve high-level universities deeply in teacher education, address structural issues through systematic reform, and strengthen international cooperation. Zhang Xun expressed the university's full support for CTER's development, urging it to align closely with the goals of building a leading education system, deepen theoretical research, and accelerate the establishment of a teacher education system with Chinese characteristics. Prof. Teng Jun suggested that CTER should balance domestic leadership with international influence by advancing macro-policy and micro-practice research while sharing China's approach to teacher development with the world. In the end of this session, Prof. Zhu Xudong highlighted CTER's annual conference as a platform for showcasing academic achievements and reaffirmed its commitment to serving major national strategies and integrating education, science and technology, and talent development.

During the keynote session, four experts shared cutting‑edge insights on teacher competencies and educational transformation in the era of artificial intelligence.

Prof. Yi Lingyun from the Institute of Teacher Education，China National Academy of Educational Sciences, CNAES introduced a new framework for "teacher emotional competence in the digital age." She emphasized that emotion lies at the core of teachers' professional competence and, from multiple perspectives including relational connection, technological ethics, and sociocultural context, constructed a three‑dimensional competency structure encompassing "self‑cultivation, student development, and adaptability." She called for the sustained presence of teacher emotion in the intelligent era.

Prof. Wu Di from Central China Normal University focused on the development of teachers' digital competence, pointing out that enhancing digital competence is key to building a high‑quality teaching force. He systematically outlined practical pathways for improving teachers' digital capabilities in the intelligent age from four dimensions: policy guidance, standard development, practical innovation, and international promotion.

Associate Professor Yuan Rui from the University of Macau analyzed teachers' motivational structures and engagement patterns regarding the application of generative artificial intelligence in K‑12 education. He proposed that teachers should act as "responsible integrators" of technology and offered directions for future research on AI‑empowered teaching at the basic education level.

Prof. Li Qiong from CTER-BNU presented on the theme of "teacher resilience." She reviewed recent research progress in this area and revealed that resilience results from the interplay of culture, institutions, relationships, and personal resources. She emphasized that teacher development should shift from "retaining people" to "activating people," using resilience to revitalize professional vitality.

The conference featured a awards ceremony recognizing outstanding contributions across multiple categories. Eighty-two recipients were honored with awards including Rising Scholar, Rising Teaching Star, Policy Contribution Award, Academic Leadership Award, Social Service Award, Best Blackboard Writing Award, "Qishi Cup" Teaching Skills Competition Award, and Outstanding Internship Award.

The afternoon of January 10 was dedicated to faculty research presentations, where faculty members and postdoctoral fellows shared their recent scholarly work. Presentations centered on critical themes such as teacher workforce development in the context of building a strong education system, the reshaping of teacher competencies in the intelligent age, the emotional and ethical challenges facing educators, and the preparation of teacher candidates. The session collectively showcased the center's latest achievements in academic research, talent cultivation, and policy consultation.

That evening marked the inaugural CTER Alumni Forum, which brought together graduates working as teacher educators in higher education, professional development specialists, and others at various career stages. Alumni shared their personal and professional journeys, spanning academic research, teacher preparation, in‑service training, overseas study, and career exploration. The forum served as a bridge connecting CTER graduates and reinforced the center's distinctive culture of excellence, mutual support, and collegiality.

Three parallel events took place in the morning of January 11: a symposium on the development of regional partner centers; a forum on cultivating exceptional teachers for the new era, which also served as a wrap‑up for BNU's " APEx 2.0 Distinguished Educator Preparation Program; and a session dedicated to the center's Public Welfare Initiatives, appropriately themed "One Body with Multiple Wings, Sparks Spreading Across the Land."

Preceding the main conference, the Sixth CTER Young Scholars Forum was held on January 9, following annual tradition. Structured around four parallel sessions—Teacher Workforce Development, Subject‑Specific Teacher Education, Technology‑Empowered Teacher Education Reform, and a "Voices of Senior Fellows" panel—the forum featured presentations from 34 emerging scholars, including graduate students and early‑career researchers from the center and its partner institutions. Their work demonstrated the academic promise and research commitment of the next generation of teacher education scholars.

This year's academic conference provided a dynamic platform for teacher education researchers to exchange ideas and share experiences. Bringing together cutting‑edge scholarship from leading experts in the field, showcasing the center's research progress, and charting future directions, the event injected fresh energy and momentum into the pursuit of high‑quality teacher education development. It truly delivered a rich and multifaceted academic feast for all participants.