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2026-01-28
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Copyright (c) 2026 Weiguaju Nong, Yan Wang, Jian-Hong Ye

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How to Cite
Research on the Design Logic and Implementation Pathways of the Triangular Classroom Teaching Model in Chinese Universities under the Digital Intelligent Context
Weiguaju Nong
School of Education, Guangxi University of Foreign Languages, Guangxi 530222, China
Yan Wang
School of Interpreting and Translation Studies, Guangdong University of Foreign Studies, Guangdong 510000, China
Jian-Hong Ye
Faculty of Education, Beijing Normal University, Beijing 100875, China
DOI: https://doi.org/10.59429/esp.v11i1.4356
Keywords: artificial intelligence generated content (AIGC); generative artificial intelligence (GAI); human-computer collaboration; human-computer interaction (HCI); intelligent agent; smart teaching; teaching digitalization; triangular classroom teaching (TCT) Model
Abstract
The digitalization of teaching model is a key pathway to enhance university students’ learning quality and efficiency. However, current problems exist in Chinese universities including insufficient application of digital technologies, a predominant one-way knowledge transmission model, and inadequate teacher-student interaction. Based on the PAD Class Model and integrated with Bandura’s Reciprocal Determinism, this study incorporates generative AI/AI agent into teaching process to construct a “Triangular Classroom Teaching Model”. This model establishes three stages during the teaching process: “self-preparation (human-machine interaction), teacher-student interaction, and peer discussion (student-student interaction)” to address the limitations of the PAD (Presentation-Assimilation-Discussion) Class Model, such as the lack of preparation and real-time feedback, through the interplay of environment (digital technology), individuals (students), and behavior (learning). During the self-preparation stage, generative AI/AI agent facilitate student-led inquiry. In the teacher-student interaction stage, they enable data-driven analytics and tailored instruction. Finally, during peer discussions stage, they serve as cognitive tools to expand students’ cognitive horizons. The “Triangular Classroom Teaching Model” implements the “student-centered” philosophy through multi-dimensional collaboration, improving teaching quality and learning efficiency, and providing an operable innovative paradigm for the digitalization of teaching model in Chinese universities.
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