Tian C. Theoretical Framework and Implementation Pathways for a Collaborative Governance Model of Classroom Teaching Quality Assessment in Universities. Education & Pedagogy Journal. 2026;2(18):22-44. DOI:

To advance educational evaluation reform in the new era and improve the quality of talent cultivation in higher education institutions, it is essential to address practical challenges, including the singularity of assessment agents, fragmented mechanisms, the disconnect between evaluation and application, and the absence of a feedback loop. This paper uses the theory of collaborative governance as its analytical framework. Focusing on university classroom teaching, it integrates diverse stakeholders, multidimensional elements, and operational mechanisms to construct the “Collaborative Co-governance Model for Teaching Quality Assessment (CCE Model)”. It systematically explains the model’s core concepts, structural elements, operational logic, and theoretical boundaries. The research indicates that current university classroom teaching quality assessment faces significant issues, including a lack of governance philosophy, insufficient stakeholder collaboration, fragmented processes, and limited capacity for improvement. The Collaborative Cogovernance Model, with “multi-stakeholder participation, equal rights and responsibilities, collaborative coordination, and closed-loop improvement” as its core principles, encompasses four dimensions: stakeholder collaboration, factor coordination, mechanism synergy, and process integration, thus forming a complete closed loop of “assessment – feedback – improvement – supervision – enhancement.” Based on the theoretical model and empirical evidence, this study proposes four implementation pathways: strengthening top-level design, refining the multi-stakeholder co-governance system, integrating the evaluationimprovement loop, and improving institutional safeguards. These provide theoretical references and practical solutions to help universities deepen reforms in classroom teaching evaluation and enhance their internal quality assurance systems.

Keywords: classroom teaching quality, teaching evaluation, collaborative governance, collaborative co-governance model

Tsvetkova O.A. Types of Personality Self-Realization Through Asocial Behavior Among Individuals Serving Prison Sentences. Education & Pedagogy Journal. 2026;2(18):92-106. DOI:

The article examines personal self-realization through asocial behavior and its typology among individuals serving sentences in correctional institutions. Self-realization through asocial behavior, understood here as normviolating but not necessarily antisocial or destructive behavior. Self-realization is considered one of the key resources of personality development. The implementation of a resource-based approach in the resocialization of convicted individuals requires identifying the foundations for their stable rehabilitation and for reducing the risk of recidivism. The study of asocial self-realization provides insight into the mechanisms underlying socially adaptive forms of selfrealization. The article analyzes the components of self-realization through asocial behavior identified through factor analysis: “Fixation on frustration, reactive behavior, and escape from social reality”, “Goal orientation and selfcontrol in activity implementation”, “Withdrawal and detachment (social withdrawal)”, “Striving for genuine self-realization”, “Avoidance of tension”, and “Stereotypical social self-image”. Using cluster analysis, the authors developed and described an empirical typology of self-realization through asocial behavior among different groups of convicted individuals. The analysis identified five types of self-realization through asocial behavior: the “Tension-avoidant” type (a group characterized by a predominant strategy of avoiding tension combined with moderate goal orientation and self-control); the “Frustrationfocused and reactive” type (a group with high sensitivity to failure and weakened self-control); the “Goal-oriented” type (a group with high self-control and elements of introversion); the “Affective-introverted” type (a group characterized by fixation on frustration and social withdrawal); and the “Self-realizing comfortoriented” type (a group dominated by self-reflection and striving for selfrealization combined with a pronounced orientation toward comfort and tension avoidance). The article also identifies the main “growth areas” and risks to consider when designing individual support programs for convicted individuals. The proposed typology provides a basis for targeted support to promote constructive and socially adaptive self-realization across different groups of convicted individuals.

Keywords: self-realization, self-realization of an individual through asocial behavior, components of self-realization through asocial behavior, types of self-realization of convicts, resource-based approach, and resocialization