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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