Volume 4,Issue 5
Constructing a Standardized and Regularized “Three-in-One” National Defense Education System in Ordinary Universities
This research article advances a systematic framework for constructing a standardized and regularized ‘Three-in-One’ National Defense Education (NDE) system within ordinary universities in China. The ‘Three-in-One’ model integrates military theory instruction, military skills training, and national defense practice activities into a unified, vertically coordinated, and institutionally embedded pedagogical architecture. Drawing on policy analysis, institutional mapping, and comparative curriculum design, the study identifies three foundational gaps impeding current implementation: structural fragmentation across administrative units, inconsistent regulatory enforcement across provincial jurisdictions, and weak linkage between classroom learning and real-world civic-military engagement. A mixed-methods approach—combining document analysis of 32 provincial NDE implementation guidelines, field observation across 18 universities, and structured interviews with 76 university-level NDE coordinators—reveals that only 39% of institutions maintain cross-departmental NDE steering committees with binding authority; 64% lack standardized assessment rubrics for non-theoretical components; and 82% report no formal articulation pathways between university NDE modules and local militia or emergency response systems. The proposed framework introduces three interlocking mechanisms: (1) a tiered regulatory architecture anchored by national standards, provincial adaptation protocols, and university-level operational charters; (2) a competency-based curriculum matrix that maps cognitive, behavioral, and affective learning outcomes to each of the three pillars; and (3) a dual-accountability governance model integrating academic quality assurance with national defense readiness metrics. Implementation pilots demonstrate measurable improvements in student retention of defense-related civic responsibilities (+41%), instructor certification compliance (+73%), and inter-agency coordination frequency (+58%). The findings offer a replicable blueprint for transforming NDE from an episodic compliance exercise into a sustained, academically grounded, and socially embedded dimension of higher education.
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