Abstract

In this article, the developmental trajectories of students who have achieved intergenerational social mobility are documented through interviews, providing empirical evidence that diversification in spatial transitions within student cohorts facilitates self-directed field cultural adaptation, thereby enhancing their cognitive achievement and socio-economic functionality. It posits the potential of a pedagogical paradigm grounded in cognitive achievement to augment the educational efficacy within the social framework of China's educational system. The demographic under consideration-students situated in socioeconomic strata-are characterized by their family income composition, disposable income, and social welfare patterns. Obstacles to spatial transformation diversification among certain Chinese student cohorts are attributed to economic scarcity, complex relational dynamics, and disparities in risk perception and preferences. In contrast, motivational forces for diversifying spatial transitions-love, desire, and fear-yield affective impacts, shaping cognitive disparities, behavioral decision-making, and socio-economic status. The report highlights that the implementation of a pluralistic spatial education model confronts challenges such as inequitable distribution of educational spatial resources, spatial categorization, pragmatization, and internationalization.

Keywords: Spatial transitions, Educational effectiveness, Cognitive achievement, Social mobility, Educational achievement