Constructing a Live-Streamed Instructional Ecosystem in Open Education for Grassroots Governance Personnel Development

Abstract

Live-streamed instruction has become an important mode of synchronous teaching and learning support in open education. Existing studies have focused on platform applications and instructional models, with limited attention to systemic relationships among actors, resources, technologies, and environments. For grassroots governance personnel, it must address the distinctive circumstances of employed adult learners: work-study tensions, varied prior learning, and practice-oriented needs. This study draws on the theory of educational ecology to construct an analysis framework for the live teaching ecosystem aimed at cultivating grassroots governance personnel. The study defines the connotation of this ecosystem and its four components, namely actors, technology, resources, and environment, analyzes the relationships and structural characteristics among the elements, explains the three operational mechanisms, namely information exchange, input to effectiveness transformation, and feedback regulation, and proposes five optimization paths, namely contextualization of resources, complexification of teams, flexibility of organizations, full-process support, and capability of evaluation. Live teaching should go beyond synchronous teaching and move towards an ecosystem where actors, resources, technology, and environment operate collaboratively. By organizing learning around governance tasks, providing full-process learning support, and relying on data-driven feedback and adjustment, such ecosystems can effectively cultivate grassroots governance capabilities. Accordingly, this study offers a systematic theoretical and practical framework to promote this goal.