In the evolving global landscape, developing innovative abilities has become the new goal of higher education in the world. Within this framework, universities face a significant task of developing training models that cultivate top innovative minds, so that these individuals acquire the skills needed to face complex challenges in modern times. This study employed a cross-sectional analysis involving sample size of 340 randomly selected students majoring in the Humanities field in Guangxi province, China. Here, data is collected using validated instruments measuring key constructs, including Course Design and Teaching Methods, Educational Philosophy, Educational Resources and Environment, and Faculty Development on Teaching Effectiveness. Confirmatory factor analysis (CFA) indicated good model fit with indices of CFI = 0.971, RMSEA = 0.035, SRMR = 0.037, and GFI = 0.905. Structural Equation Modeling (SEM) revealed that Course Design and Teaching methods significantly mediated the relationship between educational environment factors and talent quality with standardized path coefficients of χ2 = 549.686, p χ2/df = 1.409. These findings support the hypothesis framework highlighting the critical role of teaching effectiveness in enhancing talent development within the New Humanities educational context. Implications for educational practice and policy in Guangxi universities are discussed. Results of mediation analysis confirmed that the connection amongst the training factors and Teaching Effectiveness is fully mediated by Critical Factors in Training Models. Descriptive statistics show high internal consistency and good convergent validity. The study finds that well-designed teaching methods are more critical for enhancing Teaching Effectiveness, while other factors, although relevant, are less important.
Xingyu Lyu (Tue,) studied this question.