A quality education framework based on basic education reform for primary schools in Shenzhen

This study aims to construct a cognitive framework for quality education within the context of basic education reform. Adopting an interpretivism philosophical stance, the research employed qualitative methods, with semi-structured interviews conducted with 34 frontline teachers in Shenzhen, China. These interviews were supplemented by document analysis and government statistical data. A systems analysis approach was applied throughout the research process. Data were coded and analyzed thematically using NVivo 12, and findings were derived through inductive reasoning. To ensure the reliability and validity of the data, quality control measures such as expert consultations, pilot interviews, and dual-coder verification were implemented. The study resulted in a systematic framework comprising four key components: input, implementation, output, and assessment. The framework is specifically designed for application at the primary school level. Ultimately, this framework serves as a practical guide for both novice and experienced teachers in understanding the goals of quality education, selecting appropriate pedagogical approaches, applying effective teaching strategies, and achieving desired educational outcomes. Furthermore, the study offers an innovative theoretical perspective by bridging the gap between the ideal vision and practical realities of quality education, emphasizing a paradigm shift from passively meeting educational needs to actively creating them