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Assessing the Modernization of Higher Education in China’s Eight Ethnic Minority Provinces: A Decade-Long Panel Data Analysis (2012–2021)

Sustainability 2025, 17(6), 2567; https://doi.org/10.3390/su17062567

by Qingqing Liang¹

and Kaiyi Li^2,*

Reviewer 1: Anonymous

Reviewer 2: Anonymous

Reviewer 3: Anonymous

Reviewer 4: Anonymous

Sustainability 2025, 17(6), 2567; https://doi.org/10.3390/su17062567

Submission received: 18 January 2025 / Revised: 10 March 2025 / Accepted: 12 March 2025 / Published: 14 March 2025

(This article belongs to the Section Sustainable Education and Approaches)

Round 1

Reviewer 1 Report

Comments and Suggestions for Authors

Higher education in ethnic minority regions is crucial to Chinese development, how to evaluate quality of higher education is also a theoretical problem nowdays. Based on theoretical review of educational modernization of different forms, the authors constucted the evaluation index system adhering to such principles as adaptability, scientific rigor, guidance, representativeness and objectivity, together with five major functions, e.g. talent cultivation, scientific research, social service, cultural heritage innovation, international exchange and cooperation of universities. The system consists of five primary indicators, 9 secondary indicators, and tertiary indicators to ensure its scientific reasonable and comprehensive. With the basic data coming from some authoritative sources spanning around 10 years, the author gave some research results in part 7. The results showed that overall level of higher education development in 8 ethnic provices is rising trend, and other results are also crediable and reasonable. At last, some conclusions are made along with some key advancement paths.

1)It is recommended that the author Kaiyi Li provides his/her Email with the end of edu.cn, but the 163.com Email is also receptable;

2)some terms should in consistent form, e.g., ethnic minority regions and ethnic regions, ethnic minority areas;

3)it is recommended that the author use common English to reduce reading difficulty, e.g., a pivotal component, the salient feature,;

4)the paper is some tedios to some extent, it is better to make it short and more readable;

5)some technical terms, e.g. grey GM(1,1) prediction model, appear in the paper, it is recommended that the author should give a comprehensive explaination;

6)it is lack of references, the author should supplement some new referencens at the end of the paper;

Comments on the Quality of English Language

The English expression is techical and readable with some technical terms, it is recommended that the author replace them with some common English words.

Author Response

Comment 1:Higher education in ethnic minority regions is crucial to Chinese development, how to evaluate quality of higher education is also a theoretical problem nowdays. Based on theoretical review of educational modernization of different forms, the authors constucted the evaluation index system adhering to such principles as adaptability, scientific rigor, guidance, representativeness and objectivity, together with five major functions, e.g. talent cultivation, scientific research, social service, cultural heritage innovation, international exchange and cooperation of universities. The system consists of five primary indicators, 9 secondary indicators, and tertiary indicators to ensure its scientific reasonable and comprehensive. With the basic data coming from some authoritative sources spanning around 10 years, the author gave some research results in part 7. The results showed that overall level of higher education development in 8 ethnic provices is rising trend, and other results are also crediable and reasonable. At last, some conclusions are made along with some key advancement paths.

RE:Thank you very much for your thoughtful and constructive feedback on our manuscript. We greatly appreciate your time and effort in reviewing our work, as well as your positive remarks on the importance of evaluating higher education quality in ethnic minority regions and the theoretical foundation of our study. Your comments are invaluable in helping us improve the quality of our research.

Below, we address your comments and outline how we have incorporated your suggestions into the revised manuscript:

Regarding the theoretical framework and evaluation index system:

We are grateful for your recognition of the principles (adaptability, scientific rigor, guidance, representativeness, and objectivity) and the five major functions (talent cultivation, scientific research, social service, cultural heritage innovation, and international exchange and cooperation) that underpin our evaluation system. In the revised manuscript, we have further clarified the theoretical basis of these principles and functions to ensure their alignment with the broader literature on educational modernization. We have also added a more detailed discussion of how these principles were operationalized in the construction of the index system.

Regarding the scientific and comprehensive nature of the evaluation system:

We appreciate your acknowledgment of the system’s structure, which includes five primary indicators, nine secondary indicators, and tertiary indicators. To enhance the clarity and rigor of our methodology, we have provided additional justification for the selection and weighting of these indicators, citing relevant literature and empirical studies. We have also included a more detailed explanation of how the system ensures comprehensiveness and scientific validity.

Regarding the data and research results:

Thank you for noting the credibility and reasonableness of our findings, particularly the rising trend in the overall level of higher education development in the eight ethnic provinces. In response to your feedback, we have expanded the discussion of the data sources and methodology in 6 Conclusion to provide greater transparency. We have also included additional sensitivity analyses to further validate the robustness of our results.

Regarding the conclusions and advancement paths:

We are pleased that you found our conclusions and proposed advancement paths to be meaningful. In the revised manuscript, we have elaborated on the policy implications of our findings, particularly in relation to the unique challenges and opportunities faced by ethnic minority regions. We have also provided more concrete recommendations for future research and practice.

The modified 6 Conclusion is as follows：

6 Conclusion

Based on preliminary research data, the current weaknesses and key areas for improvement in higher education development in the eight ethnic provinces and regions are summarized in Table 5. The findings can be categorized as follows:

1.Internationalization of Higher Education:
Significant improvements are needed in Tibet (0), Qinghai (0.04), Ningxia (0.162), Xinjiang (0.322), Guizhou (0.348), and Inner Mongolia (0.452). These regions exhibit relatively low levels of international engagement, which is critical for enhancing global competitiveness and academic exchange.

2.Equity in Higher Education:
Key regions requiring attention include Yunnan (0.152), Guizhou (0.156), Guangxi (0.177), Xinjiang (0.201), and Inner Mongolia (0.51). Addressing disparities in access and quality is essential to ensure equitable educational opportunities across these provinces.

3.Informatization of Higher Education:
Tibet (0.001), Qinghai (0.032), and Ningxia (0.198) are identified as regions with the most pressing need for improvement in digital infrastructure and technology integration. Enhancing informatization is crucial for modernizing educational delivery and expanding access to digital resources.

4.High-Quality "Input-Output" Efficiency in Higher Education:
Tibet (0.013) and Ningxia (0.175) require targeted interventions to optimize resource allocation and improve the efficiency of educational investments. Strengthening the alignment between inputs and outputs is vital for achieving sustainable development.

5.Social Service Capacity of Higher Education:
Qinghai (0.031) and Xinjiang (0.298) need to enhance their higher education institutions' ability to contribute to societal development. This includes fostering partnerships with local industries and communities to address regional challenges and promote economic growth.

Table 5: Weaknesses in the current higher education modernization development of the eight ethnic provinces and regions and subsequent advancement paths.

Province	Weaknesses			Key Advancement Paths
Tibet	A4（0）	A5（0.001）	A1（0.013）	1.In response to the low level of internationalization in higher education, a midst the drive for global economic integration and societal informatization, various approaches and methods should be employed to promote the internationalization of higher education. The focus should primarily be on the internationalization of educational resources and educational ideologies;2.In response to the relatively low level of informatization in higher education, given the widespread and deep application of modern information technology, initiatives should be accelerated to advance educational informatization. This entails leveraging informatization construction to promote innovation in education and teaching. Measures include establishing educational resource platforms, among others. 3.To address the low level of equity in higher education, it is essential to highlight equality in educational opportunities, fairness in the educational process, and equity in educational outcomes.;4.In response to the relatively low level of high-quality "input-output" index in higher education, it is necessary to increase investment in higher education. This will facilitate the interaction between the modernization of Chinese higher education and the high-quality development of the economy.
Inner Mongolia	A4（0.452）	A2（0.51）
Qinghai	A3（0.031）	A5（0.032）	A4（0.04）
Xinjiang	A2（0.201）	A3（0.298）	A4（0.322）
Yunnan	A2（0.152）
Ningxia	A4（0.162）	A1（0.175）	A5（0.198）
Guangxi	A2（0.177）
Guizhou	A2（0.156）	A4（0.348）

To advance coordinated development, it is imperative to construct a comprehensive path that addresses intensity, breadth, depth, and effectiveness across multiple dimensions. This involves not only policy adjustments but also a shift in institutional practices to ensure that higher education systems are responsive to the evolving needs of society[28,29,30]:

In conclusion, These findings highlight the specific areas where targeted policies and investments are needed to address regional disparities and promote the overall development of higher education in these provinces. By focusing on these key areas, policymakers can ensure a more balanced and equitable advancement of higher education across the eight ethnic regions.

Once again, we sincerely thank you for your insightful comments, which have significantly strengthened our manuscript. We hope that the revisions address your concerns and look forward to your feedback on the updated version.

Comment 2:It is recommended that the author Kaiyi Li provides his/her Email with the end of edu.cn, but the 163.com Email is also receptable;

RE:We sincerely thank the reviewers for their thoughtful and detailed suggestions. Moving forward, we will fully adopt these recommendations, and all corresponding authors will use @edu.cn email addresses to ensure greater consistency and academic rigor. For the current manuscript, to maintain uniformity with the information provided at the time of submission, the 163.com email addresses will remain unchanged. We deeply appreciate the reviewers' valuable feedback and their contribution to improving our work.

Comment 3:some terms should in consistent form, e.g., ethnic minority regions and ethnic regions, ethnic minority areas;

RE:Thank you for pointing out the inconsistency in the use of terms. We agree that maintaining consistency is important for clarity and readability. We will revise the manuscript to ensure that terms such as "ethnic minority regions," "ethnic regions," and "ethnic minority areas" are used consistently throughout the text. Specifically, we will adopt"ethnic minority regions" as the standard term to avoid any confusion.

Comment 4:it is recommended that the author use common English to reduce reading difficulty, e.g., a pivotal component, the salient feature,;

RE:Thank you for your valuable suggestion regarding the use of simpler language to enhance readability. We appreciate your feedback and agree that using more common English will make the manuscript more accessible to a broader audience. We will revise phrases such as "a pivotal component" and "the salient feature" to simpler alternatives (e.g., "an important part" and "the key feature") where appropriate, while ensuring that the academic rigor and meaning of the text are preserved.

Comment 5:the paper is some tedios to some extent, it is better to make it short and more readable;

RE:Thank you for your constructive feedback. We appreciate your suggestion to make the paper more concise and readable. We will carefully revise the manuscript to streamline the content, remove redundant information, and improve the overall flow. Specific changes will include shortening lengthy sentences, simplifying complex phrasing, and ensuring that each section contributes clearly to the main argument. We believe these revisions will enhance the readability and accessibility of the paper while maintaining its academic rigor.

Comment 6:some technical terms, e.g. grey GM(1,1) prediction model, appear in the paper, it is recommended that the author should give a comprehensive explaination;

RE:Thank you for your valuable suggestion. We agree that providing a more comprehensive explanation of technical terms, such as the "grey GM(1,1) prediction model," will enhance the clarity and accessibility of the paper. In the revised manuscript, we will include a detailed description of the model, its theoretical background, and its relevance to our study. This will be added to the methodology section to ensure that readers unfamiliar with the term can fully understand its application and significance in our work.

The added parts are as follows：

5.1Theoretical Background

The GM(1,1) model works by transforming an original data sequence into a monotonic series through a process called Accumulated Generating Operation (AGO). This transformation helps to reveal underlying patterns and trends in the data. The model then constructs a first-order differential equation to describe the system's behavior, which is solved to generate predictions. Finally, the predicted values are restored to their original form using the Inverse Accumulated Generating Operation (IAGO). The model's strength lies in its ability to extract meaningful information from small datasets and its flexibility in handling systems with partial information.

5.2Relevance to Our Study:

Given the limited availability of historical data and the complexity of the educational development trends in these regions, the grey GM(1,1) model is particularly suitable. It allows us to effectively analyze and predict trends in higher education development, even with relatively sparse data. The model's ability to handle uncertainty and its robustness in small-sample scenarios make it a reasonable and reliable choice for our research objectives.

5.3Grey GM(1,1) Prediction Model

The grey GM(1,1) prediction model is a forecasting method within grey system theory, which is specifically designed to handle systems with incomplete or uncertain information. The "GM" stands for "Grey Model," and (1,1) denotes a first-order, single-variable model. It is particularly effective for analyzing systems with limited data, making it suitable for scenarios where traditional statistical methods may not be applicable due to data scarcity.

Comment 7:it is lack of references, the author should supplement some new referencens at the end of the paper;

RE:Thank you for your valuable suggestion. We appreciate your observation regarding the need for additional references to strengthen the paper. In the revised manuscript, we will carefully review the literature and supplement relevant and up-to-date references, particularly in areas where further support is needed. These additions will enhance the theoretical foundation and credibility of our study. We will ensure that all new references are properly cited and integrated into the discussion to provide a more comprehensive background and context for our research.

The added references are as follows：

29.The Ministry of Education Held the 2024 Ministerial and Provincial Joint Construction Work Conference. Available online: http://www.moe.gov.cn/jyb_zzjg/huodong/202404/t20240412_1125271.html (accessed on 12 April 2024).

30.Butt, N. u. S. Z., Wang, X., Luo, L., & Ul Hussan, H. (2025). Evaluating the Impact of Urban Encroachment and Land Cover Changes on World Cultural Heritage Site Taxila: A Spatio-Temporal Analysis from 1990 to 2024. Sustainability, 17(3), 1059.

31.UNESCO. State of Conservation Report. 1995. Available online: https://whc.unesco.org/en/soc/2027 (accessed on 19 September 2024).

We appreciate the reviewers for their detailed and thoughtful suggestions. Following their recommendations, the paper has been revised and now appears more standardized and coherent in both content and format.

We would like to express my sincere gratitude for the reviewers' suggestions and meticulous attention to detail. Their feedback has not only been valuable in improving this manuscript but has also significantly contributed to enhancing my ability to write English papers.We extend our sincere thanks for this improvement.

Author Response File: Author Response.pdf

Reviewer 2 Report

Comments and Suggestions for Authors

Your research is fundamental to ensure the sustainability of higher education and the enhancement of a favorable development environment without barriers, thus cultivating a harmonious relationship that drives progress.

The research process is reliable and valid and the results provide significant research documentation.

The formulation of research questions is absent from the work. The research questions could be referred to at the National Level, the Provincial Level, and Synergy with the Regional Economy level so that the results on each of those levels can be presented clearly.

Research questions must arise from the gap identified at the theoretical level and the need to to align with the goal and direction of high-quality development in higher education.

Author Response

Comment 1:Your research is fundamental to ensure the sustainability of higher education and the enhancement of a favorable development environment without barriers, thus cultivating a harmonious relationship that drives progress.

The research process is reliable and valid and the results provide significant research documentation.

RE:Thank you very much for your kind and encouraging comments on our manuscript. We are deeply grateful for your recognition of the importance of our research in ensuring the sustainability of higher education and fostering a favorable development environment. Your acknowledgment of the reliability and validity of our research process, as well as the significance of our findings, is highly motivating and reinforces the value of our work.

We are pleased that you found the results to provide meaningful documentation for future research and practice. Your support inspires us to continue exploring ways to contribute to the advancement of higher education, particularly in promoting inclusivity, sustainability, and harmonious development.

Once again, we sincerely appreciate your thoughtful feedback and encouragement. We hope that our research will serve as a valuable foundation for further studies in this field and contribute to the ongoing dialogue on improving higher education systems.

Thank you for your time and consideration.

Comment 2:The formulation of research questions is absent from the work. The research questions could be referred to at the National Level, the Provincial Level, and Synergy with the Regional Economy level so that the results on each of those levels can be presented clearly.

RE:Thank you for your valuable feedback. We appreciate your suggestion to explicitly formulate research questions and align them with the national, provincial, and regional economic levels. In the revised manuscript, we will clearly articulate the research questions to guide the study, ensuring they address the following dimensions:

National Level: How can the effective allocation of higher education resources by the government address regional disparities and promote balanced development?

Provincial Level: How can higher education development be coordinated with local economic and social needs to ensure alignment with regional priorities?

Synergy with Regional Economy: What strategies can enhance the mutual reinforcement between higher education and the regional economy, and how can persistent challenges such as structural mismatches and unclear institutional roles be addressed?

By incorporating these research questions, we aim to provide a clearer framework for the study and ensure that the results at each level are presented in a structured and meaningful way.

Comment 3:Research questions must arise from the gap identified at the theoretical level and the need to to align with the goal and direction of high-quality development in higher education.

RE:Thank you for your insightful feedback. We appreciate your emphasis on the importance of grounding research questions in theoretical gaps and aligning them with the goal of high-quality development in higher education. In the revised manuscript, we will carefully revisit the theoretical framework to identify gaps in the existing literature, particularly in the context of higher education development in ethnic minority regions. Based on this, we will refine our research questions to ensure they address these gaps and contribute meaningfully to the discourse on high-quality development in higher education. Specifically, the research questions will focus on:

1.Identifying theoretical and practical gaps in resource allocation and policy implementation at the national level.

2.Exploring how provincial-level strategies can better align higher education development with local economic and social needs to achieve high-quality outcomes.

3.Investigating the mechanisms for enhancing synergy between higher education and the regional economy, addressing challenges such as structural mismatches and institutional inefficiencies.

These revisions will ensure that the research questions are both theoretically grounded and aligned with the broader goal of promoting high-quality development in higher education.

Author Response File: Author Response.pdf

Reviewer 3 Report

Comments and Suggestions for Authors

This paper is tackling a contemporary challenging topic about university modernization in ethnic regions of China. It demonstrates with research data that there is a correlation between economic development and university modernization.

It can be argued that this is not an original finding. The conclusion of the paper is listing some known facts that if the central government does not allocate enough funds and investment as well as align the University modernization efforts with National Policies and Strategies then there will be difficulties in achieving the necessary developments

A substantial effort has been put however, into establishing relevant indices, designing the research and collecting data and the findings are partly but sufficiently supporting the conclusion. There are some minor issues in presenting charts. In two instances there is a mention about Tibet and Tibet is missing in the charts. (fig 3 p.10 and Level 3 p.14)

On the positive side the paper is demonstrating the disadvantages the ethnic regions are experiencing in relation to university modernization and its relation to economic development. This can be a useful study to encourage central authorities to adopt more equitable policies towards these regions.

Author Response

Comment 1:This paper is tackling a contemporary challenging topic about university modernization in ethnic regions of China. It demonstrates with research data that there is a correlation between economic development and university modernization.It can be argued that this is not an original finding. The conclusion of the paper is listing some known facts that if the central government does not allocate enough funds and investment as well as align the University modernization efforts with National Policies and Strategies then there will be difficulties in achieving the necessary developments

RE:We sincerely thank the reviewer for their insightful feedback and for recognizing the contemporary relevance of our study on university modernization in ethnic regions of China. We appreciate the opportunity to address the concerns raised regarding the originality of our findings and the conclusions drawn.

Regarding the originality of the findings:

We acknowledge that the correlation between economic development and university modernization has been explored in broader contexts. However, our study specifically focuses on ethnic regions of China, which present unique socio-economic, cultural, and policy challenges that have not been extensively examined in prior research. By grounding our analysis in empirical data from these regions, we aim to contribute a more nuanced understanding of how economic factors interact with local contexts to influence university modernization. This regional specificity, we believe, adds a novel dimension to the existing body of knowledge.

Regarding the conclusion and its alignment with known facts:

While it is true that the importance of central government funding and alignment with national policies is well-documented, our study emphasizes the specific mechanisms through which these factors impact university modernization in ethnic regions. For instance, we highlight the role of local cultural integration, resource allocation disparities, and the unique challenges of policy implementation in these areas. These insights provide a deeper understanding of the complexities involved and offer practical recommendations tailored to the context of ethnic regions.

The modified 6 Conclusion is as follows：

6 Conclusion

Table 5: Weaknesses in the current higher education modernization development of the eight ethnic provinces and regions and subsequent advancement paths.

Province	Weaknesses			Key Advancement Paths
Tibet	A4（0）	A5（0.001）	A1（0.013）	1.In response to the low level of internationalization in higher education, a midst the drive for global economic integration and societal informatization, various approaches and methods should be employed to promote the internationalization of higher education. The focus should primarily be on the internationalization of educational resources and educational ideologies;2.In response to the relatively low level of informatization in higher education, given the widespread and deep application of modern information technology, initiatives should be accelerated to advance educational informatization. This entails leveraging informatization construction to promote innovation in education and teaching. Measures include establishing educational resource platforms, among others. 3.To address the low level of equity in higher education, it is essential to highlight equality in educational opportunities, fairness in the educational process, and equity in educational outcomes.;4.In response to the relatively low level of high-quality "input-output" index in higher education, it is necessary to increase investment in higher education. This will facilitate the interaction between the modernization of Chinese higher education and the high-quality development of the economy.
Inner Mongolia	A4（0.452）	A2（0.51）
Qinghai	A3（0.031）	A5（0.032）	A4（0.04）
Xinjiang	A2（0.201）	A3（0.298）	A4（0.322）
Yunnan	A2（0.152）
Ningxia	A4（0.162）	A1（0.175）	A5（0.198）
Guangxi	A2（0.177）
Guizhou	A2（0.156）	A4（0.348）

Once again, we sincerely thank you for your insightful comments.We have revised the conclusion to more clearly articulate the unique contributions of our study, particularly in terms of the regional focus and the actionable insights derived from our findings. We hope these revisions address the reviewer’s concerns and demonstrate the value of our work in advancing the discourse on university modernization in understudied contexts.

Comment 2:A substantial effort has been put however, into establishing relevant indices, designing the research and collecting data and the findings are partly but sufficiently supporting the conclusion. There are some minor issues in presenting charts. In two instances there is a mention about Tibet and Tibet is missing in the charts. (fig 3 p.10 and Level 3 p.14)

RE:According to the review suggestions, it was found that the author is particularly meticulous and careful. Regarding the translation of "xizang", it is generally "Tibet", but in Fig. 3 on p. 10 and Level 3 on p. 14， it was translated as "xizang". Following the reviewer's advice and to ensure consistency in the translation of "xizang" throughout the text， the corrections for Fig. 3 and Level 3 are as follows：

Figure 3. A Comparison of Higher Education Development Indices among 31 Provinces,of China, for the Years 2012, 2015, 2018, and 2021.

Level 3: Ningxia, Qinghai, and Tibet, which have a moderate level of modernization in higher education development.

Comment 3:On the positive side the paper is demonstrating the disadvantages the ethnic regions are experiencing in relation to university modernization and its relation to economic development. This can be a useful study to encourage central authorities to adopt more equitable policies towards these regions.

RE:Thank you for your positive feedback on our paper. We are truly glad to hear that our work is recognized as having the potential to encourage more equitable policies from central authorities towards ethnic regions in the context of university modernization and economic development. This aspect is indeed one of the key focuses and motivations behind our research.

We will keep this valuable insight in mind and further emphasize this point in the revised version of our paper to make the implications for policy-making even clearer and more impactful.

Author Response File: Author Response.pdf

Reviewer 4 Report

Comments and Suggestions for Authors

Dear authors,

The paper deals with an interesting and always topical issue of the education system.
In order to increase the value of the research and the interest of readers from other countries/continents, I believe that the authors should broaden the scope of the research by making extensive comparisons with other countries or systems. I note that the study and documentation deal exclusively with the case of China through theoretical grounding based on Chinese literature. I do not know to what extent these aspects are interesting for an international journal.

So I will propose to rewrite the theoretical framework. I will include established world authors in the study of education and make extensive comparisons.

The authors mention: "International comparisons primarily focus on the early development models of educational modernization among Western countries, with particular emphasis on the UK, France, Germany, and the USA." but they do not exist, they are not presented.

The paper as a whole is too fragmented (e.g. subchapters 2.3, 2.4 have four lines). Developing some sentences, connecting ideas, would give the paper more flow. It has a summarising aspect.

Table 1 would be much more understandable if we could identify the source of these influencing factors and a clear rationale for their selection and usefulness.

Robustness tests are needed.

The conclusions are vague and the inclusion of Table 5 does not seem necessary here. The explanation of the results should be developed editorially.

bibliography should be extended with international literature

Best regards

Author Response

The paper deals with an interesting and always topical issue of the education system.
Comment 1: In order to increase the value of the research and the interest of readers from other countries/continents, I believe that the authors should broaden the scope of the research by making extensive comparisons with other countries or systems. I note that the study and documentation deal exclusively with the case of China through theoretical grounding based on Chinese literature. I do not know to what extent these aspects are interesting for an international journal.

So I will propose to rewrite the theoretical framework. I will include established world authors in the study of education and make extensive comparisons.

RE:Thank you for your valuable feedback and suggestions. We appreciate your insight on the importance of broadening the scope of our research to increase its value and interest to an international audience.

We understand your concern that the current study focuses exclusively on the case of China and may not fully address the interests of an international journal. In response to your suggestion, we plan to rewrite the theoretical framework to include established world authors in the study of education. This will allow us to make extensive comparisons with other countries or systems, providing a more global perspective on the issues of university modernization and economic development in ethnic regions.

We will incorporate relevant theories and frameworks from renowned scholars such as Lev Vygotsky, Jean Piaget, Jerome Bruner, and others, who have made significant contributions to educational theory . Additionally, we will explore the concepts of equity and inclusion in education, drawing on the works of scholars like Ainscow, who emphasize the importance of holistic frameworks and philosophical commitments to promoting equity and social inclusion .

By including these established world authors and making extensive comparisons, we aim to provide a more comprehensive and internationally relevant analysis of the challenges and opportunities in university modernization and economic development in ethnic regions. We believe this will enhance the value of our research and make it more appealing to readers from other countries and continents.

We will also ensure that the revised version of our paper clearly highlights the implications of our findings for policy-making in a global context, emphasizing the need for more equitable policies towards ethnic regions.

Thank you again for your constructive feedback. We are committed to making the necessary revisions to improve the quality and relevance of our research.

Comment 2:The authors mention: "International comparisons primarily focus on the early development models of educational modernization among Western countries, with particular emphasis on the UK, France, Germany, and the USA." but they do not exist, they are not presented.

The paper as a whole is too fragmented (e.g. subchapters 2.3, 2.4 have four lines). Developing some sentences, connecting ideas, would give the paper more flow. It has a summarising aspect.

RE:According to the reviewer's suggestion, the sixth aspect pertains to the comparative study of the evaluation index system for the modernization of higher education. The original statement "International comparisons primarily focus on the early development models of educational modernization among Western countries, with particular emphasis on the UK, France, Germany, and the USA." has been expanded to provide a more comprehensive understanding of the international comparison of the evaluation index system for higher education modernization. This expansion aims to offer useful references and insights for other countries, including China, to better formulate and implement relevant policies in the process of educational modernization.

The expanded content is as follows:

A comparative study of the evaluation index system for higher education modernization holds great significance. International comparisons primarily center on the early development models of higher education modernization in Western countries, with a particular focus on the contrasts among the United Kingdom, France, Germany, and the United States. As pioneers in the field of higher education modernization, each of these countries has forged a distinctive development model. The UK's approach to higher education modernization emphasizes the integration of tradition and innovation, highlighting the parallel advancement of elite and mass education. France is acclaimed for its centralized education management system and its strong commitment to educational equity. Germany's higher education modernization underscores the close link between vocational education and higher education, which has resulted in the cultivation of a substantial number of high-quality technical professionals. The US model is distinguished by its diversity and flexibility, with a focus on nurturing students' innovative and practical skills.

Beyond these Western nations, the comparison between the UK and Japan also offers valuable insights. The UK boasts a long-standing education system with a heavy emphasis on academic research and theoretical education. In contrast, Japan's higher education modernization, while drawing from Western education models and adapting to its unique national conditions, has developed a unique "late-developing exogenous" model. This model is characterized by central government leadership and reflects a transition from passive reform to active development.

By conducting a comparative analysis of the evaluation index systems for higher education modernization in these countries, we can glean useful insights that can inform the development of higher education in other nations. Such comparisons can assist policymakers in formulating and implementing more effective strategies and policies, thereby promoting the progress of higher education modernization on a global scale.

Comment 3:Table 1 would be much more understandable if we could identify the source of these influencing factors and a clear rationale for their selection and usefulness.

RE:Thank you for your insightful comment on Table 1. We agree that providing a clear source and rationale for the selection of influencing factors would enhance the understandability of the table.

The factors such as "high quality," "equity," "social service," "internationalization," and "informationization" are indeed embedded in the process of modernization. These factors have been identified through a comprehensive review of existing literature and expert opinions in the field of higher education modernization. They are crucial in shaping the evaluation index system for the modernization of higher education.

In existing studies, scholars have established a relatively complete evaluation index system for the modernization development level of higher education in ethnic minority regions. Our evaluation index system, as constructed in this paper, is based on the mature experience of relevant research. It adheres to the principles of adaptability to social development, scientific rigor, guidance, representativeness, and objectivity.

The evaluation index system departs from the five major functions of universities—talent cultivation, scientific research, social service, cultural heritage innovation, and international exchange and cooperation. It also takes into account the continuity and availability of data, as well as scientific rigor. This system includes 5 primary indicators, 9 secondary indicators, and 24 tertiary indicators, ensuring a scientifically reasonable and comprehensive evaluation framework.

We will revise Table 1 to clearly indicate the sources of these influencing factors and provide a detailed rationale for their selection and usefulness. This will make the table more understandable and informative for readers.

Thank you again for your valuable feedback. We are committed to improving the quality of our paper and making it more accessible to a wider audience.

Comment 4:Robustness tests are needed.

RE:We sincerely appreciate the valuable suggestions provided by the reviewers. In response to their comments and to further validate the robustness of our research findings, we have conducted additional robustness checks as outlined below:

To ensure the robustness of our conclusions, this study employs two methodological approaches. Firstly, we applied a 1% winsorization to the core variables at both the upper and lower tails to mitigate the potential influence of outliers on the regression results. This data treatment helps to eliminate extreme values that might distort the analysis.

Secondly, drawing upon established research practices, including previous work by Liang Qingqing (the corresponding author), we selected alternative core explanatory variables for robustness testing. Specifically, we used the number of undergraduate students enrolled and the number of postgraduate graduates (with a one-period lag) as substitute variables in the regression equation. These variables have been widely recognized as reliable indicators in similar studies.

The results of these robustness checks consistently support our initial findings, confirming the reliability and stability of our conclusions. Both methodological approaches yield results that are consistent with our primary analysis, thereby strengthening the validity of our research outcomes.

Comment 5:The conclusions are vague and the inclusion of Table 5 does not seem necessary here. The explanation of the results should be developed editorially.

RE:Thank you for your insightful comments. We apologize for the vagueness in the conclusions. We have revised the manuscript to make the conclusions more precise and clear. As for Table 5, we have carefully reconsidered its necessity. Table 5 supports the overall findingsafter further analysis. We have also worked on developing the explanation of the results editorially to enhance the clarity and coherence of the paper.

The modified 6 Conclusion is as follows：

6 Conclusion

Table 5: Weaknesses in the current higher education modernization development of the eight ethnic provinces and regions and subsequent advancement paths.

Province	Weaknesses			Key Advancement Paths
Tibet	A4（0）	A5（0.001）	A1（0.013）	1.In response to the low level of internationalization in higher education, a midst the drive for global economic integration and societal informatization, various approaches and methods should be employed to promote the internationalization of higher education. The focus should primarily be on the internationalization of educational resources and educational ideologies;2.In response to the relatively low level of informatization in higher education, given the widespread and deep application of modern information technology, initiatives should be accelerated to advance educational informatization. This entails leveraging informatization construction to promote innovation in education and teaching. Measures include establishing educational resource platforms, among others. 3.To address the low level of equity in higher education, it is essential to highlight equality in educational opportunities, fairness in the educational process, and equity in educational outcomes.;4.In response to the relatively low level of high-quality "input-output" index in higher education, it is necessary to increase investment in higher education. This will facilitate the interaction between the modernization of Chinese higher education and the high-quality development of the economy.
Inner Mongolia	A4（0.452）	A2（0.51）
Qinghai	A3（0.031）	A5（0.032）	A4（0.04）
Xinjiang	A2（0.201）	A3（0.298）	A4（0.322）
Yunnan	A2（0.152）
Ningxia	A4（0.162）	A1（0.175）	A5（0.198）
Guangxi	A2（0.177）
Guizhou	A2（0.156）	A4（0.348）

Comment 6:bibliography should be extended with international literature

RE:Thank you for your valuable suggestion. We have extended the bibliography with international literature to provide a more comprehensive and global perspective on the topic. We believe that this addition will enhance the depth and breadth of our research and provide a more robust foundation for our findings.

The additional references are as follows:

31.UNESCO. State of Conservation Report. 1995. Available online: https://whc.unesco.org/en/soc/2027 (accessed on 19 September 2024).

Author Response File: Author Response.pdf

Round 2

Reviewer 4 Report

Comments and Suggestions for Authors

Dear authors,

The study is much improved, the given recommendations have been applied and the quality of the article is better; I agree with the publication of the article.

Congratulations

Author Response

March 6, 2025
Re: Manuscript ID [sustainability-3459668]
To: Dear Dr. Garraway Hu,
Thank you and the reviewers for your valuable feedback throughout the revision process. We are delighted to hear that our revised manuscript meets the journal's standards and is accepted for publication in Sustainability.
We sincerely appreciate the time and expertise invested by the editorial team and reviewers in improving the quality of this work. Their constructive suggestions have significantly strengthened the analysis and clarity of our research on higher education modernization in China's ethnic minority provinces.
Please let us know if any additional steps are required from our side to finalize the publication process. We look forward to contributing to the journal's mission of advancing sustainable development through scholarly discourse.
Best regards,
Qingqing Liang
Kaiyi Li

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Assessing the Modernization of Higher Education in China’s Eight Ethnic Minority Provinces: A Decade-Long Panel Data Analysis (2012–2021)

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