Empowered by the rapid advancement of digital technologies, including Big Data, artificial intelligence (AI), and virtual reality, human society has transformed from the era of information to the era of digital intelligence. Unlike previous social formations, the digital-intelligent society has disrupted many long-held consensus norms and introduced numerous difficult challenges. To cultivate adaptive talents with general literacy of digital intelligence and specific professional competences, psychology, as one of the foundations of social sciences, must launch a revolution in future-oriented education. In higher education, the two principal components, defined by their nature and objective, are knowledge-oriented and research-oriented teaching. The former is designed to provide an introduction to the fundamental principles and basic knowledge of psychology for freshmen and sophomores, while the latter is intended to equip junior and senior undergraduates with the skills necessary for conducting scientific research. First, it is both possible and necessary to integrate AI throughout the processes of knowledge-oriented teaching. In this article, we propose a “loop model” to demonstrate the applications of AI in the knowledge-oriented phase. Furthermore, to provide a reference criterion for nurturing innovative and research-oriented students, we present a theoretical framework of “chimeric research” to provide a comprehensive overview of psychology research in the era of AI. In conclusion, psychology education needs to be aligned with the demands of modern society and embrace digital intelligence in both knowledge- and research-oriented teaching phases.

The Ministry of Education of the People’s Republic of China has proposed the deep integration of digital intelligence (DI) technologies into the higher education system to achieve a fundamental transformation. In response to the global imperative for digital transformation in higher education, the research investigates how Wuhan University systematically implements DI technologies across teaching, management, and service to cultivate innovative talents. With a focus on talent development, Wuhan University has built an integrated teaching platform and developed a DI education evaluation system. The research offers practical insights for higher education institutions navigating digital transitions and advancing global DI education practices. By fully integrating DI technologies and concepts into all aspects of teaching, management, and service, the reform aims to create a new synergy between DI technologies and the higher education system. This integration enhances the university’s abilities to seize opportunities and meet challenges in the DI era, thereby providing comprehensive support for cultivating top innovative talents.

Researchers from China have examined South–South higher education interactions amid “triple disruptions,” applying Southern epistemologies and a typology of inward- and outward-oriented higher internationalization. Through analyzing a range of selected documents, their work reveals that South–South higher education interactions occur through a mix of approaches with a preference for inward-oriented expansion diffusion. The notion of new types of colonialism serves as a wake-up call for Southern countries’ outward-oriented internationalization for soft power enhancement.