Strategies for Developing Holistic University Students within the Framework of Five-dimensional Education Integration in China: Status, Concept, and Realization Paths

Research on the integration of Five-Dimensional Education is currently underway, encompassing both theoretical and practical aspects. The production of fruitful outcomes represents a significant challenge in the transformation and advancement of primary education in contemporary China. There exists a dearth of scholarly inquiry in the realm of higher education. This study expands upon the integration of Five-Dimensional Education into higher education and investigates the notion of holistic university students, as well as the methods for fostering such individuals. The study's results demonstrate the present state and predicaments regarding the execution of the Five-dimensional Education Integration in Chinese higher education institutions within the contemporary context. Additionally, the study expounds upon the concept and definition of holistic university students and puts forth five strategies for fostering holistic university students within the Five Education Integration framework. The proposed strategies aim to incorporate five-dimensional education into curriculum design, utilise diverse teaching methods to facilitate the integration of five education, implement experiential learning to augment social responsibility and innovation, establish a discipline system that prioritises student needs, and establish an effective student management mechanism. The conclusion proposes that further investigation is warranted into the notion of holistic university students within the Chinese context, with the aim of enhancing comprehension of this educational concept among both educators and learners. The subsequent section of the article proposes that additional investigation ought to be conducted regarding the attributes that holistic university students ought to possess, and more practical methods of fostering such attributes should be put forth.


Introduction
This section pertains to the contextual framework, the statement of the problem, the research aims, the significance of the study, and the constraints and restrictions.

Background of the Study
The issue of a singular traditional education model, significant disciplinary differentiation, and a solitary talent cultivation approach has been brought to the forefront by the swift advancement of higher education in China. This inadequacy fails to fulfil the societal need for university talent, as noted by (Leng, 2017;Du & Yu, 2019). The notion of Five-Dimensional Education Integration has been proposed and extensively implemented in higher education as a solution to these issues. The Five-Dimensional Education Integration approach posits that enhancing students' holistic development necessitates the cultivation of their knowledge, skills, emotions, morals, and aesthetics, to align with the demands of societal progress. Xiang (2021) notes that the historical state of the development of Five-Dimensional Education in China was characterised by an emphasis on academic education, a neglect of moral education, a weakness in physical and aesthetic education, and a lack of labour education. In the current era, there is a growing emphasis on moral education and the advancement of high-quality education. To achieve this, it is imperative to address the limitations in current practises, enhance the comprehensive development of the Five-Dimensional Education framework, and generate innovative outcomes that reflect contemporary educational characteristics. The utilisation of this approach within higher education institutions has the potential to facilitate the cultivation of a broad range of competencies and attributes among students, thereby enhancing their prospects for gainful employment and their capacity to navigate the demands of an evolving society (Ma, 2020;Liu et al., 2019). The development of the comprehensive individual is increasingly receiving recognition, and the objective of education has shifted towards fostering students with diverse skill sets. The Five-Dimensional Education Integration concept encompasses a holistic approach to education, prioritising the integrated development of knowledge, skills, experiences, emotions, and values. The aim is to foster well-rounded individuals capable of adapting to the complexities and fluctuations of contemporary society. The realm of higher education has initiated an examination of the pedagogical model and development structure for Five-Dimensional Education Integration and has persistently refined and adapted them through practical implementation. The aforementioned inquiry has not solely introduced a novel pedagogical approach to the realm of Chinese tertiary education but has also furnished a significant point of comparison for the advancement of worldwide higher education.

Problem Statement
In the contemporary era of globalisation and advancements in information technology, the development of skills and abilities is not restricted to the mere dissemination of academic content. Qiu (2020) argues that developing a range of skills and literacies among students is necessary to enable them to effectively navigate the intricate and dynamic social landscape. Chinese higher education employs the integration of the five-dimensional education areas, namely moral, intellectual, physical, aesthetic, and labour. The promotion of relevant work is not without its challenges, as identified by (Li and Liu, 2021). These challenges include unclear educational objectives, inadequate synergy, deficiencies in certain educational connections, and the necessity for innovative educational formats. Initially, it is imperative to establish a collective agreement regarding the obstacles and complexities encountered by educators and learners when incorporating the Five-Dimensional Education integration procedures, along with the corresponding remedial measures. Furthermore, the notion of comprehensive university students has not been expounded upon within the Chinese framework. Ultimately, it is imperative to establish additional avenues through which the framework can be optimally implemented to facilitate comprehensive instruction for college-level learners. The objective of this paper is to present a proposal for developing comprehensive university students that are well-suited for the Chinese higher education system. This will be achieved through a thorough examination of the integration of five educational forms, to cultivate modern university students that exhibit holistic development. Limited research has been conducted within the academic realm regarding the integration of the Five-Dimensional Education domains in contemporary times, as evidenced by the works of (Wu et al., 2020;Zhang, 2022). The crux of resolving and responding to the inquiry lies in constructing an educational framework that facilitates the holistic advancement of moral, cognitive, physical, communal, and artistic faculties, and fostering a contemporary individual with a commendable character capable of adjusting to societal progress.

Research Objectives
The present investigation is being carried out to achieve the following research objectives. The objective of this study is to gain insight into the present state of affairs and challenges and to examine potential resolutions for the incorporation of the Five-Dimensional Education elements into the realm of tertiary education. 2. The objective of this study is to present a comprehensive definition of the holistic university student concept. 3. This research aims to investigate the methods of fostering holistic university students within the context of incorporating the Five-Dimensional Education frameworks.

Significance of the Study
This research holds significant implications at both theoretical and practical levels. Enhancing the comprehension of the Five-Dimensional Education Integration concept is a plausible outcome. Employing empirical investigation into the notion of Five-Dimensional Education Integration within the context of higher education, a more comprehensive understanding of the concept's connotation and implementation strategies may be attained. The promotion of interdisciplinary collaboration is facilitated by this approach. The Five-Dimensional Education Integration, a concept in holistic education, necessitates the integration of various disciplines through cross-fertilisation. The promotion of cross-fertilization of disciplines and enhancement of comprehensive quality education can be achieved through practical exploration, interaction, and communication between various academic fields. Furthermore, it has the potential to facilitate reform in higher education. The integration of the Five-Dimensional Education disciplines in the pursuit of holistic education is a crucial aspect of contemporary higher education reform in China. By examining its implementation, it can offer significant insights and guidance for the reform of higher education.

Limitations of the Study
The present investigation was subjected to a literature analysis approach, which implies that the inferences made could be impacted by variables such as personal subjective perception and potential sample selection bias. The Five Fosters framework, which focuses on holistic development, incorporates various disciplines and cultures. The elements examined in this study require further refinement and in-depth analysis.

Literature Review
This section serves as a comprehensive compilation and critical evaluation of the pertinent concepts and research that are applicable to the study.

The Concept and Definition of the Five-Dimensional Education Integration
The Education Modernisation 2035 initiative in China, which was released in 2019, introduced the integration concept. This concept emphasises the significance of holistic development, the promotion of quality education, and the facilitation of the organic integration of moral, intellectual, physical, aesthetic, and labour education. The ultimate goal of this initiative is to establish an education system that caters to the all-rounded development of individuals in these five areas. The integration of Five-Dimensional Education represents a novel educational paradigm and a fundamental objective of the educational system. According to Li (2020), an educational approach involves the utilisation of correlation thinking, overall integration thinking, and comprehensive penetration thinking in the design and implementation of the educational process. The text pertains to the enduring issues of disparate advancement in the five facets of education and the persistent challenges of assessing grades, advancement, and certifications (Ning & Yang, 2021), along with the disconnection and fragmentation among the five dimensions (Li, 2020). Rebuilding the ecology of basic education, returning to the fundamental principles of education, enhancing the quality of education, and achieving complete modernisation of education are essential imperatives and developmental trends. Empirical evidence suggests that the integration of the Five-Dimensional Education system is imperative for the advancement of superior education, fostering the collective welfare in education, and mitigating educational distress (Ning & Yang, 2021). According to Yu and He's (2023) framework for integrating Five-Dimensional Education systems, moral education serves as a foundational element, while physical education is considered fundamental. Academic education is regarded as the core component, while aesthetic education is viewed as emotional. Finally, labour education is considered practical. Wu (2021) posits that the Five-Dimensional Education Integration Concept underscores a holistic and comprehensive approach to education, prioritising the development of students' overall quality rather than a singular aspect. This perspective is shared by other scholars in the field.

The Introduction and Development of the Five-dimensional Education
Confucianism, dating back to ancient China, posited that a gentleman must possess five types of cultivation, namely literature, martial arts, ritual, music, and loyalty (Confucius, n.d.). Cai (1984) emphasised the importance of intellectual, physical, moral, artistic, and labour education in his theory of fostering the five cultivations, with the ultimate goal of producing well-rounded individuals who are healthy, attentive, responsible, and charismatic. The concept of comprehensive and harmonious development of moral, intellectual, physical, artistic, and labour education was introduced by Yang (1961), who drew upon the Marxist theory of human development. The integration of the Five-Dimensional Education Principles posits that students ought to receive comprehensive and holistic training of high quality. The concept of five-education holistic education was introduced by Peking University in 2000 as a means of enhancing the comprehensive development of students (Gu & Zou, 2021). The aforementioned notion underscores the integration of various facets of students' characteristics, including but not limited to their ideological, political, scientific, cultural, physical, mental, social, practical, innovative, and entrepreneurial attributes. The implementation of Five-Dimensional Education has been increasingly acknowledged and adopted by various academic institutions and has emerged as a pivotal component of China's higher education restructuring efforts (Li & Wen, 2020).

The Theoretical Foundations of Five-Dimensional Education Integration
The Five-Dimensional Education Integration can be examined through the lenses of pedagogy, humanism, and lifelong learning, providing a theoretical foundation for its implementation. The integration of the Five-Dimensional Education systems prioritises a holistic approach to education, which involves the development of students' cognitive and practical competencies, as well as their ethical and emotional well-being. The concept is closely intertwined with holistic education and the comprehensive advancement of moral, intellectual, physical, social, and aesthetic development in pedagogical practises. According to Tao, a renowned scholar, the purpose of education is to foster the development of intelligence, character, personality, artistic temperament, and labour habits. The integration of the Five-Dimensional Educational disciplines prioritises the acknowledgement and consideration of individual differences among students. The subject matter is centred around the humanistic concerns of individuals, which is following the principles of humanistic education theory. The theory of humanistic education posits that educational institutions ought to prioritise the needs of students, with a focus on their personal growth and development, as well as their holistic personality development (Noddings, 1992). The process of incorporating the Five-Dimensional Educational qualities necessitates a systematic and long-term approach that is consistent with the notion of lifelong learning. According to Jarvis (2004), the concept of lifelong education posits that education should be an ongoing process that extends beyond formal schooling. This approach emphasises the integration of educational resources from diverse domains, including social and familial education.

Relationship between the Five Dimensions of the Integration
The concept of Five-Dimensional Education posits that its various components are interconnected, mutually supportive, and complementary to one another. Feng (2020) posits that the cultivation of talents necessitates the provision of knowledge education, while skill education serves as a means of translating knowledge into practical ability. Additionally, personality education requires the inclusion of emotional education as a crucial component, while moral education constitutes a fundamental task in the realm of moral education work. Finally, humanistic quality education mandates the incorporation of aesthetic education as an indispensable component. Yan (2021) highlights the interconnectedness of the five types of education. The notion of education cannot be confined to a singular type, rather it should encompass a cohesive amalgamation of diverse educational modalities. According to He and Yan (2021), the implementation of moral education has the potential to foster positive emotions and aesthetic attributes among students. Simultaneously, according to Lin and Chang (2022), aesthetic education has the potential to elevate students' ethical principles and cultivate their charisma. Moreover, the integration of Five-Dimensional Education is feasible. The integration of art and science has the potential to enhance students' aesthetic literacy and foster their creative thinking, as posited by (Wang and Liu, 2022). The cultivation of students' ideological and moral literacy is crucial for fostering their physical and mental well-being, as well as their intellectual advancement, which in turn has a direct impact on their educational attainment and personal development (Sampogna et al., 2022). The interdependence of aesthetic and skill literacy has been noted, as sound aesthetic literacy has been found to enhance students' comprehension and utilisation of diverse knowledge and skills (Song et al., 2022). The interdependence and reciprocal correlation among the five literacies offer a conceptual framework and pragmatic reinforcement for holistically fostering the comprehensive aptitude of learners.

Current Situation of Appling of the Five-Dimensional Education Integration Concept in Chinese Higher Education
The integration of education across five dimensions has been extensively implemented in higher education in China, particularly in the areas of comprehensive quality education and talent development for university students. Research has indicated that the integration of Five-Dimensional Education can effectively facilitate interdisciplinary connections and enhance students' overall quality and competence in higher education. The Five-Dimensional Education Integration includes ideological and moral education as an essential component. According to Lu (2010), the establishment of a correct worldview, outlook on life, and values can aid students in cultivating their moral sentiments and sense of social responsibility. The integration of the Five-Dimensional Education areas is significantly influenced by the inclusion of art education. According to Liu and Liu (2022), the incorporation of aesthetic education in the curriculum has the potential to enhance students' creative abilities and aesthetic sensibilities, ultimately contributing to their holistic development. The integration of five education has been extensively implemented in higher education in China and is considered a favourable pedagogical strategy. Nonetheless, the implementation of Five-Dimensional Education Integration in Chinese higher education requires further assistance. The current education and pedagogical approaches remain conventional and require further innovation and exploration. Consequently, it is imperative to further enhance the implementation of the Five-Dimensional Education integration paradigm in tertiary education and to conduct research and experimentation in the areas of pedagogy, curriculum design, and faculty development, to ensure comprehensive nurturing of students' holistic growth.

Comparison between the Concept of Holistic Education and the Five-Dimensional Education Integration
Holistic education is an educational approach that prioritises the comprehensive development of students, encompassing their intellectual, emotional, social, physical, and spiritual dimensions. This philosophy emphasises the cultivation of students' overall personalities. The integration of Chinese five-education holds significant importance in the education reform of China. It accentuates the development of students' moral, intellectual, physical, artistic, and labour education facets. In contrast, the holistic approach to education places emphasis on the emotional and social development of students, whereas the Chinese Five-Dimensional Education Integration prioritises the moral and labour education of students. The educational philosophies share similarities in their focus on cultivating multiple intelligences, promoting holistic student development, and valuing humanistic principles in the field of education. The 13th Five-Year Plan for National Education Reform andDevelopment (2016-2020) proposes the integration of a five-dimensional education system, which prioritises moral education as the foundation, academic education as the primary focus, physical education as the fundamental basis, aesthetic education as a distinctive feature, and labour education as a connecting element. This recommendation aligns with the concept of a comprehensive approach to education. Holistic education is a philosophical approach originating from the Western tradition that prioritises the cultivation of students' humanistic, creative, and critical thinking abilities. This approach places significant emphasis on individual self-fulfilment and human dignity. Traditional Chinese education is distinguished by the incorporation of the Five-Dimensional Educational disciplines. This approach prioritises the holistic advancement of moral, physical, artistic, and practical education while fostering a sense of social responsibility and teamwork. The educational approach also places significant emphasis on the ideological and political education of students, as well as the development of individuals who possess a diverse range of capabilities across moral, intellectual, physical, social, and aesthetic domains. This is achieved through the cultivation of "new men" who embody these qualities. Despite their conceptual and practical differences, both approaches offer valuable educational concepts and hands-on experience to foster the development of students with a comprehensive skill set.

Methodology
Qualitative research is a valuable tool for researchers to gain a deeper understanding of complex issues. This approach enables researchers to explore participants' attitudes, beliefs, and values, as well as their emotional responses and comprehension of specific experiences (Creswell, 2014;Patton, 2015). The present investigation employed both the qualitative research approach and the literature review methodology as means of inquiry. The literature analysis methodology is a research approach that involves the gathering, synthesis, and examination of pre-existing literature, materials, and information (Hart, 2018). The literature analysis methodology is a systematic research approach that involves the comprehensive examination of documentary materials. This method facilitates a thorough investigation of research inquiries within a specific domain by gathering, organising, categorising, and scrutinising pertinent literature (Krippendorff, 2004). The researcher conducted a comprehensive review of both domestic and international literature, meticulously gathering and organising data and information pertaining to the five fostering frameworks aimed at integrating parenting. The aforementioned data underwent meticulous analysis and interpretation to obtain a comprehensive comprehension of the implementation and efficacy of the five-integrated holistic formation framework. By utilising this methodology, we can acquire a thorough and profound comprehension of the five-integrated cultivation framework, which can serve as a valuable point of reference for advancing the reform and progression of higher education within China. Initially, a variety of databases were utilised, such as Googlescholar, CNKI, and Baidu Academic, to conduct a comprehensive search for pertinent literature utilising the keywords Five-Dimensional Education integration, holistic education, and university student cultivation framework. The study's literature screening process involved limiting the publication timeframe to the years 2013 through 2023 and encompassing both Chinese and foreign literature about China. The research questions were addressed through a content analysis methodology, which involved the classification, organisation, summarisation, and conclusion of the literature. Initially, a literature screening process was conducted to exclude any literature that was deemed irrelevant to the research inquiry. Subsequently, the literature was categorised into three distinct types: theoretical, empirical, and review literature. Subsequently, the scholars analyzed the existing literature, extracting fundamental data and inferences, and providing a comprehensive overview of the characteristics of the five-dimensional educational integration framework, the present circumstances and predicaments, the notion of a comprehensive university student, and the pragmatic know-how for fostering such a student.

Current Status and Dilemmas in the Five-Dimensional Education Integration
The implementation of Five-Dimensional Education has gained increasing recognition and adoption over time. In higher education institutions, the curriculum, student activities, and ideological and political education are designed to prioritise the cultivation of students' comprehensive qualities, all-rounded development, and high-quality talents with an innovative spirit, practical ability, and social responsibility. The integration of Five-Dimensional Education not only enhances the calibre and standard of education in tertiary institutions but also caters to the contemporary demands of societal progress and nurtures proficient individuals with holistic competencies for the prospective advancement of China. The integration of Five-Dimensional Education in the operational framework of universities requires assistance. Certain educational institutions require further elucidation regarding the incorporation of the five components of education. They may mistakenly construe it as a solitary course encompassing five distinct facets, thereby disregarding the comprehensive and interconnected nature of education. In educational institutions, there exists a tendency to prioritise form over effect, resulting in an uneven distribution and potential discord among educational objectives. This ultimately impacts the calibre and efficacy of comprehensive education across all five dimensions. The integration of education across the Five-Dimensional Education areas in certain universities is often characterised by a formalised and homogeneous approach. The attainment of comprehensiveness and comprehensiveness in the Five-Dimensional Education areas presents distinct challenges. The integration of Five-Dimensional Education in colleges and universities presents fundamental challenges, including the effective combination of various disciplines and the balance between students' self-development and self-fulfilment. Addressing these issues necessitates educators and academic institutions to prioritise multifaceted and cohesive curriculum development and pedagogical approaches, enhance collaboration with external entities such as corporations and the community, and enhance the assessment framework, among other strategies. The achievement of five-integrated education and the cultivation of high-quality talents with comprehensive abilities can only be effectively realised through this approach. The integrated five-education system faces several challenges, including inadequate educational resources, incomplete evaluation mechanisms, and a shortage of educators. The five-integrated education model places a heightened emphasis on the professional capabilities of teachers, mandating that they possess both interdisciplinary and crossdisciplinary knowledge, as well as educational teaching skills. The objective of implementing integrated five-education education is confronted with several obstacles, such as determining the progress of diverse characteristics, acknowledging the individual advancement and personality traits of students, and comprehending the comprehensive scope of integrated five-education education. In light of these challenges, it is recommended that universities enhance the development of their faculty, enhance the education and teaching framework, advance education and teaching reform, and proactively investigate novel education and teaching approaches to consistently foster the implementation and progression of integrated education across the five domains.

The Concept of Holistic University Students
The integration of Five-Dimensional Education into university curricula has garnered significant attention for its emphasis on fostering students' comprehensive abilities, innovation capacities, cultural literacy, humanistic values, and practical skills. Individuals who possess subject knowledge, as well as moral, cultural, emotional, and social qualities, are capable of independent learning, critical thinking, practical innovation, sustainable development, and social responsibility. Subsequently, these individuals are referred to as holistic students of the university. According to Chickering and Reisser's (1993) perspective, the objective of higher education is to facilitate the development of a well-rounded individual, which encompasses growth in various domains, to enhance students' success and personal advancement. Rochford and Mullins (2002) posit that a comprehensive university student has undergone development in various domains, including intellectual, technical, spiritual, physical, social, interpersonal, and emotional. To attain the objective of comprehensive education, institutions of higher learning must furnish a diverse array of educational prospects and assets to foster the progress of students in manifold dimensions. University students who prioritise holistic development tend to adopt a holistic approach towards their academic pursuits. To facilitate the realisation of students' potential, universities are required to furnish a plethora of educational resources and support services.

The Cultivation Strategies of Holistic University Students
After conducting a thorough review of the literature, the author posits that the cultivation of holistic university students through Five-Dimensional Education Integration can be achieved through various implementation paths. These paths are outlined as follows.

Integrate Five-Dimensional Education into the Design of the Curriculum
The Five-Dimensional Education framework posits that a comprehensive approach to learning should encompass physical and mental health, intellectual acumen, social responsibility, aesthetic appreciation, and practical skills. To achieve this, the curriculum design of various disciplines should incorporate these dimensions as core concepts. The design of the curriculum ought to prioritise the pragmatic implementation of course material and the advancement of students' personal growth to foster enthusiasm and involvement. The development of a curriculum should encompass a variety of domains of learning and instructional strategies to facilitate the acquisition of a broad range of knowledge and competencies by students. The attainment of cultural attributes can be facilitated through the perusal of classical literary works and the visitation of museums. The attainment of technological attributes can be realised through engagement in experimentation and technological innovation contests. The acquisition of artistic attributes can be attained through the acquisition of skills in various art forms, including music, painting, and dance. Physical attributes can be attained by engaging in activities such as engaging in sports and physical workouts. Psychological attributes may be attained via psychological counselling and effective emotional regulation. By implementing such a curriculum framework, students can attain a well-rounded education and subsequently develop into individuals with a holistic skill set and comprehensive attributes.

Use Diverse Teaching Methods to Promote the Integration
Diverse pedagogical approaches have the potential to incorporate the five literacies and significantly facilitate the achievement of comprehensive education. Educators have the option to utilise a variety of instructional approaches. The acquisition of practical project experience and the development of creative and teamwork skills are among the benefits that students can derive from their academic pursuits. Students acquire knowledge through an inquiry-based methodology that involves identifying and resolving problems, thereby fostering the development of critical thinking and problem-solving abilities. The pedagogical approach employed for student learning involves problem-based inquiry, whereby students are tasked with the identification and resolution of problems. This approach is instrumental in fostering the development of cognitive and problem-solving abilities among students. The acquisition of problem-based inquiry skills entails the identification and resolution of problems, thereby fostering the development of cognitive and problem-solving proficiencies among students. Collaborating on community service initiatives to understand the requirements and challenges of the community fosters a sense of civic duty and societal involvement. Through collaborative efforts and social engagement, students can develop their interpersonal abilities. Through the process of reflection, students have the opportunity to engage in deep thinking, self-evaluation, and gain valuable insights and experiences from their past actions and experiences.

Carry out Practical Education to Enhance Social Responsibility and Innovation
Practical education is a crucial pedagogical approach that enables students to apply their knowledge and skills in real-world scenarios, thereby enhancing their problem-solving and practical competencies. Dewey posits that the implementation of acquired knowledge is among the most effective pedagogical approaches. Practical education is a crucial pedagogical approach that enables students to integrate theoretical knowledge with practical challenges, fosters innovative thinking and effective problem-solving abilities, and cultivates interpersonal and leadership proficiencies as well as ethical values through practical application. Hence, the incorporation of practical education is imperative for the assimilation of the Five-Dimensional Education domains in higher education institutions. Through social practice, off-campus internships, academic competitions, and voluntary work, students can acquire valuable experience and information that can be applied to enhance their practical abilities and skills in the real world. Through engagement with individuals from diverse backgrounds, students develop their interpersonal skills, enhance their practical abilities, and cultivate their creative thinking and problem-solving skills. Additionally, participation in civic engagement activities facilitates the development of ethical literacy.

Construct a Student-centred Discipline System
The establishment of academic disciplines should commence from the subsequent facets. One of the primary aims is to elucidate the trajectory and goals of the field's advancement, encompassing its developmental lineage and emphasis, as well as the interplay between the field and the broader societal context. The second aspect aimed at facilitating optimal learning and research conditions for students is the reinforcement of the disciplinary framework, encompassing the curricular structure, academic personnel, and laboratory infrastructure. Thirdly, the scope of disciplinary subjects is expanded to provide a comprehensive educational experience to students, and the interplay between different fields is enhanced through the integration of cross-disciplinary and interdisciplinary perspectives. The implementation of these measures will facilitate the incorporation of fivedimensional education into the realm of higher education. The development of academic fields necessitates a reinforcement of efforts towards fostering the holistic aptitude of students. The students are directed towards social issues and practical needs within their respective fields of study, to augment their social responsibility and innovative mindset, through a comprehensive curriculum. Simultaneously, it is imperative to prioritise the pragmatic aspect of a disciplinary investigation and foster students' practical skills and inventive mindset via experiential learning and laboratory experimentation. The following recommendations may serve as a point of reference for universities seeking to implement the integration of Five-Dimensional Education.

Set a Sound Student Management Mechanism Promotes Students' All-rounded Development
Effective management of students is a crucial component in the successful implementation of the Five-Dimensional Education framework within universities. By employing diverse strategies and techniques, student administration can facilitate the holistic advancement of learners by incorporating the Five-Dimensional Education paradigm into their everyday existence and maturation trajectory. The management of student activities and societies is aimed at offering students a wide range of opportunities to enhance and cultivate their skills in various domains. The Student Merit Award programme promotes the holistic development of students across various domains, including academics, technology, culture, arts, and sports. The provision of mental health education and counselling services to students can facilitate the preservation of their mental well-being and augment their capacity for selfawareness and emotional regulation, thereby improving their overall quality of life. Furthermore, it is possible for the department responsible for student management to collaborate closely with the teaching department to effectively integrate teaching and student management. This integration can facilitate the achievement of the objective of incorporating the Five-Dimensional Education areas in universities. By integrating the various implementation pathways, it is possible to construct a framework for the integration of the Five-Dimensional Education components in higher education in China. This framework aims to achieve the objective of providing holistic education.

Conclusion and Suggestions
The integration of the Five-Dimensional Education system is a pertinent and worthy topic that demands thoughtful deliberation concerning the future of higher education in China. This paper presents an analysis of the current state and challenges associated with the integration of the Five-Dimensional Educational aspects in higher education. The analysis is conducted through a literature review, and potential solutions are proposed to address the identified issues. The text provides further details regarding the notion of comprehensive university students. The present study suggests a systematic approach to developing a framework that incorporates Five-Dimensional Education into the context of Chinese higher education. This endeavour aims to facilitate the attainment of high-quality and holistic development in the realm of higher education. The implementation of five-dimensional education is a well-established and commonly employed approach in higher education. However, there exist certain challenges that impede its successful execution, including a dearth of educational resources, inadequate evaluation mechanisms, and a shortage of qualified instructors. The aforementioned pedagogical approach imposes elevated expectations on the expertise and competence of educators, while simultaneously encountering obstacles in the assessment of diverse traits and the identification of individual advancement. The term "holistic university student" refers to a contemporary cohort of university students who possess a diverse range of competencies, including subject-specific knowledge and skills, moral and cultural awareness, emotional intelligence, and social aptitude. These students are capable of self-directed learning, critical analysis, practical innovation, sustainable development, and civic engagement. The development of well-rounded college students is a dual objective and approach to education. This study delves into the five approaches for fostering comprehensive college students, which encompass curriculum development, instructional techniques, experiential learning, disciplinary establishment, and student administration. The successful execution of the integration of education across five dimensions necessitates collaborative endeavours from all stakeholders, encompassing governmental bodies, academic institutions, educators, and learners. The pathways of realisation discussed can offer valuable insights into the prospects of higher education in the future. The sustainable development of Chinese higher education and the provision of adequate talent for the comprehensive construction of a modern socialist country is contingent upon broad participation and deep cooperation. The scholar has proposed two potential avenues for future inquiry regarding the development of comprehensive collegiate learners through the incorporation of the five educational domains. Initially, there is a need to further conceptualise the notion of holistic university students and to conduct additional research aimed at enhancing the understanding of this concept among both educators and students. Further investigation is required to explore the methods for cultivating holistic university students, in addition to a comprehensive analysis of the attributes that constitute holistic university students.