This September, the first cohort of children born in the year 2020 officially stepped into primary school campuses. The once-ubiquitous names like "Zihan" and "Zixuan" are gradually fading from the first-grade enrollment lists. Multiple media reports indicate that the names of these "20后" (post-2020) children have become considerably more diverse.
On one hand, parents appear to be increasingly concerned about the issue of duplicate names, hoping their children will possess a higher level of distinctiveness. On the other hand, the pursuit of names has shifted away from simply seeking rare or complex characters, moving instead towards a style that is minimalist, elegant, and rooted in cultural origins. Compared to the past practice of directly using trendy characters for naming, many parents today are more inclined to imbue names with unique cultural significance derived from poetry and classical allusions. For instance, some parents are finding inspiration from classics such as the Book of Songs and the Analects, as well as classical poetry. Names like "Jingxing," "Jinyu," "Xiuqi," and "Qingyue" are now appearing on new student rosters at various schools. Furthermore, some media have observed that gender-neutral names have become a distinctive characteristic of this new generation of students. It is also worth noting that a growing number of distinctive names, some bordering on homophonic puns, are emerging. Examples include "Zhou Mo" (sounding like "weekend"), "Shen Luehao" (sounding like "ellipsis"), "Xia Ban" (sounding like "off work"), and "Zhang Gongzi" (sounding like "salary increase"). Some parents are adding a playful element to names through homophones and character decomposition.
Liu Xiaogang, a special researcher at the Guangdong Guangfu Culture Research Association, stated in an interview that a name itself is a cultural phenomenon, and naming practices in different historical periods often carry distinct imprints of their era. Today's parents desire names that have both a source and a meaning, while also being pleasant-sounding, easy to remember, and unconventional. In his view, the current pursuit of unique names is not merely about avoiding duplication but also reflects a growing awareness of traditional culture and individual expression. Borrowing from the classic translation principle of "faithfulness, expressiveness, and elegance," modern parents might be seeking a balance in naming: one that combines cultural depth with aesthetic appeal and practical experience.
The changes in names are perhaps just the most visible aspect. Not only have the children entering schools changed, but the parents standing at the school gates are also transforming. The start of the school season has presented a highly contemporary scene: four generations of parents—from the "70后" (born in the 1970s), "80后" (1980s), "90后" (1990s), and "00后" (2000s)—are simultaneously appearing in the first-grade parent cohort. Having grown up in different eras, they have experienced vastly different educational environments. Some remember using newspapers to clean windows and participating in class clean-ups during their childhood; others experienced the internet's evolution from landlines and computers to smartphones; and still others grew up entirely in the mobile internet age, familiar with short videos and smart devices from a young age. Now, these four generations of parents, with their diverse upbringings and an age span of nearly 30 years, stand together at the school gate, united by their new identity and sharing tips on raising their children.
If the changes in names and parents occur outside the school gates, then once inside, the learning environment that the "20后" face is also markedly different from the primary schools of their parents' memories. In April this year, five government departments, including the Ministry of Education, issued an "AI + Education" Action Plan, proposing to promote the deep integration of intelligent technology across all elements, processes, and scenarios of education. As relevant policies take effect, artificial intelligence is rapidly transforming from a novelty into a new school tool. Some regions have begun exploring more application scenarios. For example, Beijing has further upgraded its AI general education curriculum for primary and secondary schools this autumn, with intelligent agents and smart "learning companions" entering campus pilot programs. Yancheng Riyuelu Primary School has launched an AI general knowledge course this fall, utilizing smart blackboards for AI image generation and interactive teaching in the classroom. Meanwhile, Nanjing Jinling Hexi School has equipped itself with small robots and information technology teaching smart kits, conducting thematic activities around "AI in Schools" that allow students to design their own smart plant watering systems and build noise monitoring devices.
The changes are not confined to the classroom. Scenarios involving physical education and arts education are also beginning to combine with artificial intelligence and digital technology. Smart sports equipment and activity data recording systems are gradually entering schools, helping teachers gain a more intuitive understanding of students' physical activity and enabling children to have a more concrete awareness of their own athletic performance.
The integration of AI into schools would logically suggest that teachers should experience a reduced workload and some relief. However, in reality, the introduction of technology has not made teaching easier. Facing the "20后" who have just entered school, teachers must not only impart knowledge and establish rules but also engage with children who have grown up with smart devices and have access to more diverse information channels. A first-grade physical education teacher from a primary school in Beijing's Mentougou District, who is among the first to teach this cohort, noted that after several days of interaction, the children entering school this year have already shown a strong awareness of voluntary exercise. Many students proactively express a desire to improve their fitness and develop exercise habits through PE classes. What impressed him even more was that some children seem to have been exposed to AI and short videos from a very early age, demonstrating familiarity with internet slang, online personalities, and even various trending topics. He has even had students discuss online influencers like "Liangzi," a food and outdoor blogger, playfully mocking his poor weight management. This phenomenon presents new challenges for teachers. Previously, a teacher's primary task with first graders was to help them acclimate to the school environment, adapt to classroom routines, and establish discipline. Now, in addition to these foundational tasks, teachers must address the pre-existing knowledge these children have acquired and help them discern information and develop sound judgment. "The pressure on teachers is actually greater now," remarked one educator. "This applies to subject teachers, and it's even harder for homeroom teachers."
"20后" is merely a symbolic term for a generation. What is truly changing is the entire educational ecosystem surrounding these children. It appears this transformation is only just beginning.
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