Balancing Academic Pressure in China’s Basic Education: Stakeholders’ Experiences on the Double Reduction Policy

Education, as a key to national development, occasionally undergoes reformation to ensure equality and equity. The current educational reformation in China, termed the double reduction policy, is intended to reduce students’ academic pressures by drastically reducing the amount of homework and after-school training institutions. This study employed a qualitative research method through structured interviews of twenty-five participants (ten parents, ten teachers, and five educational experts). The study critically reviewed literature in the sphere of academic burden reduction and in-depth analysis of responses on the premise of situated learning theory. It was established that the double reduction policy intends to reduce students’ academic burden and allow them to actively participate in the teaching and learning process to equip them with 21 st -century skills. We suggested that teachers should be well-trained and equipped to enhance their instructional methods, and parents should be well-educated to understand the core principles to support this policy.