The adjustment of education departments in institutions of higher learning was a pivotal process in the transformation of China’s higher education system following the founding of the People’s Republic of China. It also played a crucial role in the reform of normal universities. The process unfolded in four distinct stages: initial adjustment, overall reorganization, reconstruction and development, and independent exploration. The primary objective was to cultivate a new educational paradigm and enhance the overall quality of teachers. Influenced by the reform experiences of normal universities in the former Soviet Union and the redefinition of disciplinary functions, significant changes occurred in the development model, distribution structure, functional roles, and disciplinary classifications. These adjustments not only integrated the existing resources within education departments, laying a foundation for their development in the PRC, but also shaped the current geographical distribution and structural organization of educational resources across China. Drawing on the experiences of the 1950s, contemporary adjustments in higher education departments should be government-led, responsive to the needs of schools and localities, and focused on developing appropriate models and planning distribution structures. Additionally, such adjustments should emphasize a clear functional orientation, implement scientific, standardized disciplinary classifications, and pay attention to the preservation and advancement of departmental traditions.