The evolution of legal systems is inherently linked to the transformations in society. As social structures become more differentiated and integrated, new interest groups emerge, leading to a fragmentation of the social fabric and a breakdown of the previous balance of social interests. This shift compels legal frameworks to adapt. In China, the 1985 education reform catalyzed significant changes in social relations and the mechanisms of interest distribution. The ongoing structural transformation has resulted in a blurred delineation between the public, private, and third sectors, raising fundamental questions about the roles of public law, private law, and social law. In particular, the redistribution of educational rights has become an urgent issue requiring attention. The evolving landscape of education law, such as the legal status of teachers, changes in public school teacher appointments, evolving schoolstudent relationships, and the redefinition of school legal person systems etc., increasingly transcends traditional legal boundaries, necessitating a crossdepartmental approach to its development and codification. Such a comprehensive approach ensures that various legal principles work in harmony rather than conflict in the Education Code, ultimately providing more effective governance of educational institutions and practices.