As an interdisciplinary field examining legal phenomena and their patterns in education, education jurisprudence should develop its autonomous knowledge system through three integrated dimensions: conceptual, theoretical, and methodological systems. At the conceptual level, the core focus should be on the “legal regulation of educational relations,” establishing a conceptual framework that encompasses fundamental categories such as educational subjects and their rights (powers) and obligations (responsibilities), as well as educational legislation, enforcement, supervision, and remedy. The theoretical system, building upon this conceptual foundation, requires systematic construction through three aspects: establishing a logical starting point, conducting normative analysis of the rights-responsibilities relationships among educational subjects, and exploring integration mechanisms between education law and other areas of law. The methodological system should be grounded in China’s educational rule of law practices, employing diverse research approaches—including empirical analysis, logical reasoning, and value judgment—to provide methodological support for the formation of this knowledge system. Only by organically unifying concepts, theories, and methods can education jurisprudence advances toward a more scientific, localized, and systematic knowledge structure. Such development will better serve the construction of educational rule of law in China while contributing Chinese wisdom and solutions to the global evolution of education jurisprudence.