Higher education systems are under increasing pressure to embrace technology-enhanced learning as a meaningful step towards the digital transformation of education. Digital technologies in education promise optimal teaching and learning, but at the same time, they put a strain on education systems to adapt pedagogical strategies. Classical pedagogical frameworks such as Dewey, Piaget, and Vygotsky’s theories focused on student agency and are not specific to contemporary education with ubiquitous digital technologies. Hence, there is a need for a novel and innovative pedagogical framework that aligns with these emerging and advanced digital technologies. However, recent guidelines to incorporate emerging digital technologies in education have largely focused on ethical dimensions and assessment practices. The lack of an overarching pedagogical framework for teaching and learning practices in the digital era is a threat to quality education. The current study proposes a digital pedagogy for sustainable educational transformation (DP4SET) framework applicable to the new modes of teaching and learning powered by digital technologies. The DP4SET framework comprises four components that advocate for digital competence for accessing deep learning, evidence-based practice with quality digital resources, learning environments with applicable digital technology, and synergy between human teachers and trustworthy artificial intelligence (AI). A real-world application of the DP4SET framework in Chinese contexts proves that it promotes the effective use of technology and significantly reshapes teaching and learning in and beyond the classroom. The proposed digital pedagogy framework provides a foundation for modern education systems to accommodate advanced digital technologies for sustainable digital transformation of education.
The integration of digital intelligence can significantly empower and drive innovation in educational publishing. Therefore, it is important to explore comprehensive transformation strategies that address every stage and aspect of educational publishing and instructional services. China Education Publishing & Media Group Ltd. (CEPMG) has been at the forefront of exploring the application of artificial intelligence (AI) within this field, yielding notable results. As a case study of the CEPMG’s efforts in promoting digital transformation and employing next-generation AI to empower educational publishing and media, this paper summarizes practical achievements, analyzes current situation, and outlines strategic directions to provide valuable insights for advancing digital transformation in the education sector.
This study examined how a dialogic approach in an online media literacy class at a university in China helped to develop college students’ global awareness when the world was disrupted by the coronavirus disease (COVID-19). Using writing exemplars from students’ online dialogues and reflective journals, this article demonstrates the potentialities of an online dialogic approach to guide a sense of togetherness and critical solidarity. The digital dialogical approach provides an expanded space for students to converse with multiple voices, meditate on tensions, and rethink their own stances as citizens of their country and the world. The article also underscores the role of higher education in cultivating a sense of global community among the younger generation and bridging the ideological divide in society.
With the rapid growth of information technology, digital textbooks, as a crucial component of education digitalization, are gradually emerging as a key tool for teaching in higher education institutions. They transcend the limitations of traditional textbooks, providing a broader scope and a wealth of resources for teaching. Digital textbooks present knowledge through diverse formats, including multimedia content and interactive sessions, thereby enhancing student’s engagement and interest in learning. Furthermore, they can be updated at any time to keep abreast of the development in various disciplines and to meet the needs of the times, ensuring that students can access the latest and accurate information. In addition, digital textbooks can help promote educational equity by making quality educational resources accessible to a broader range of students. As
New quality productive forces characterized by innovation and innovation-driven development are essentially talent-driven. The cultivation of engineering practice and innovation ability of science and engineering talents is closely related to the development of national science and technology. It serves as a decisive factor in seizing opportunities of the new round of scientific and technological revolution and industrial change. To align digital engineering graphics education with the evolving demands of industries driven by new quality productive forces and engineering practice, this paper proposes teaching methods based on digital teaching practices at Tianjin University. These methods aim to deepen students’ understanding of new quality productive forces in engineering practice. The knowledge map of new quality productive forces is designed to enhance students’ innovation ability based on cartographic knowledge. It achieves this by refining typical engineering application scenarios that address global scientific and technological issues, tackle economic challenges, meet national strategic needs, and improve people’s life and health. This approach aims to cultivate innovative engineering and technical talents with a solid theoretical foundation, comprehensive innovation abilities, and strong engineering practice ability.
The creation and application of massive open online courses, online and offline blended courses, and AI-empowered courses drive the reform in higher education. In this context, the establishment of grassroots teaching organisations should be increasingly promoted. By leading more schools and teachers to more efficiently develop courses and effectively implement teaching reforms through cross-regional and cross-university grassroots teaching organisations, virtual teaching and research section (VTRS) has emerged as a new means to explore the creation of such organisations in the “Internet +” era. This paper introduces the background of the VTRS proposal, analyses the connotations of three types of VTRS, and explains seven characteristics of VTRS. Next, it proposes a VTRS construction framework that involves team building, platform construction, mechanism construction, and content construction. Finally, using computational thinking virtual teaching and research section as an example, this paper introduces the construction cases and methods for VTRS. As a new model of collaborative teaching and research, VTRS will improve teaching skills and research engagements of university teachers and will enhance teaching management and professional development in universities.
The new ecolinguistics treats language as a part of human action. Languaging, the basis for language development, co-constitutes technologically endowed environments. The result, we argue, can enhance both second language learning and aspects of human agency. Using historical and current research, we stress skillful action and, given a special stance, how expertise is generated by drawing on languages while engaging in a range of practices. A combination of languaging, statistical learning and skillful action therefore enables technology to sustain a vast range of coordinated activities. Accordingly, we advocate for the design of technology-rich environments where people change themselves by drawing on second languages to gain skills and expertise as they use new modes of action, coordination. and collaboration.
This article presents the progress of Project 101, an initiative starting from December 2021, to improve computer science curriculum and teaching in top Chinese universities, in order to meet the demand of computer science eduction in the new information age. Project 101 aims at improving classroom teaching, while focusing on the development of core courses, core textbooks, core practice platforms, as well as core faculty training. We present an overview of the organization and plan of Project 101, as well as the current progress after two years’ efforts from the working group of Project 101. Finally, we will also discuss tentative future plans aiming at improving computer science education in a large number of universities based on the current results.
With the initiation of the National Virtual Simulation Experimental Teaching Project in 2018, educational institutions in China have recognized the significance of virtual simulation technology in reforming traditional teaching methods and fostering innovative talent cultivation models. Within the realm of higher education in China, motivating students to sustain their utilization of Virtual Simulation Learning Systems (VSLSs) has become a significant challenge. This article builds upon an assessment of the development status of VSLSs in Chinese higher education and draws upon previous studies to construct a model comprising three dimensions: perceived quality, perceived value, and social influence, with the aim of predicting students’ enduring willingness to engage with VSLSs. To achieve this objective, a structural modeling analysis approach is employed to explore the interrelationships among the constructs under investigation, while a survey questionnaire is utilized to collect relevant data. The sample population consists of 274 college students from diverse disciplinary fields in China, including Science, Technology, Engineering, and Mathematics (STEM) and Humanities, Arts, and Social Sciences (HASS). The findings reveal that perceived value significantly influences students’ willingness to participate, with perceived benefits exerting a greater impact than perceived costs. Furthermore, the overall quality of the VSLSs, encompassing aspects such as software quality, instructional design quality, and virtual simulation quality, holds substantial influence over students’ perceived value. Additionally, societal factors such as course scheduling and recommendations from teachers exhibit a positive impact on students’ intention to continue using VSLSs. Building upon these findings, the article presents relevant recommendations aimed at enhancing students’ sustained utilization of VSLSs.
In today’s world, humanity is immersed in a digital era where technological advances driven by computers permeate everyone’s life. The situation raises the need for computing and engineering education to inform students of their responsibilities to society and their preparation to enter higher education and the workplace. Competency and technical performance are central to this thinking. This article poses two questions: Has competency-based learning in computing and engineering transformed into the current digital age? If so, to what extent has computing and engineering education adopted competency-based learning in their curricula? The authors explore three reports affecting computing and engineering education to address these queries. They include the 2019 Chinese Computer Education for Sustainable Competence (Blue Book), the Computing Curricula 2020: Paradigms for Global Computing Education, and the 2023 Infinite Possibilities: Report on the Digital Development of Global Higher Education. The first emphasizes the importance and necessary elements of sustainable competency and agile education for computing and engineering in the digital era. The second defines competency as a triad of knowledge, skills, and human dispositions; it promotes the transformation from knowledge-based to competency-based learning. The third report provides a pathway for the modern digital development of global higher education in a digital and technological age. All three publications support directly or indirectly the transformation of competency into the current digital age. However, computing and engineering programs have yet to adopt competency-based learning in their curricula. Time can tell whether sustainable competency will permeate computing and engineering education globally. In the meantime, academicians and industry professionals should continue pursuing the cause to prepare students and graduates adequately as they become part of the digital era.
This study explores the complex dualities in digital education, focusing on the case study of Singapore. It highlights the ethical issues surrounding the integration of information and communication technology (ICT), especially artificial intelligence, in the education sector. The paper presents a theoretical framework to explore these dualities, examining how they have been navigated in Singapore’s policy reforms to enhance digital education. These dualities include centralisation vs. decentralisation of resource orientation; customisation vs. standardisation of curriculum, formal vs. informal learning with respect to pedagogical approaches; human agency vs. technological automation for data interpretation; and peaks of excellence vs. equity in achievement outcomes. These aspects significantly impact the outcomes of ICT-enabled reforms. The study draws upon Singapore’s longitudinal trajectory of integrating ICT in education, illustrating its efforts in reconciling these dualities. The findings underscore the importance of careful consideration and balance in integrating ICT in education, emphasising the need to transcend these dualities to build a more inclusive digital learning environment.
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