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(Zhang, X., Zhang, P., Shen, Y., Liu, M., Wang, Q., Gašević, D., & Fan, Y. (2024). A systematic literature review of empirical research on applying generative artificial intelligence in education. Frontiers of Digital Education, 1(3), 223–245.)
Generative artificial intelligence (GenAI), achieving human-like capabilities in interpreting, summarising, creating, and predicting language, has sp
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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.
Generative artificial intelligence (GenAI), achieving human-like capabilities in interpreting, summarising, creating, and predicting language, has sparked significant interest, leading to extensive exploration and discussion in educational applications. However, the frontline practice of education stakeholders or the conceptual discussion of theorists alone is not sufficient to deeply understand and reshape the application of GenAI in education, and rigorous empirical research and data-based evidence are essential. In the past two years, a large number of empirical studies on GenAI in education have emerged, but there is still a lack of systematic reviews to summarise and analyse the current empirical studies in this field to evaluate existing progress and inform future research. Therefore, this work systematically reviews and analyses 48 recent empirical studies on GenAI in education, detailing their general characteristics and empirical findings regarding promises and concerns, while also outlining current needs and future directions. Our findings highlight GenAI’s role as an assistant and facilitator in learning support, a subject expert and instructional designer in teaching support, and its contributions to diverse feedback methods and emerging assessment opportunities. The empirical studies also raise concerns such as the impact of GenAI imperfections on feedback quality, ethical dilemmas in complex task applications, and mismatches between artificial intelligence (AI)-enabled teaching and user competencies. Our review also summarises and elaborates on essential areas such as AI literacy and integration, the impact of GenAI on the efficiency of educational processes, collaborative dynamics between AI and teachers, the importance of addressing students’ metacognition with GenAI, and the potential for transformative assessments. These insights provide valuable guidelines for future empirical research on GenAI in education.
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.
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.
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.
