当前，大力推进教育数字化，发展包容和公平的优质教育，让全民终身享有学习机会，已经成为世界各国的普遍共识。面对教育发展与变革，中国愿与世界各国携手合作，共促国际文明互鉴、共享优质教育资源、共建协同创新生态、共护人工智能安全，构建伴随每个人一生的教育、平等面向每个人的教育、适合每个人的教育、更加开放灵活的教育。
为全面介绍中国推进教育数字化、发展智慧教育的理念、思路、举措和成效，分享智能时代教育发展与变革的实践经验，深化数字教育领域国际交流合作，共绘全球智慧教育发展新蓝图，特此发布白皮书。
《数字教育前沿 (英文)》是由中华人民共和国教育部主管，高等教育出版社主办，由德国施普林格·自然 (Springer Nature) 负责海外发行的英文学术期刊。本刊旨在反映各国数字教育政策动态、学术前沿和研究热点，探讨数字教育与科技创新重点和难点问题，搭建具有中国特色的数字教育重大成果发布与交流平台，服务数字教育发展。
The rapid digitalization of education, accelerated by the COVID-19 pandemic and the development of generative artificial intelligence (Gen AI), is reshaping education and learning. New opportunities for increased access to education, personalized learning, and effective educational management have emerged. These advancements also come with challenges, including the risks of exacerbating existing inequalities, privacy and safety concerns, and emerging issues relating to ethics, governance, and equity.
As of 2024, nearly one-third of the world’s population, around 2.6 billion people, still lacks Internet access, deepening the digital divide and potentially leading to an artificial intelligence (AI) divide. Vulnerable groups, including girls, rural populations, persons with disabilities, and marginalized communities, are particularly affected. In this era of digital technology and AI, without proper safeguards — such as strong data protection measures, ethical frameworks, transparent governance, inclusive access policies, and accountability mechanisms — the right to education and other human rights are at risk.
This report emphasizes that all efforts must prioritize a human-centred and rights-based use of digital technology to benefit all learners. It calls for urgent national and international action to ensure that technology enhances, rather than endangers, the right to education for all.
Artificial intelligence (AI) is reshaping the way we learn, teach and make sense of the world around us – but it is doing so unequally. While one-third of humanity remains offline, access to the most cutting-edge AI models is reserved for those with subscriptions, infrastructure and linguistic advantage. These disparities not only restrict who can use AI, but also determine which knowledge, values and languages dominate the systems that increasingly influence education.
This anthology explores the philosophical, ethical and pedagogical dilemmas posed by the disruptive influence of AI in education. Bringing together insights from global thinkers, leaders and changemakers, the collection challenges assumptions, surfaces frictions, provokes contestation, and sparks audacious new visions for equitable human-machine co-creation.
Covering themes from dismantling outdated assessment systems to cultivating an ethics of care, the 21 think pieces in this volume take a step towards building a global commons for dialogue — a shared space to think together, debate across differences, and reimagine inclusive education in the age of AI.
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