[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"$fdmnnriOaNVKSDEy70QoWoroYZKygGL4hLjqDXnYDyYc":3},{"code":4,"msg":5,"data":6},200,"操作成功",{"id":7,"title":8,"content":9,"digest":10,"source":10,"coverPath":11,"thumbsCoverPath":12,"isTop":13,"isShow":14,"baseClick":13,"clickCount":15,"createTime":16,"typeId":17,"isNewest":18,"newsInfoTypeRespVo":19,"voiceUrl":22,"voiceSize":23,"taskId":24,"releaseTime":25,"titleEn":26,"contentEn":27,"voiceUrlEn":28,"taskIdEn":29,"voiceSizeEn":13},1277,"UNESCO发布《全球教育监测报告：引领教育技术发展东亚区域版》","\u003Cp>\u003Cstrong class=\"ql-lineHeight-1-75\" style=\"font-size: 18px; color: rgb(255, 153, 0);\">2025年8月18日，联合国教科文组织（UNESCO）发布《2024\u002F5全球教育监测报告：引领教育技术发展东亚区域版》。该区域版报告由全球教育监测报告组（GEM Report）与北京师范大学、日本上智大学及韩国教育发展研究所联合编制，聚焦教育领导力在推动东亚地区教育数字化转型的作用。东亚在推动教育技术改革方面走在全球前列，该区域报告记录了中、日、韩三国在培养地方教育行政人员、学校校长及教师方面的主要举措，以确保这些关键角色能够有效且公平地推动改革落地。\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">该区域报告指出，教育的数字化转型需要能够在不确定环境中适应并管理系统性变革的领导者。他们肩负着实现雄心勃勃的数字改革的责任，同时还需应对日益增长的相关工作任务，从制定指导方针、支持专业发展，到战略性资源分配、基础设施维护，以及实施过程的监督等。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cimg alt=\"undefined\" src=\"https:\u002F\u002Fimage.51xinwei.com\u002F2025\u002F08\u002F489754c1831346c583bb963c2bf72145\u002F640(1).jpg\" width=\"908\" height=\"undefined\" style=\"display: block; margin: auto;\">\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">校长是教育数字化转型的“守门人”。他们在学校社区中构建安全、包容的数字文化方面发挥着关键作用，这一角色正日益受到各国数字战略和行动计划的重视。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">该区域版报告借鉴东亚地区的经验，呼吁各国在推动数字教育改革的过程中，应进一步重视并支持教育领导者。这一支持应通过有效的选拔程序、持续的专业发展机会及配套支持措施来实现，并在相关的教育发展规划、政策文件和实施指南中明确体现，从而助力教育系统平稳迈入数字时代。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">该区域报告通过对中国、日本和韩国教育领导者在数字化转型中的实践经验的案例研究，发现以下主要结论。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cstrong style=\"font-size: 18px; color: rgb(255, 153, 0);\" class=\"ql-lineHeight-1-75\">1.教育数字化转型在东亚地区加速推进\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cul>\u003Cli>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">中国超过一半的学校已配备独立数字化管理平台。日本因新冠疫情影响，将“一人一设备”目标的实现时间从2023年提前至2020年。\u003C\u002Fspan>\u003C\u002Fli>\u003C\u002Ful>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cul>\u003Cli>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">人工智能（AI）在教育中的应用日益推广。韩国计划于2028年前全面推行AI教科书计划；中国则计划在2023年前在所有中小学普及人工智能教育。\u003C\u002Fspan>\u003C\u002Fli>\u003C\u002Ful>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cstrong style=\"font-size: 18px; color: rgb(255, 153, 0);\" class=\"ql-lineHeight-1-75\">2.学校领导层在教育数字化转型中的作用日益凸显\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cul>\u003Cli>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">校长可促进校内数字文化发展、组织教职工能力建设，并根据学校需求选择资源。其职责正日益复杂，涵盖采购、网络安全、教学方法及学生福祉等多个领域。\u003C\u002Fspan>\u003C\u002Fli>\u003C\u002Ful>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cul>\u003Cli>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">这一趋势已被纳入新的数字化战略。在中国，校长被赋予“首席信息官”职责；在日本，2023年的教育数字化转型战略明确将校长定位为数字创新的核心推动者。\u003C\u002Fspan>\u003C\u002Fli>\u003C\u002Ful>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cstrong style=\"font-size: 18px; color: rgb(255, 153, 0);\" class=\"ql-lineHeight-1-75\">3.学校教职工正被赋予新职责以支持课堂数字化转型\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cul>\u003Cli>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">在中国，《2025年智慧教育白皮书》提出赋予教师“新角色与使命”。\u003C\u002Fspan>\u003C\u002Fli>\u003C\u002Ful>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cul>\u003Cli>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">在日本，核心人物如“GIGA领导者”正在推动学校的数字化创新。\u003C\u002Fspan>\u003C\u002Fli>\u003C\u002Ful>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cul>\u003Cli>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">在韩国，每所学校任命2至3名骨干教师，制定符合本校情况的实施策略。\u003C\u002Fspan>\u003C\u002Fli>\u003C\u002Ful>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cstrong style=\"font-size: 18px; color: rgb(255, 153, 0);\" class=\"ql-lineHeight-1-75\">4.地方、学校及教职工需要政策协同、指导和支持\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cul>\u003Cli>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">全国性的学习管理和评估系统至关重要。中国已将32个省级学习管理系统整合至统一的国家智慧教育平台，按教育阶段与类型分类管理。\u003C\u002Fspan>\u003C\u002Fli>\u003C\u002Ful>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cul>\u003Cli>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">制定技术应用指南与标准，有助于确保数字化安全有效落地。日本最近发布了关于在学校使用生成式AI的指南。\u003C\u002Fspan>\u003C\u002Fli>\u003C\u002Ful>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cul>\u003Cli>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">需要配备专业人员协助学校进行数字化转型。在韩国，“数字导师”负责管理学校技术基础设施的维护。\u003C\u002Fspan>\u003C\u002Fli>\u003C\u002Ful>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cstrong style=\"font-size: 18px; color: rgb(255, 153, 0);\" class=\"ql-lineHeight-1-75\">5.领导者需促进不同治理层级及校内的协作\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cul>\u003Cli>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">学校领导层之间的非正式工作组有助于他们分享经验。一项针对中国校长的调查显示，他们最偏好的培训形式是同行交流。\u003C\u002Fspan>\u003C\u002Fli>\u003C\u002Ful>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cul>\u003Cli>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">地方教育行政部门可促进跨地区协作。中国青海省与上海、江苏、浙江等数字化发展较为先进的地区建立了合作关系。\u003C\u002Fspan>\u003C\u002Fli>\u003C\u002Ful>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cul>\u003Cli>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">通过协商制定更契合实际的数字教育政策。日本与韩国在制定数字化战略时均征询了教师意见。\u003C\u002Fspan>\u003C\u002Fli>\u003C\u002Ful>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cstrong style=\"font-size: 18px; color: rgb(255, 153, 0);\" class=\"ql-lineHeight-1-75\">6.需要开展领导力培训以应对数字化转型\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cul>\u003Cli>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">三国均要求新任校长接受培训，并更新教师能力框架以纳入人工智能应用能力。\u003C\u002Fspan>\u003C\u002Fli>\u003C\u002Ful>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cul>\u003Cli>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">系统层面的领导力培训同样重要。中国与韩国均为未来管理者开设了信息化课程；在日本，对815个市镇的调查显示，谈判与协调能力是落实数字化战略的关键技能。 \u003C\u002Fspan>\u003C\u002Fli>\u003C\u002Ful>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">该区域报告最后结合三国案例研究的证据，提出相应的政策建议，旨在明确系统领导者和学校引领教育技术发展可采取的具体步骤。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">报告认为，教育数字技术的应用形式多样且日益融合。从硬件设备到人工智能等一系列创新，正深刻影响教育管理者的管理方式、教师的教学方法以及学生的学习与互动模式。技术变革的步伐持续加快：物理世界与虚拟世界的界限日益模糊；人机互联程度不断提升；数据存储与处理能力呈指数级增长。保障学生的安全与身心健康成为首要任务，同时确保所有学习者在数字环境中能够负责任地参与与行为亦至关重要。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">数字技术与其他技术一样，是人类为满足需求、改善生活而创造的成果。教育系统在不断扩大对数字技术的依赖时，应始终将学生的利益置于核心位置。数字技术不应取代以人为本的教育，而应成为其有力支撑。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">东亚是全球教育数字化的热点地区。尽管政策导向鲜明，但中央政府、地方政府、学校及其社区等各方仍需携手合作，推动有意义且符合伦理的数字化转型。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">教育系统领导者、学校领导者及教师领导者在当前大规模改革中发挥着关键作用，但其重要性可能尚未得到充分关注。这些领导者不仅是推动改革在学校和课堂层面有效落实的桥梁，也是汇集并反馈改革过程中所遇瓶颈与问题的重要纽带。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">报告提出的具体建议如下：\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cstrong style=\"font-size: 18px; color: rgb(255, 153, 0);\" class=\"ql-lineHeight-1-75\">建议1：国家政策框架需保持清晰一致\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">领导者应对技术改革及其目标有清晰的认识，能够运用互操作性强且稳健的监测系统，并获得充足的资源支持。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cstrong style=\"font-size: 18px; color: rgb(255, 153, 0);\" class=\"ql-lineHeight-1-75\">建议2：学校领导需获得清晰指导与配套支持\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">明确的指导方针与标准有助于领导者理解并推动学校数字化转型的协同性。清晰的职责划分、充分的支持以及适度的自主权，有助于提升学校领导者的影响力。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cstrong style=\"font-size: 18px; color: rgb(255, 153, 0);\" class=\"ql-lineHeight-1-75\">建议3：系统及学校领导应参与教育技术决策\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">应广泛征求并充分反映贴近教学一线人员的意见，确保改革方案在教学层面具备适切性。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cstrong style=\"font-size: 18px; color: rgb(255, 153, 0);\" class=\"ql-lineHeight-1-75\">建议4：协作管理文化是推动可持续变革的必要条件\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">领导者应通过实践共同体促进校内及校际间的协作，同时学校与家长之间的合作对于化解技术使用中的合理顾虑同样至关重要。此类实践有助于促进相互支持，围绕共同目标营造学校共同体意识。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cstrong style=\"font-size: 18px; color: rgb(255, 153, 0);\" class=\"ql-lineHeight-1-75\">建议5：教育领导者的选拔与培养需契合数字化转型目标\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">教育领导者的能力建设应得到政策制定者更多关注。教育领导者的选拔与培训政策应持续完善，以适应时代需求并反映最新的实证经验。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cstrong style=\"font-size: 18px; color: rgb(255, 153, 0);\" class=\"ql-lineHeight-1-75\">建议6：学校及地方教育部门需配备专职人员予以支持\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">受过专业培训的专职人员能够减轻领导者在技术方面的负担，指导系统和学校领导者高效推进数字技术改革的实施。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cem class=\"ql-lineHeight-1-75\" style=\"color: rgb(187, 187, 187);\">资料来源：\u003C\u002Fem>\u003C\u002Fp>\u003Cp>\u003Cem class=\"ql-lineHeight-1-75\" style=\"color: rgb(187, 187, 187);\">1.UNESCO. 2025. 东亚：引领教育技术发展. https:\u002F\u002Funesdoc.unesco.org\u002Fark:\u002F48223\u002Fpf0000395020\u003C\u002Fem>\u003C\u002Fp>\u003Cp>\u003Cem class=\"ql-lineHeight-1-75\" style=\"color: rgb(187, 187, 187);\">2.UNESCO. 2025. 东亚：引领教育技术发展. 执行摘要. https:\u002F\u002Funesdoc.unesco.org\u002Fark:\u002F48223\u002Fpf0000395021\u003C\u002Fem>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"color: rgb(187, 187, 187);\">【新闻来源】国际与比较教育研究所 \u003C\u002Fspan>\u003Ca href=\"https:\u002F\u002Fmp.weixin.qq.com\u002Fs\u002FDAIcjL3lGEK0kusRAuGn5w\" rel=\"noopener noreferrer\" target=\"_blank\" style=\"color: rgb(187, 187, 187);\">https:\u002F\u002Fmp.weixin.qq.com\u002Fs\u002FDAIcjL3lGEK0kusRAuGn5w\u003C\u002Fa>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"color: rgb(187, 187, 187);\">（本网转发此文章，旨在为读者提供更多的信息资讯，所涉内容不构成投资、消费建议。文章事实如有疑问，请与有关方核实，文章观点非本网观点，仅供读者参考。）\u003C\u002Fspan>\u003C\u002Fp>","","https:\u002F\u002Fimage.51xinwei.com\u002F2025\u002F08\u002F7cb1c8b21be349b19780c4fde12a7266\u002F教育生态.jpg","https:\u002F\u002Fimage.51xinwei.com\u002F2025\u002F08\u002Fthumbs\u002F7cb1c8b21be349b19780c4fde12a7266\u002F教育生态.jpg",0,1,218,"2025-08-26 20:47",2,false,{"id":17,"name":20,"enName":21},"芯位视野","Xinwei Vision","https:\u002F\u002Fxinwei-dev-test.oss-cn-shenzhen.aliyuncs.com\u002Fintelligent\u002Faudio%3A721ff7c1-838d-4a60-8d5d-50df52e412e2%3A0.wav?Expires=1756218745&OSSAccessKeyId=LTAI5tNvY2RkKjZw4LLWsrPK&Signature=UV7l0WFWdN4R7APyylZCeBYhldo%3D",14271558,"721ff7c1-838d-4a60-8d5d-50df52e412e2","2025-08-26 20:39","UNESCO releases \"Global Education Monitoring Report: East Asia Regional Edition on Leading Educational Technology Development\"","\u003Cp>\u003Cstrong class=\"ql-lineHeight-1-75\" style=\"font-size: 18px; color: rgb(255, 153, 0);\">On August 18, 2025, UNESCO released the \"2024\u002F5 Global Education Monitoring Report: East Asia Regional Edition on Leading Educational Technology Development.\" This regional report was jointly compiled by the GEM Report, Beijing Normal University, Sophia University in Japan, and the Korean Institute for Curriculum and Evaluation. It focuses on the role of educational leadership in promoting the digital transformation of education in East Asia. East Asia is at the forefront of global efforts to reform educational technology, and this regional report documents the main initiatives taken by China, Japan, and South Korea in cultivating local educational administrators, school principals, and teachers, to ensure that these key roles can effectively and equitably implement reforms.\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">The regional report points out that the digital transformation of education requires leaders who can adapt to and manage systemic changes in uncertain environments. They bear the responsibility of achieving ambitious digital reforms while also dealing with increasing related tasks, from formulating guidelines, supporting professional development, to strategic resource allocation, infrastructure maintenance, and supervision of implementation processes.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cimg alt=\"undefined\" src=\"https:\u002F\u002Fimage.51xinwei.com\u002F2025\u002F08\u002F489754c1831346c583bb963c2bf72145\u002F640(1).jpg\" width=\"908\" height=\"undefined\" style=\"display: block; margin: auto;\">\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">Principals are the \"gatekeepers\" of the digital transformation of education. They play a key role in building a safe and inclusive digital culture within the school community, a role that is increasingly being valued by national digital strategies and action plans.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">Drawing on the experiences of East Asia, this regional report calls on countries to further value and support educational leaders during the process of advancing digital education reform. This support should be achieved through effective selection procedures, continuous opportunities for professional development, and complementary support measures, and should be clearly reflected in relevant educational development plans, policy documents, and implementation guidelines, thus helping the education system smoothly enter the digital age.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">This regional report, through case studies of the practical experiences of educational leaders in China, Japan, and South Korea in the digital transformation, has found the following main conclusions.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cstrong style=\"font-size: 18px; color: rgb(255, 153, 0);\" class=\"ql-lineHeight-1-75\">1. The digital transformation of education is accelerating in East Asia\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cul>\u003Cli>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">More than half of schools in China are equipped with independent digital management platforms. Due to the impact of the COVID-19 pandemic, Japan advanced the implementation of its \"one device per student\" goal from 2023 to 2020.\u003C\u002Fspan>\u003C\u002Fli>\u003C\u002Ful>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cul>\u003Cli>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">The application of artificial intelligence (AI) in education is becoming more widespread. South Korea plans to fully implement an AI textbook program by 2028; China plans to popularize AI education in all primary and secondary schools by 2023.\u003C\u002Fspan>\u003C\u002Fli>\u003C\u002Ful>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cstrong style=\"font-size: 18px; color: rgb(255, 153, 0);\" class=\"ql-lineHeight-1-75\">2. The role of school leadership in the digital transformation of education is becoming increasingly prominent\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cul>\u003Cli>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">Principals can promote the development of a digital culture within the school, organize staff capacity-building activities, and select resources based on the needs of the school. Their responsibilities are increasingly complex, covering areas such as procurement, cybersecurity, teaching methods, and student well-being.\u003C\u002Fspan>\u003C\u002Fli>\u003C\u002Ful>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cul>\u003Cli>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">This trend has been incorporated into new digital strategies. In China, principals are given the duties of \"Chief Information Officer\"; in Japan, the 2023 education digital transformation strategy clearly positions principals as core drivers of digital innovation.\u003C\u002Fspan>\u003C\u002Fli>\u003C\u002Ful>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cstrong style=\"font-size: 18px; color: rgb(255, 153, 0);\" class=\"ql-lineHeight-1-75\">3. School staff are being given new responsibilities to support classroom digital transformation\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cul>\u003Cli>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">In China, the \"White Paper on Smart Education 2025\" proposes granting teachers \"new roles and missions.\"\u003C\u002Fspan>\u003C\u002Fli>\u003C\u002Ful>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cul>\u003Cli>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">In Japan, key figures such as \"GIGA Leaders\" are driving digital innovation in schools.\u003C\u002Fspan>\u003C\u002Fli>\u003C\u002Ful>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cul>\u003Cli>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">In South Korea, each school appoints 2 to 3 core teachers to develop implementation strategies tailored to the school's circumstances.\u003C\u002Fspan>\u003C\u002Fli>\u003C\u002Ful>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cstrong style=\"font-size: 18px; color: rgb(255, 153, 0);\" class=\"ql-lineHeight-1-75\">4. Local, school, and staff levels require policy coordination, guidance, and support\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cul>\u003Cli>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">A national learning management and assessment system is essential. China has integrated 32 provincial learning management systems into a unified national smart education platform, categorized by educational stage and type.\u003C\u002Fspan>\u003C\u002Fli>\u003C\u002Ful>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cul>\u003Cli>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">Developing technical application guidelines and standards helps ensure the safe and effective implementation of digitalization. Japan recently released guidelines on the use of generative AI in schools.\u003C\u002Fspan>\u003C\u002Fli>\u003C\u002Ful>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cul>\u003Cli>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">Professional personnel need to be assigned to assist schools with their digital transformation. In South Korea, \"digital mentors\" are responsible for maintaining the school's technological infrastructure.\u003C\u002Fspan>\u003C\u002Fli>\u003C\u002Ful>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cstrong style=\"font-size: 18px; color: rgb(255, 153, 0);\" class=\"ql-lineHeight-1-75\">5. Leaders need to promote collaboration across different governance levels and within schools\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cul>\u003Cli>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">Informal working groups among school leadership help them share experiences. A survey of Chinese principals showed that they prefer peer-to-peer exchange as the most preferred training format.\u003C\u002Fspan>\u003C\u002Fli>\u003C\u002Ful>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cul>\u003Cli>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">Local education authorities can promote cross-regional collaboration. Qinghai Province in China has established partnerships with more digitally developed regions such as Shanghai, Jiangsu, and Zhejiang.\u003C\u002Fspan>\u003C\u002Fli>\u003C\u002Ful>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cul>\u003Cli>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">Negotiating to formulate more practical digital education policies. Both Japan and South Korea have sought teacher opinions when developing digital strategies.\u003C\u002Fspan>\u003C\u002Fli>\u003C\u002Ful>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cstrong style=\"font-size: 18px; color: rgb(255, 153, 0);\" class=\"ql-lineHeight-1-75\">6. Leadership training is needed to address the digital transformation\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cul>\u003Cli>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">All three countries require new principals to receive training, and update the teacher capability framework to include AI application capabilities.\u003C\u002Fspan>\u003C\u002Fli>\u003C\u002Ful>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cul>\u003Cli>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">System-level leadership training is also important. China and South Korea offer information courses for future managers; in Japan, a survey of 815 municipalities showed that negotiation and coordination skills are key competencies for implementing digital strategies. \u003C\u002Fspan>\u003C\u002Fli>\u003C\u002Ful>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">Finally, this regional report combines evidence from case studies of the three countries and presents corresponding policy recommendations aimed at clarifying specific steps that system leaders and school leaders can take to lead the development of educational technology.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">The report states that the forms of application of digital educational technologies are diverse and increasingly integrated. Innovations ranging from hardware devices to artificial intelligence are profoundly influencing the management styles of educational administrators, teaching methods of teachers, and the learning and interaction patterns of students. The pace of technological change continues to accelerate: the boundaries between the physical world and the virtual world are becoming increasingly blurred; the degree of human-machine connectivity is continuously increasing; data storage and processing capabilities are growing exponentially. Ensuring the safety and mental health of students has become a top priority, while ensuring that all learners can responsibly participate and behave in digital environments is also crucial.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">Like other technologies, digital technology is a product created by humans to meet needs and improve life. As the education system continues to expand its reliance on digital technologies, it should always place the interests of students at the core. Digital technology should not replace human-centered education, but rather serve as a powerful support for it.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">East Asia is a hotspot for global educational digitization. Although policy directions are clear, governments at all levels, schools, and their communities still need to work together to promote meaningful and ethically sound digital transformation.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">Educational system leaders, school leaders, and teacher leaders play a key role in the current large-scale reform, but their importance may not yet be fully recognized. These leaders are not only bridges for the effective implementation of reforms at the school and classroom levels, but also important links for collecting and feeding back bottlenecks and issues encountered during the reform process.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">The report provides the following specific recommendations:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cstrong style=\"font-size: 18px; color: rgb(255, 153, 0);\" class=\"ql-lineHeight-1-75\">Recommendation 1: National policy frameworks need to remain clear and consistent\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">Leaders should have a clear understanding of technological reforms and their goals, be able to use interoperable and robust monitoring systems, and have sufficient resources available.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cstrong style=\"font-size: 18px; color: rgb(255, 153, 0);\" class=\"ql-lineHeight-1-75\">Recommendation 2: School leaders need clear guidance and support\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">Clear guidelines and standards help leaders understand and promote the coordination of school digital transformation. Clear division of responsibilities, adequate support, and appropriate autonomy help enhance the influence of school leaders.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cstrong style=\"font-size: 18px; color: rgb(255, 153, 0);\" class=\"ql-lineHeight-1-75\">Recommendation 3: System and school leaders should participate in educational technology decisions\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">Widespread consultation and full reflection of the views of those close to the front line of teaching should be ensured to guarantee the appropriateness of reform plans at the teaching level.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cstrong style=\"font-size: 18px; color: rgb(255, 153, 0);\" class=\"ql-lineHeight-1-75\">Recommendation 4: Collaborative management culture is a necessary condition for promoting sustainable change\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">Leaders should promote collaboration within and between schools through practice communities, and the cooperation between schools and parents is also crucial for resolving reasonable concerns about technology use. Such practices help promote mutual support and foster a sense of school community around common goals.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cstrong style=\"font-size: 18px; color: rgb(255, 153, 0);\" class=\"ql-lineHeight-1-75\">Recommendation 5: The selection and training of educational leaders should align with the goals of digital transformation\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">The capacity building of educational leaders should receive more attention from policymakers. The selection and training policies for educational leaders should be continuously improved to meet the demands of the times and reflect the latest empirical experience.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cstrong style=\"font-size: 18px; color: rgb(255, 153, 0);\" class=\"ql-lineHeight-1-75\">Recommendation 6: Schools and local education departments need to be equipped with dedicated personnel for support\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">Professionally trained dedicated personnel can alleviate the burden on leaders in terms of technology, guide system and school leaders to efficiently implement digital technology reform.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cem class=\"ql-lineHeight-1-75\" style=\"color: rgb(187, 187, 187);\">Source:\u003C\u002Fem>\u003C\u002Fp>\u003Cp>\u003Cem class=\"ql-lineHeight-1-75\" style=\"color: rgb(187, 187, 187);\">1.UNESCO. 2025. East Asia: Leading Educational Technology Development. https:\u002F\u002Funesdoc.unesco.org\u002Fark:\u002F48223\u002Fpf0000395020\u003C\u002Fem>\u003C\u002Fp>\u003Cp>\u003Cem class=\"ql-lineHeight-1-75\" style=\"color: rgb(187, 187, 187);\">2.UNESCO. 2025. East Asia: Leading Educational Technology Development. Executive Summary. https:\u002F\u002Funesdoc.unesco.org\u002Fark:\u002F48223\u002Fpf0000395021\u003C\u002Fem>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"color: rgb(187, 187, 187);\">[News Source] Institute of International and Comparative Education \u003C\u002Fspan>\u003Ca href=\"https:\u002F\u002Fmp.weixin.qq.com\u002Fs\u002FDAIcjL3lGEK0kusRAuGn5w\" rel=\"noopener noreferrer\" target=\"_blank\" style=\"color: rgb(187, 187, 187);\">https:\u002F\u002Fmp.weixin.qq.com\u002Fs\u002FDAIcjL3lGEK0kusRAuGn5w\u003C\u002Fa>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"color: rgb(187, 187, 187);\">（This article is reprinted by this site to provide readers with more information and news. The content does not constitute investment or consumer advice. If there are any questions about the facts of the article, please verify with the relevant parties. The views expressed in the article are not the views of this site and are for reference only.）\u003C\u002Fspan>\u003C\u002Fp>","https:\u002F\u002Fxinwei-dev-test.oss-cn-shenzhen.aliyuncs.com\u002Fintelligent\u002Faudio%3A437e6f74-e158-40a7-b877-9a1e10ae1a53%3A0.wav?Expires=1774838486&OSSAccessKeyId=LTAI5tNvY2RkKjZw4LLWsrPK&Signature=hWqhhr2tKLlKxtA3yxjv9wU4aSw%3D","437e6f74-e158-40a7-b877-9a1e10ae1a53"]