芬兰如何成为教育数字化转型的领航者:多源流理论视角

How Finland Became a Leader in Digital Transformation of Education:An Inquiry in Multiple Streams Approach

得益于长远的教育数字化布局,高于欧盟均值的数字设施投入以及优质的数字化公共服务,芬兰具有推进教育数字化转型的必备条件。借助多源流理论框架,分析可知芬兰在教育与技术的竞争和共同目标与先导性等问题源流的思索下,引发了高校及其他利益主体、专业学者的商讨与行动,提出了若干条政策议程备择。同时在公民对数字素养的渴求以及执政党的理论与战略决策等政治源流的推动下,《芬兰数字指南针》的出台加速了三流汇聚。于是,在举国上下共同的诉求中,芬兰在政策设置议程中通过了《2027年数字化教育与培训政策》,从而保证了芬兰在推进教育数字化转型中的领航者地位。

Finland obtains necessary conditions to advance the digital transformation of education,due to a long-term layout of digital education,above-average investment in digital facilities and high-quality digital public services in EU.With multi-stream theoretical framework,the research analyzes the process in which Finnish Digital Compass has triggered discussions among universities,professional scholars and other stakeholders,and a number of policy agenda options were produced.At the same time the introduction of the Finnish Digital Compass accelerated the convergence of the three streams,fuelled by the political source streams of citizens'desire for digital literacy and the theoretical and strategic decisions of the ruling party.As a result,in a common national demand,Finland adopted the"Digital Education and Training Policy 2027"to ensure that Finland becomes a leader in the digital transformation of education.