国际组织教育数字化转型政策的价值取向研究

Research on the Value Orientation of Educational Digital Transformation Policies in International Organizations

联合国教科文组织和经合组织作为世界上最重要的两大国际组织,其教育政策报告显示出国际组织的政策导向和价值选择。通过分析两大国际组织历年教育数字化相关政策文本可知,其教育数字化转型价值取向各有差异。区别在于,前者重视教育数字化的角色定位,后者重视教育数字化的内涵提升;而共性体现为:公平始终是教育数字化发展的核心、质量提升是全球教育系统面临的挑战、效率应成为教育数字化发展的落脚点、监管应贯穿教育数字化发展始终等。两大国际组织也存在各自价值理念下话语权掌控、重宏观视角探讨、轻微观现状分析等局限性。深入剖析两大国际组织教育数字化转型政策的个性、共性和局限性,可为我国了解国际组织教育数字化政策特征,参与国际组织教育活动和全球教育治理提供帮助,并可在借鉴国际教育经验的基础上保持批判性反思,从强化教育公平、提升教育质量与优化效率、加强政策评估与监管等方面进行实践探索。

As two of the most prominent international organizations,UNESCO and the OECD convey their policy orientations and value preferences through their educational policy reports.A detailed analysis of their respective policy texts on educational digitization over the years reveals distinct differences in their approaches to digital transformation.UNESCO tends to emphasize the role and positioning of educational digitization,while the OECD more on the enhancement of its substantive content.Despite these differences,both organizations share certain commonalities:equity remains a central tenet of educational digitization,the improvement of quality is a persistent challenge for global education systems,efficiency should serve as the ultimate goal of educational digitization efforts,and regulatory oversight must be integrated throughout the development of educational digitization.However,both organizations exhibit inherent limitations,such as a tendency to dominate discourse within their respective value frameworks,an overemphasis on macro-level perspectives while underrepresenting micro-level analyses,and insufficient attention to the practical realities on the ground.A comprehensive analysis of the unique characteristics,shared principles,and inherent limitations of UNESCO’s and the OECD’s policies on educational digitization can provide valuable insights for China in understanding the specific features of international education policies.This can,in turn,inform China’s engagement in international educational initiatives and global education governance.Moreover,such analysis enables critical reflection on the applicability of international educational experiences,while encouraging China to pursue practical strategies aimed at strengthening educational equity,improving quality and efficiency,and enhancing policy evaluation and regulatory mechanisms.