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1、2024 GSENet Annual ReportAugust 18,2024Global Smart Education Network(GSENet)Executive SummaryGlobal Understanding of Smart Education in the Context of Digital TransformationPlease cite the work as follows:Published in 2024 by Smart Learning Institute of Beijing Normal University,12F,Block A,Jingshi

2、 Technology Building,No.12 Xueyuan South Road,Haidian District,Beijing,100082,ChinaThis publication is available in OpenAccess under the Creative Commons Attribution-ShareAlike3.0 IGO(CC-BY-SA3.0IGO)license(http:/creativecommons.org/licenses/by-sa/3.0/igo/).GSENet 2024 BNU 2024Huang,R.H.,Liu,D.J.,Ka

3、nwar,A.S.,Zhan,T.,Yang,J.F.,Zhuang,R.X.,Liu,M.Y.,Adarkwah,M.,Li,Z.S.(2024).Global Understanding of Smart Education in the Context of Digital Transformation.Beijing:Global Smart Education Network and Smart Learning Institute of Beijing Normal UniversityRights and PermissionsGlobal Understanding of Sm

4、art Education in the Context of Digital TransformationGlobal Smart Education NetworkSmart Learning Institute of Beijing Normal UniversityAugust 18，2024The United Nations Sustainable Development Goal 4(SDG4)focuses on ensuring inclusive and equitable quality education and promoting lifelong learning

5、opportunities for all.The United Nations highlighted the importance of harnessing the digital revolution to benefit public education.Consequently,many countries are placing significant emphasis on digital education,actively developing national-level policy frameworks that utilize next-generation dig

6、ital technologies to transform educational practices.In this context,smart education has emerged as a key component in national planning documents,aiming to promote educational equity and enhance the quality of education.Following the joint UNESCO project on Rethinking and Redesigning National Smart

7、 Education Strategy(SmartEDU)initiated by UNESCO Institute for Information Technologies in Education(UNESCO IITE),Commonwealth of Learning(COL),International Society for Technology in Education(ISTE),Higher School of Economics(HSE),Beijing Normal University(BNU)since August 2020,this report aims to

8、consolidate the global understanding of smart education in the context of digital transformation.We aim to investigate diverse perspectives from different countries and regions to build a global consensus,pinpoint the key areas of digital education policies for the advancement of smart education wor

9、ldwide,illustrate the state of smart education through public datasets,and promote inclusiveness and equity within the realm of smart education.Furthermore,this report strives to support educators,researchers,and practitioners in adapting and implementing smart education within their own contexts.We

10、 aspire to collaborate more closely with all partners to advance our shared mission,particularly in this digital education transformation times.On behalf of SLIBNU and UNESCO IITE,we would like to thank our partners from China and abroad.Our special thanks go to the National Commission of the People

11、s Republic of China for UNESCO for their incredible support during the realization of this publication.We also acknowledge with gratitude contributions for this publication from 111 international experts among 52 countries.1Dr.Ronghuai Huang Co-Dean,Smart Learning Institute of BNU Dr.Tao ZhanDirecto

12、r,UNESCO IITE We would like to express our profound gratitude to the many individuals and organizations whose contributions made the successful completion of this report possible.Their collective efforts,expertise,and unwavering dedication were vital in every stage of this project.First and foremost

13、,we extend our deepest appreciation to UNESCO headquarters,especially Miss Stefania Giannini,UNESCO Assistant Director-General for Education,Mr.Sobhi Tawil,Director of the Future of Learning and Innovation division,Mr.Fengchun Miao,Chief of the Unit for Technology and AI in education,and other exper

14、ts from UNESCO,for your vision and insights in technology in education and the future of education,and all your support for the GSE conference and this report.The report is finished under the leading of the UNESCO Institute for Information Technologies in Education(UNESCO IITE),the Smart Learning In

15、stitute of Beijing Normal University(SLIBNU),and Hangzhou Normal University(HZNU).Their visionary leadership and collaborative spirit were the driving forces behind this research.The support,resources,and guidance provided by these institutions were crucial to the successful execution of this report

16、,and we are sincerely grateful for their contributions.We also wish to acknowledge and thank the key researchers who played an essential role in the organization and leadership of this project.We are particularly indebted to Junfeng Yang from HZNU,Rongxia Zhuang from Beijing Normal University(BNU),a

17、nd all the members who took part in the writing process of the report and who willingly gave support to the completion of the report.Their expertise,commitment,and collaborative efforts were instrumental in shaping the direction and outcomes of this work.Finally,we recognize the hard work,dedication

18、,and tireless efforts of all who contributed to the research,content development,and coordination of this report.It is through their combined efforts that this report has come to fruition,and we deeply appreciate their invaluable support in making this project a success.1Figure ListFigure 2-1 Charac

19、teristics of digital education policies in three stages and six considerations-13Figure 2-2 Bubble chart of 9 policies from the Asia-Pacific region across 6 considerations-13Figure 2-3 Bubble chart of 23 policies from the Europe region across 6 considerations-14Figure 2-4 Bubble chart of 10 policies

20、 from the American region across 6 considerations-15Figure 2-5 Bubble chart of 6 policies from the Africa region across 6 considerations-16Figure 3-1 Overall development of 10 indictors for smart education-24Figure 3-2 Comparison of smart education among three selected countries -25Figure 3-3 Compar

21、ison of smart education among three income-level-country groups-26Figure 3-4 Relationships among performative,constructive features and quality of education-27Figure 3-5 Relationships among sub-indicators of performative and constructive features-28Table 2-1 Typical digital education policies-10Tabl

22、e 2-2 Coding process-12Table 3-1 Indicators list of smart education-18Table 3-2 Observing points with data source for smart education indicators-22Table 3-3 Notes for observing points of smart education indicators-23Table ListForewordAcknowledgementsTable ListFigure ListCommon Understanding and Regi

23、onal Adoption on Smart Education in Global Perspective1.1 Global Understanding of Smart Education 1.2 Focus of Smart Education across Regions1.3 Adoption of Smart Education in Different Countries 2.1 Policies of Digital Education Coinciding with Smart Education 2.2 Inspection of Digital Education Po

24、licies for Smart Education2.3 Characteristics of Digital Education Policies in Terms of Smart Education 2.4 Regional Focus on Digital Education Policies 123131010181821283.1 Key Indicators of Smart Education at National Level 3.2 Public Data Sources for Tracking Smart Education Worldwide 3.3 Current

25、 Status of Smart Education from Different Countries3.4 Relationships among Performative,Constructive Features and Quality of Education3.5 Relationships among Sub-indicators of Performative and Constructive Features ContentDigital Education Policies to Achieve Smart Education WorldwideStatus of Smart

26、 Education through the Lens of Public Datasets10131224162730384354.1 The Philosophy of Promoting Inclusiveness in Smart Education 4.2 Trustworthy Technology Assisting Learners with Special Needs 4.3 Enhancing Internet Accessibility for Remote Community 4.4 Reliable and Unbiased Social Mechanism for

27、Gender Equity4.5 Recommendation on Promoting Inclusiveness in Smart Education 4ConclusionReferenceContribution listFostering Inclusiveness and Equity within Smart Education3031333446Appendix5636Common Understanding and Regional Adoption of Smart Education from a Global Perspective1The rapid developm

28、ent of digital technology,especially generative artificial intelligence,had a revolutionary impact on the digital transformation of education.Smart education aligns with the goal of digital transformation and emerges as a viable choice for promoting equitable,inclusive,and high-quality education.The

29、 concept of smart education remains fluid,dynamic,and contested,taking on various meanings across different spatial,institutional,and national contexts.This variability leads to divergent strategies in its adoption and implementation.The concept of smart education aligns with UNESCOs Futures of Educ

30、ation initiative,which calls for action and innovative ideas to renew education(UNESCO,2021).The development of smart education is a major endeavor in educational reform that requires systematic and scientific planning.1.1 Global Understanding of Smart Education1.1.1 The Role of Smart Education for

31、Education Agenda 2030The Sustainable Development Goal 4(SDG4)aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all by 2030(United Nations,2015).However,the rapid pace of technological transformation puts pressure on education systems to adapt.As

32、 highlighted in the Global Education Monitoring Report 2023,many countries lack digital guidelines and struggle with integrating digital technology effectively into education systems(UNESCO,2023).The Transforming Education Summit by United Nations(2022)called on countries to fully harness the power

33、of the digital revolution to drive global education reform and ensure the provision of high-quality education and lifelong learning for everyone(United Nations,2022).11.1.2 Investigation of Smart Education across the Five RegionsThe concept of smart education is an evolving one and is understood dif

34、ferently across diverse institutional,national and regional contexts.Therefore,it is imperative to consolidate the various understandings of smart education from different countries and regions to form a global consensus.Survey Process and Topic IdentificationA Delphi method and questionnaire were e

35、mployed from March to July 2024 to gather insights from a broad range of educators,policymakers,and scholars from different regions,with the aim of developing a global understanding on smart education.ParticipantsThe survey involved a total of 92 participants across 41 countries,covering the Asia an

36、d Pacific,Western Europe and North America,Eastern Europe,Africa,and the Latin America and the Caribbean regions(As shown in Appendix A).Based on participants affiliations,they were grouped into the following stakeholder categories:leading academics and scholars,renowned researchers from prestigious

37、 institutes,influential figures in non-profit organizations,key policymakers,and officials from regional and international organizations,among others.All participants evaluated the importance of each feature,and Kendalls coefficient of concordance,ranging from 0 to 1,was calculated to indicate the l

38、evel of agreement among raters.The high coefficients reveal a strong consensus among experts on the critical role these features play in achieving smart education.The results particularly highlight the importance of sustainable educational reforms and multi-sectoral collaboration and in driving smar

39、t education initiatives.Common Awareness of Smart EducationSmart education,often perceived as an enhancement of current educational practices,is regarded as synonymous with both good education and future education 1.As a term,smart education is continuously evolving,reflecting the dynamic nature of

40、educational advancements over the past decades.This term aligns with the United Nations vision of the future of education.Smart education systems can be depicted from two key perspectives:the performative features,which represent the vision of future education,and constructive features,which provide

41、 actionable steps towards realizing this vision(Huang et al.,2023).Through an analysis of experts discourse and open-ended question responses,the performative and constructive features of smart education can each be categorized into five key points.Student-centered Teachingand LearningStudent-center

42、ed learning is an instructional approach that places the student at the center of the learning process,emphasizing their active participation,engagement,and autonomy(Liu,2017).The increasing integration of technology into classrooms has significantly influenced the evolution of teaching methods,educ

43、ational models,and student learning environments.Comprehensive Learning Assessment Learning assessment is crucial in the educational process as it influences the behaviors of both teachers and students,leading to enhanced engagement during instructional activities.Learning assessment methods should

44、be diversified and categorized as assessment of learning,assessment for learning,and assessment as learning to facilitate holistic student growth.Smart and Ubiquitous Learning EnvironmentLearning environments are integral to the teaching and learning process,serving as crucial contexts that facilita

45、te educational activities(Gao et al.,2017).A smart learning environment represents a sophisticated evolution of traditional digital learning settings,seamlessly merging physical and virtual elements to provide personalized learning support and services based on individual learner characteristics(Hua

46、ng,2014).Culture of Continuous ImprovementEducational culture is the foundation for guiding educational reform and should permeate all aspects of the education system.At the school level,continuous improvement is essential to adapt to educational changes(Liang&Huang,2010).1.1.3 Performative Features

47、:Smart Education as the Shared Vision of Education1 Som Naidus speech at the online workshop Navigating the Future:Bridge Smart Education around the World(Asia&Pacific).(2024).https:/ Kanwar,A.s speech at the online workshop“Navigating the Future:Bridge Smart Education around the World”(Asia&Pacific

48、).(2024).https:/ Carlos Alberto Pereira de Oliveira.s speech at the online workshop“Navigating the Future:Bridge Smart Education around the World”(the Americas).(2024).https:/ school improvement reshapes the internal environment to achieve educational goals(Van Velzen et al.,1985).Commitment to Incl

49、usion and Equity in EducationInclusiveness and equity are fundamental pillars of high-quality education.Smart education must address the needs of both students and educators,promoting diverse representation in decision-making processes.Advancing inclusive,equitable,and resilient education requires i

50、nvolvement from various spheres,including learning,culture,and society.areas that collectively enhance the capabilities of educators and the learning experiences of students.Effective Multi-Sectoral CollaborationIntelligent technology has significantly enhanced multi-sectoral collaboration in public

51、 education,broadening the reach and impact of educational services(Zeng,2017).Strategic partnerships between government agencies,businesses,education institutions,research organizations,and other stakeholders,can foster a collective approach to advancing education as a public good.1.2.1 Transformati

52、ve Teaching and Learning Enabled through Technology1.1.4 Constructive Features:Sustainable Pathways to Achieve Smart Education Social Learning CommunitiesIn the evolving landscape of contemporary education,the concept of social learning communities has become increasingly significant.In this communi

53、ty,students not only share knowledge and experiences within the group but also enhance their self-management,interpersonal communication,and teamwork abilities through interactions.Ethical Adoption of ICT in EducationPursuing smart education necessitates a careful balance between safeguarding person

54、al information and enabling authorized access.Ensuring algorithmic interpretability within education is paramount;this involves prioritizing reliability,control,transparency,and inclusivity(Wang et al.,2021).Prioritization of Teacher Professional DevelopmentProfessional development is more than just

55、 a necessity.It is the foundation for achieving educational quality and equity,particularly in diverse,technology-driven classrooms.Sustainable Plan for Educational ReformIn advancing educational excellence in the digital age,it is essential to address several interconnected1.2 Focus of Smart Educat

56、ion Across RegionsIn envisioning modernized digital learning ecosystems,national government leaders must adopt a multi-faceted strategy with four critical leverage points:transformative teaching and learning enabled through technology,smart learning environments conducive to smart education,forward-

57、thinking governance and policy initiatives,and overarching considerations across the three leveraging points(UNSECO IITE,2022).Asia and the PacificThe focus of the Asia-Pacific region is on integrating digital tools into culturally diverse curricula,which enhances teachers technological capabilities

58、 and fosters personalized learning environments tailored to local needs.However,challenges such as the uneven development of infrastructure,varying levels of teachers proficiency in integrating technology into teaching and learning,and the complexities of multilingual contexts impede the full realiz

59、ation of these transformative efforts.The digital divide exacerbated by inadequate access to devices and the high costs of connectivity,in particular,remains a barrier to equitable access and effective implementation of technology in education.Western Europe and North AmericaIn Western Europe and No

60、rth America,the current focus is on fostering innovative,student-centered3learning environments that prioritize individuality and engagement.Through global best practices and cross-cultural exchanges,educators are continually developing their professional skills to effectively integrate smart educat

61、ion tools.Nevertheless,the region faces challenges such as over-reliance on technology and the persistent digital divide,which can hinder the equitable distribution of educational benefits.Comprehensive and continuous professional development remains critical to ensure that educators can fully harne

62、ss the potential of these technologies.Eastern EuropeIn Eastern Europe,the push for transformative teaching and learning through technology is characterized by the need for flexible and adaptive educational strategies.The region is working towards aligning educational programs with rapidly evolving

63、pedagogical trends by adopting demand-driven,technology-enabled approaches.AfricaAfrica is increasingly recognizing the potential of technology to enable transformative teaching and learning,yet Sub Saharan Africa faces significant hurdles in this endeavor.The focus is on overcoming the constraints

64、posed by limited funding and resources to invest in technology and infrastructure,which are critical for fostering innovative educational practices.Teacher training and professional development are pivotal in bridging the skills gap and ensuring that educators can effectively use technology to enhan

65、ce learning outcomes.Latin America and the CaribbeanLatin America and the Caribbean are actively exploring ways to use technology to drive transformative changes in teaching and learning.The region is rethinking curricula and pedagogy within a systemic vision that connects education more closely wit

66、h societal needs.Despite these efforts,challenges remain,including the prohibitive costs of technology,especially for resource-constrained schools and districts.Ensuring the continuous maintenance and updating of technological infrastructure requires ongoinginvestment,and the variability in context,

67、particularly in marginalized areas,adds further complexity.1.2.2 Smart Learning Environments Conducive to Smart Education Asia and the PacificThe Asia and the Pacific region are actively promoting the development of smart learning environments to meet the diverse learning needs of students.The focus

68、 is on designing and building interactive,technology-enhanced physical and virtual learning spaces.These environments aim to enhance student engagement and improve learning outcomes.However,key challenges include infrastructure development in remote areas,paucity of ongoing technical support for dig

69、ital platforms and devices,and ensuring that both teachers and students have the capacity to effectively adapt to and fully utilize these smart learning environments.Western Europe and North AmericaWestern Europe and North America place great emphasis on applying research-based,proven smart learning

70、 technologies,including AI with a focus on optimizing the educational process and enhancing personalized student experiences.These regions are committed to creating dynamic,interactive,and personalized smart learning environments that leverage technology to improve student outcomes.However,challenge

71、s include addressing ethical concerns in smart learning environments and providing leadership that can guide the educational transformation responsibly and transparently.Eastern EuropeEastern European countries are focused on effectively integrating smart learning environments into education systems

72、.The region emphasizes aligning educational policies with practice to support the widespread application of learning technologies.Efforts include enhancing the digital literacy of teachers and students,increasing public budgets,and developing long-term sustainability plans to ensure the continued ef

73、fectiveness of smart learning environments.However,major challenges include entrenched traditional teaching4methods and the high costs associated with the technical support and maintenance of smart learning technologies.AfricaAfrica is striving to build diverse smart learning environments to support

74、 the development of smart education.The primary focus is on addressing funding and resource allocation issues while emphasizing teacher training and the application of technology in smart learning environments.However,the high costs of developing and maintaining smart learning infrastructure,ensurin

75、g data privacy and addressing security issues remain key concerns.Latin America and the Caribbean.Latin America and the Caribbean countries aim to ensure that every learner benefits from smart education.Many schools lack adequate infrastructure for seamless technology integration.Insufficient intern

76、et access,and outdated devices,hindering effective implementation.Developing digital resources with high quality,providing technical support,and maintaining devices incur high costs where budget constraints may hinder widespread adoption.exemplify forward-thinking governance by involving practitione

77、rs in policy-making processes,thereby bridging the gap between theory and practice in smart education.These regions place a strong emphasis on certification and continuous professional development to uphold high standards.Eastern EuropeEastern European countries are implementing forward-thinking gov

78、ernance and policy initiatives aimed at advancing smart education through digital transformation.These initiatives focus on ensuring equitable access to education,enhancing teacher professional development,innovating curricula,and fostering public-private partnerships.AfricaIn Africa,forward-thinkin

79、g governance is crucial,particularly in creating equitable policy frameworks and effective resource allocation strategies.Governments in the region are focusing on addressing funding disparities,improving resource distribution,and advancing teacher professional development.Latin America and the Cari

80、bbeanLatin America and the Caribbean are advancing progressive governance and policy initiatives which focus on expanding access to education but also on transforming the quality of learning through the integration of intelligent technologies.A key priority within these strategies is ensuring that e

81、ducation systems are inclusive,catering to the diverse needs of all learners,including marginalized and disadvantaged groups.1.2.4 Overarching Considerations Across All Leverage Points1.2.3 Forward-Thinking Governance and Policy Initiatives Asia and the PacificIn Asia and the Pacific,forward-thinkin

82、g governance and policy initiatives are at the forefront of advancing smart education.The region is focused on crafting and executing comprehensive education strategies that are supported by strong political commitment.These initiatives include fostering partnerships among educational institutions,t

83、echnology companies,and research organizations to drive innovation.Despite of these efforts,the region faces challenges such as the need for extensive teacher training,substantial investments in technological infrastructure,and ensuring that policies are implemented in an equitable and sustainable m

84、anner.Western Europe and North AmericaWestern Europe and North America region Asia and the PacificThe Asia-Pacific region presents a complex educational landscape,marked by vast cultural and economic diversity.Countries in this region are at various stages of integrating inclusive practices and fost

85、ering continuous improvement in education.The focus is on leveraging technological innovations to enhance educational access and quality,particularly in remote areas.The regions challenges include bridging significant disparities in resource5allocation and infrastructure,adapting education systems t

86、o the demands of rapidly changing economies,and ensuring that educational practices are culturally responsive.Western Europe and North AmericaWestern Europe and North America leads in educational innovation,with systems that emphasize inclusivity,equity,and continuous improvement.These regions are c

87、haracterized by their strong educational infrastructure,robust policy frameworks,and advanced integration of technology into teaching and learning processes.However,even these regions face challenges,such as addressing the educational needs of increasingly diverse populations,closing achievement gap

88、s related to socio-economic disparities,and adapting to the evolving demands of the 21st-century workforce.Collaborative efforts between government,private sector,and civil society are essential in maintaining and advancing the high educational standards in these regions.Eastern EuropeEastern Europe

89、 is in the midst of educational transformation,driven by the need to modernize systems that were often shaped by complex factors.The focus in this region is on enhancing educational equity,particularly in response to the socio-economic disparities that exist between urban and rural areas,and within

90、post-transition economies.Efforts are being made to modernize curricula,improve teacher training,and integrate digital technologies into classrooms.However,the region faces challenges,including brain drain,inadequate resource allocation issues,and the need to align educational outcomes with labor ma

91、rket demands in a rapidly changing economic environment.AfricaThe educational aspirations of the African region are characterized by a dynamic blend of progress and challenges,particularly in the areas of inclusion and equity,continuous improvement culture,and multi-sectoral collaboration.Efforts ar

92、e concentrated on overcoming the significant disparities in educational access and qualitybetween urban and rural areas,with a strong focus on localized teacher training,community-driven educational initiatives,and the integration of culturally relevant curricula.However,issues such as underfunding

93、and infrastructure deficits continue to impede progress.Latin America and the CaribbeanLatin America and the Caribbean region face educational challenges intertwined with socio-economic inequalities,political instability,and diverse linguistic and cultural contexts.The focus in this region is on exp

94、anding access to quality education,particularly for marginalized communities,and addressing the inequities that exist within and between countries.Governments and educational institutions are working to improve teacher training,invest in early childhood education,and integrate technology into classr

95、ooms to enhance learning outcomes.However,challenges such as high dropout rates,especially at the secondary level,inadequate infrastructure,and limited resources persist.1.3 Adoption of Smart Education in Different CountriesThe rapid advancement of technology has revolutionized education,transformin

96、g traditional learning into dynamic and interactive experiences.Modern education now leverages digital tools and platforms to enhance learning outcomes and engage students more meaningfully,extending beyond conventional classroom settings.Countries worldwide have embraced technological innovations t

97、o address educational challenges such as accessibility,equity,and quality.Advanced technologies like artificial intelligence,big data analytics,and virtual reality are redefining the educational landscape,demonstrating how technology can overcome these challenges and promote inclusive,equitable,and

98、high-quality education for all.Cases among countries illustrate the innovative approaches and successful pathways to construct smart education.These cases show the advantages.6of adaptive learning environments,which cater to individual student needs,ensuring no learner is left behind.Smart education

99、 fosters global collaboration and communication,breaking down geographical barriers and promoting cultural exchange.Additionally,data-driven insights from smart technologies enable continuous improvement in teaching strategies and learning materials,to enhance efficiency and effectiveness1.3.2 Unite

100、d Kingdom:Learning Design and Teachers Community1.3.1 Maldives:Access to EducationCountry Overview.The Maldives consists of thousands of small islands located in the Indian Ocean.Out of over 1,200 islands,only 188 are inhabited.This means people live on fewer than 200 islands,with the capital locate

101、d on one atoll,while other islands are geographically dispersed.Despite these geographical challenges,the Maldives has achieved universal education and met the Millennium Development Goals(MDGs)for primary education ahead of schedule.In 2002,the Maldives achieved universal primary education and now

102、prioritizes SDG4.This commitment ensures inclusive and equitable quality education for students living on these dispersed islands.The capital city,Mal,is one of the most densely populated areas in the world,with over 250,000 people living in less than 2 square kilometers.Nearby islands have been con

103、nected,and Mal is now linked by a bridge constructed with the help of the Chinese government.The geographical vulnerability brings many challenges,including socio-economic disparities between the capital and the atolls,and various difficulties in providing education.UNESCO Wenhui Award for“Telikilaa

104、s”Series.Despite these challenges,the Maldives strives to provide quality education to all students.Public education is offered even on islands with only 100 or 200 residents,and schools are constructed on each island.Technology integration is crucial to meet these needs.Before the pandemic,online t

105、eaching was already implemented to some extent.During the COVID-19 pandemic,when schools closed,online classes peaked.Teachers broadcast lessonsThe United Kingdom has long been at the forefront of integrating digital technology in education.One exemplary initiative in University College London(UCL)s

106、howcases the UKs strategic approach to leveraging technology for teacher professional development.Learning Designer Tool.One of the key innovations from this project is the Learning Designer tool.This digital platform allows teachers to design,evaluate,and improve various types of learning tasks.By

107、collecting and analyzing feedback,educators can continuously refine their teaching methods,ensuring that they meet the evolving needs of their students.This tool demonstrates the application of digital technology to create a more dynamic and responsive educational environment.The project has also ad

108、dressed the needs of teachers in challenging contexts.For example,it uses digital video case studies to highlight thevia TV channels due to connectivity issues,startingon March 15,2020.This initiative earned the Maldives Ministry of Education the UNESCO Wenhui Award for Educational Innovation in the

109、 Asia-Pacific region.This case exemplifies the integration of technology and pedagogy,which is central to the definition of smart education.Satellite Education Project.The Maldives has implemented a satellite schooling system to address educational needs in remote islands.Some islands have only one

110、student due to low population,yet education is still provided.In 2022,Vice President Onagra launched the satellite education project.This initiative connects remote islands without public schools to a central hub in the capital via high-speed internet.Students use Chromebooks to attend online classe

111、s,while teachers are based at the central hub.Teacher assistants in these remote classrooms support students during lessons.Currently,there are six satellite schools and one central hub in the capital.7experiences of teachers in difficult environments,such as refugee teacher communities in Lebanon.T

112、hese case studies illustrate how digital communication methods can be a lifeline,providing essential support and resources to educators working under extreme conditions.This aspect of the project emphasizes the versatility and global applicability of digital tools in education.Collaborative Learning

113、 through MOOCs.Collaboration is another cornerstone of the project.By designing co-developed Massive Open Online Courses(MOOC),the initiative fosters a community of practice among teachers.These MOOCs enable educators to learn from each other and to develop blended and online learning designs suitab

114、le for any subject and educational level.The collaborative aspect ensures that the knowledge and skills gained are diverse and comprehensive,benefiting from the collective expertise of the teaching community.A significant future direction for the project is the integration of Artificial Intelligence

115、(AI)in smart education.Experts advocate for AI tools that genuinely meet the needs of teachers and learners.Rather than simply assisting students in writing error-filled essays,AI should be challenged to support educational goals effectively.This includes providing digital tools that enhance learnin

116、g outcomes and streamlining administrative tasks for educators.government,Qinghai has significantly enhanced the level of digital education,establishing a relatively complete system for promoting digital education and achieving notable results.National Smart Education Platform.The foundational envir

117、onment for educational digitalization has been gradually optimized,and digital infrastructure has been continuously improved.Through the implementation of projects such as the Standardization Project,Comprehensive Renovation,and Improvement of Weak Links and Capacity Enhancement in Compulsory Educat

118、ion,the level of digital infrastructure in education has been further enhanced.This provides strong support for the application of the National Smart Education Platform and the regular conduct of digital teaching.The proportion of schools connected to the internet has reached 100%,with all schools h

119、aving a bandwidth of over 100M.The proportion of schools with campus networks has reached 88.3%,and the proportion of classrooms equipped with multimedia networks has reached 100%.According to the“China Education Informatization Development Report 2022”released by the Ministry of Education,Qinghai P

120、rovince ranks 24th nationwide in terms of digital infrastructure for basic education.The Ministry of Education of Argentina introduced the“National Integral Plan of Digital Education”(PLANIED)with a mission to integrate the educational community into the digital culture.This plan outlines several sp

121、ecific objectives to achieve this mission,including promoting digital literacy,fostering critical and creative use of Information and Communication Technologies(ICT),developing programming and computational thinking skills,encouraging participatory practices for responsible and supportive citizenshi

122、p,strengthening educational institutions as drivers of knowledge in the digital society,and facilitating collaboration between students,teachers,schools,and communities through emerging communication and cultural practices.1.3.3 China:Smart Education Platform in Minority AreasQinghai Province is loc

123、ated in the western part of China,in the northeastern region of the Qinghai-Tibet Plateau,also known as the“Roof of the World”.The province has an average altitude of over 3,000 meters,stretching more than 1,200 kilometers from east to west and over 800 kilometers from north to south.However,from a

124、nationwide perspective,Qinghai is still a relatively weak area in Chinas education quality development.In recent years,under the strong leadership of the provincial Party committee and the provincial1.3.4 Argentina:National Integral Plan8The primary goals of the project were to improve students Engl

125、ish proficiency by utilizing AI technology and modern teaching tools to enhance their listening,speaking,reading,and writing skills.Additionally,the project aimed to enhance teachers teaching capabilities by providing them with training and technical support to effectively use technology in their te

126、aching practices.Ultimately,the project sought to build a sustainable education system by promoting the application of modern technology to improve overall educational quality.Pedagogical Guidelines of Digital Education.The study focuses on two key aspects of PLANIED.The first aspect is the“Pedagogi

127、cal Guidelines of Digital Education”,which aims to promote innovation in teaching and quality learning for comprehensive education.This involves encouraging innovative teaching methods and integrating digital technologies into the curriculum to enhance the learning experience.The second aspect is th

128、e“Digital Educational Competence”section,which emphasizes the incorporation of digital technologies as educational resources within an innovative framework known as digital education.The goal here is to integrate teaching and learning processes into current and future cultural contexts to achieve me

129、aningful educational outcomes.PLANIED by the Ministry of Education of Argentina represents a significant effort to modernize the educational system by embedding digital culture into the fabric of teaching and learning.Through its specific objectives and key focus areas,PLANIED seeks to equip student

130、s and teachers with the necessary skills and knowledge to thrive in a digital society,ensuring that educational institutions play a pivotal role in this transformation.1.3.5 Morocco:Center of Educational Guidance and PlanningThis case provides an overview of the digital transformation in education a

131、t the Center of Educational Guidance and Planning in Rabat,Morocco.An interview with a professor affiliated with the center highlights various policies andinitiatives implemented to build ICT infrastructure and integrate technology into teaching and learning.The Moroccan government has launched a na

132、tional strategy,the Generalization of Information and Communication Technology in Education,aimed at equipping schools with technological equipment and multimedia classrooms.As part of this strategy,over 11,000 schools have been connected to the Internet,and each school is equipped with multimedia c

133、lassrooms.Additionally,a national e-learning platform has been developed for teachers and students to access free digital resources.Personal Accounts for All Students.To ensure equitable access to digital resources,all students have a private digital space accessed through personal accounts.This spa

134、ce includes information about lessons,grades,guidance,and digital resources.The Ministry of Education has developed an ICT guide to assist teachers in using digital resources in their pedagogical practices.Despite these initiatives,challenges remain,such as the cost of digital equipment and the need

135、 for teacher training and support.To address these challenges,the Ministry of Education is building programs for school equipment and providing training for teachers.“MASSAR”Large Scale System.The government has launched several national programs and systems,including a national program to develop t

136、he use of ICT in education to enhance learners competencies and improve teachers professional performance.Additionally,the“MASSAR system”,a large-scale digital system,has been developed,and a national committee to promote digitalization in education has been established to oversee the strategy.The M

137、oroccan educational system has also developed Learning Management Systems(LMS)to teachers and created different platforms of open educational resources(OER)to support both students and teachers.Moreover,the system is starting to develop standards for creating digital resources and e-textbooks,as wel

138、l as using ICT in education.9Digital Education Policies to Achieve Smart Education Worldwide22.1.Policies of Digital Education Coinciding with Smart Education2.2.1 Collecting National Digital Education PoliciesResearchers systematically gathered policies related to digital education and AI for educa

139、tion by searching for keywords such as“smart education”,“digital education”,“digital transformation”,“digitalization”,“educational technology policy”,“Artificial Intelligence”,and“Generative Artificial Intelligence”on official websites worldwide.A total of 48 policy documents were collected from 48

140、different countries.Table 2-1 showed typical digital education policies in each region.The SDG4 emphasizes the need to ensure inclusive and equitable quality education and promoting lifelong learning opportunities for all(UN,2015).Various countries are working towards achieving this goal but face si

141、gnificant challenges in the process.One in three countries and two in three low-income countries do not meet either of the two minimum benchmarks on education finance;half of countries have no data on mathematics learning levels or the percentage of trained teachers in primary schools;a third have n

142、o data on completion or out-of-school rates(UIS,2023).The Transforming Education Summit(UN,2022)proposed that countries must place significant emphasis on digital education,actively developing national-level policy frameworks that leverage next-generation digital technologies to transform education.

143、Meanwhile,smart education appeared in the planning documents at the national level to promote educational equity and improve educational quality.Smart education represents a bidirectional integration of technology and pedagogy,responding to the evolving demands of2.2.Inspection of Digital Education

144、Policies for Smart EducationVarious regions and countries have implemented digital education policies,focusing on macro considerations such as educational vision,equity,and culture,which form the central pathway towards smart education.Forty-eight digital education policies from different countries.

145、the ear,to expand the scope of education to meet the needs of sustainable development.Table 2-1 Typical digital education policiesRegionCountry/OrganizationPolicy TitlePublished TimeAfricaKenyaPolicy on Information and Communication Technology in Education and Training2021AfricaCameroonICT Policy an

146、d Strategic Framework for Basic Education In Cameroon2022AfricaNigeriaNigeria National Digital Learning Policy 2023202310AmericaJamaicaICT in Education Policy2022AmericaCanadaDigital Learning in Canada in 2022:A Changing Landscape2022AmericaBrazilLaw No.14.533 of January 11,2023-Institute a National

147、 Digital Education Policy2023AmericaMexicoCountry Digital Education Ecosystems and Governance2023AmericaUnited StatesA Call to Action for Closing the Digital Access,Design,and Use Divides 2024 National Educational Technology Plan2024AmericaColumbiaDigital Transformation Plan 20242024Asia&PacificBrun

148、ei DarussalamDigital Transformation Plan 2023-20272022Asia&PacificSingaporeEducational Technology Plan2022Asia&PacificMalaysiaDigital education policy2023Asia&PacificUnited Arab EmiratesRiving the Frontiers of Digital Education2023Asia&PacificNew ZealandConnected Ako Digital and Data For Learning Ex

149、ecutive Summary2024Asia&PacificTurkiyeMinistry of national education annual newsletter2024EuropeSwedenCountry Digital Education Ecosystems and Governance2023EuropeFranceStrategy For the Digitalization of Education 2023-20272023EuropeFinlandPolicies for the Digitalization of Education and Training Un

150、til 20272023EuropeMaltaDigital Education Strategy 2024-20302024EuropeNorth MacedoniaMinistry Of Education and Science Strategic Plan 2024-20262024EuropeSlovak RepublicRecovery and Resilience Plan-DigEDU20242.2.2 Analyzing Digital Education Policies from Six Considerations of Smart EducationSmart edu

151、cation is the development goal of digital education.In 2022,the UNESCO Institute for Information Technologies in Education released the Report on National Smart Education Framework(UNESCO IITE,2022).Digital education policies could reflect the current state of development across six considerations u

152、nder“Forward-Thinking Governance and Policy Initiatives”and“Overarching Considerations across the Framework”within theNational Smart Education Framework.Accordingly,the digital education policies were analysed through the six aspects of the Framework to understand specific connotations and character

153、istic manifestations to advance the development of smart education.Six Considerations of Smart EducationOne,“Develop a National Vision and Plan”refers to government leaders committing to a shared vision that underscores technologys crucial role in ensuring students future success and improving the n

154、ations social and economic equity.Two,“Build Infrastructure Capacity”is a fundamental11requirement for the development of smart education.The establishment of a smart learning environment encompasses six aspects:ubiquitous network access,appropriate learning spaces,trustworthy learning tools,adaptiv

155、e learning resources,reliable digital terminals,and a secure online environment.Three,“Invest in Human Capacity”includes government leaders funding educators preparation,professional development,coaching,and mentoring opportunities to build human capacity around digital pedagogy.Four,“Inclusion and

156、equity”form the cornerstone of high-quality learning,meeting the needs of both students and educators.Tailored instruction for students with special needs promotes their participation and integration in mainstream classes.122.3.1 The Critical Stages of Digital EducationIn the age of AI,the digital t

157、ransformation of education progresses through three distinct stages.Digitization is marked by the foundational setup of informational technologies and the initial application of such technologies,which focuses on acquiring smart devices,developing digital resources,constructing informational platfor

158、ms,and experimenting with the use of various media(Yang&Qin,2023).Cyberization centers onFive,“Continuous Improvement Culture”means educators and leaders collaborate with stakeholders to continuously collect and evaluate information on educational experiences.Six,“Muti-Sector Cooperation and Partner

159、ships”requires that under the auspices of government leadership,a coalition of public enterprises,higher education institutions,and research organizations collaborate closely to establish strategic partnerships.Policy Text Coding Ten researchers selected five policy documents each for in-depth study

160、,and coded them according to the six considerations,as outlined in Table 2-2.Then,the researchers scored each policy based on the frequency and quality of initiatives in the policy documents.Table 2-2 Coding processConsiderationPolicyOriginal textIndicatorInvest in Human CapacityFrench:Strategy for

161、the digitalization of education 2023-2027“Integrating digital skills into educational curricula”Enhance digital skills2.3.Characteristics of Digital Education Policies in Terms of Smart EducationBased on the text analysis methods described above,the characteristics of digital education policies in t

162、he six considerations of smart education were identified,taking the critical stages of digital education into account.leveraging data to empower educational reform,which is characterized by fully integrated information platforms that support teaching,learning,administration,assessment,and evaluation

163、,thereby enabling data-driven intelligent decision-making.Intelligentization involves the comprehensive reshaping of educational structures and processes through the use of artificial intelligence.It utilizes a synergy of cloud computing,the Internet of Things,and big data to adapt educational insti

164、tutions to meet the needs of the digital-native generation and future societal demands,fundamentally altering organizational and pedagogical models.2.3.2 The Key Characteristics of Digital Education Policies at Different StagesThrough the analysis of policy texts,it has been observed that the develo

165、pment of digital educationtowards smart education exhibits characteristics across three distinct stages(see Figure 2-1).For example,in the consideration of“Develop a National Vision and Plan”,digitization emphasizes the application of technology in learning environments and the establishment of onli

166、ne learning environments to support remote learning technologies;cyberization manifests in comprehensive intelligent platforms and2.4.1 Asia-Pacific Regiondata-driven educational environments,which supports seamless learning,continuously improving information and communication technology infrastruct

167、ure and systems to support teaching in both schools and homes;intelligentization supports the development of a high-performing digital education ecosystem,integrating cross-departmental resources and technologies to deliver top-quality global education services.Figure 2-1 Characteristics of digital

168、education policies in three stages and six considerations2.4.Regional Focus on Digital Education PoliciesFigure 2-2 Bubble chart of 9 policies from the Asia-Pacific region across 6 considerations13As shown in Figure 2-2,governments in this region pay vital attention to the development of the vision

169、and plan of digital education,with Singapore and Japans policies coinciding well with all the six considerations of smart education.Under the consideration Develop a National Vision and Plan,Japans Roadmap on the Utilization of Data in Education 2022 explicitly articulates the vision for digital edu

170、cation in Japan,which is to establish a society where individuals can engage in learning at their own discretion,at any time and in any location,with any other person.This vision is to be achieved by ensuring the breadth,quality,and integrated use of data.The roadmap proposes a comprehensive archite

171、ctural design to facilitate the full utilization of ICT,support learner-centered educational transformation,and optimize the flow and accumulation of educational data(Ministry of Education,Culture,Sports,Science and Technology of Japan,2022).Regarding consideration Invest in Human Capacity,Singapore

172、s Educational Technology Plan(2020-2030)proposes providing digital training for teachers,cultivating them to become designers and facilitators of technology-mediated learning experiences and offers technical14courses such as robotics programming and application development to students,for enhancing

173、their digital skills(Ministry of Education of Singapore,2020).In relation to Continuous Improvement Culture,Brunei Darussalam has established specialized institutions to oversee digital education plans,ensuring that each step aligns with set goals and standards.Regular evaluations and reviews help i

174、dentify and address issues,enhancing plan implementation.This systematic supervision mechanism ensures smooth progress at all stages and allows necessary adjustments and optimizations based on real-world conditions(Ministry of Education in Brunei,2022).Overall,while digital education in the Asia-Pac

175、ific region is advancing rapidly,maximizing its potential requires overcoming existing technological and resource related barriers.Through collaborative efforts among multi-sectoral stakeholders including governments,businesses,and international organizations,the region has the potential to achieve

176、educational equity and inclusivity,fostering social and economic prosperity.2.4.2 European RegionFigure 2-3 Bubble chart of 23 policies from the European region across 6 considerationsDigital education has attracted widespread attention in Europe,becoming a key pathway to improving educational quali

177、ty.The European Unions Digital Education Action Plan(2021-2027)reflects this trend(European Union,2020),with the aim to enhance quality and inclusivity through cooperation among member states.The plan emphasizes developing high-performancedigital education ecosystems and enhancing citizens digital s

178、kills and competencies.As shown in Figure 2-3,the European region generally emphasizes the development of national visions and plans,infrastructure construction,and investment in human resources.Ireland demonstrates the most balanced performanceacross all considerations.Under the consideration Build

179、 Infrastructure Capacity,Maltas Digital Education Strategy 2024 2030,which scored highly,outlines six key measures:(1)providing tablets and laptops to all secondary students from Year 7 to Year 11 as part of the One Tablet Per Child project;(2)allocating resources and spaces for shared technicians i

180、n academies and dedicated spaces for ICT or digital literacy in primary schools;(3)supplying Maltas Digital Content Software and Resources;(4)offering accessible digital books and resources;(5)creating a digital library for all secondary students;and(6)utilizing the MySchool platform for e-assessmen

181、t and e-portfolios to track student progress,along with supporting schools with training and informational sessions to enhance digital education infrastructure and effectiveness(Ministry for Education and Employment of Malta,2024).Regarding the consideration Inclusion and Equity,Irelands Digital Str

182、ategy for Schools to 2027 highlights three main points:(1)the implementation of the Delivering Equality of Opportunity in Schools program and ICT grants to support schools serving learners at risk of educational disadvantage;(2)a teaching and learning framework for lower secondary schoolsthat mandat

183、es common curriculum specificationsand short courses across schools,ensuring equitable learning opportunities for all students;(3)collaboration among the National Council for Curriculum and Assessment,the National Council for Special Education,and the Department of Education to leverage digital tech

184、nology for educational inclusion in special schools and to provide assistive technology recommendations(Department of Education in Ireland,2022).Special initiatives include Germanys partnerships with businesses to enhance education quality(Germany Ministry of Education and Research,2021),the provisi

185、on of free digital skills training in Cyprus(Ministry of Education,Culture,Sport and Youth in Cyprus,2021),and Switzerlands exploration of blockchain technology has improvedcredential verification and management transparency and efficiency(OECD,2023).Overall,digital education in Europe is developing

186、 rapidly,supported by strong policies and international cooperation.With continuous efforts and innovation,Europe aims to build a high-quality,inclusive,and sustainable digital education ecosystem.Europes achievements in digital education provide valuable lessons for global digital education develop

187、ment.2.4.3 American RegionFigure 2-4 Bubble chart of 10 policies from the American region across 6 considerations15As is shown in Figure 2-4,governments in this region raise certain concerns in the development of the vision and plan and infrastructure construction,with the United Statess policy coin

188、ciding well with all the six considerations of smart education.In the consideration of Inclusion and Equity,the U.S.National Educational Technology Plan 2024 addresses three key digital divides from the perspectives of content,teachers,and students:the Digital Access Divide,the Digital Design Divide

189、,and the Digital Use Divide.The Digital Access Divide focuses on the unequal opportunities for students to access digital resources;the Digital Design Divide highlights the challenges teachers face in designing and implementing digital education;and the Digital16Use Divide concentrates on the dispar

190、ities in how students use digital tools and technologies for learning(U.S.Office of Educational Technology,2024).Overall,the United States policy mentions comprehensive initiatives and advanced technological applications for the development of digital education.In contrast,while certain Latin Americ

191、an countries have begun to introduce digital technologies,the region still needs to improve its infrastructure and digital literacy levels.Increased investment,infrastructure enhancement,and raising digital literacy of teachers and students are crucial for the effective development of digital educat

192、ion in Latin America.Figure 2-5 Bubble chart of 6 policies from the African region across 6 considerations2.4.4 African RegionAs shown in Figure 2-5,governments in this region pay crucial attention to the development of the vision and plan,but there is a significant disparity among countries in othe

193、r considerations.Nigerias policy coincides well with all the six considerations of smart education.In Nigeria,the“Data Science Nigeria”initiative seeks to bridge the digital skills gap by providing extensive training in data science and analytics.Targeting students at various educational levels,the

194、program equips them with essential skills to meet the countrys increasing demand for data professionals.Through workshops,boot camps,and online courses,Data Science Nigeria cultivates a culture of innovation and analytical thinking,preparing students for future careers in the digital economy(Nigeria

195、 Ministry of Education,2021).Kenyas Policy on Information and Communication Technology in Education and Training details the Develop a National Vision and Plan,which includes aims such as fostering a“digitally enabled society for sustainable development”and integrating ICT ineducation to enhance lea

196、rning outcomes(Ministryof Education in Kenya,2021).Overall,digital education in Africa is gradually advancing,albeit unevenly.However,to achieve widespread adoption and high-quality development,further enhancement of infrastructure,policy support,and international cooperation is necessary.Addressing

197、 challenges such as inadequate electricity andnetwork infrastructure,high data costs,and a shortage of digital skills is critical.With these measures,Africa has the potential to achieve more equitable and high-quality digital education in the future.17Status of Smart Education through the Lens of Pu

198、blic Datasets3In fast-tracking progress towards achieving SDG 4,quality education,stands out as a critical priority.To achieve this,organizations and nations across the world have been investing in the digital transformation of education,evidenced by the development of digital learning platforms,str

199、ategic investments in human resources,and the implementation of comprehensive educational governance frameworks.The proliferation of survey data on digital education in recent years highlights an emerging need for a more analytical approach.To this end,this section is committed to constructing an in

200、dicator framework for smart education,based on the five performative and five constructive features,for establishing a GSE dataset,compiled from public data sources worldwide.The subsequent analysis will concentrate on tracking the current state of smart education and the interplay among the various

201、 features and indicators3.1 Key Indicators of Smart Education at the National LevelAfter a consensus was reached among leading experts on the performative and constructive features that define smart education,a series of rigorous group deliberations,followed leading to a meticulous cross-validation.

202、This methodological approach culminated in the formulation of a Framework for Tracking Smart Education(Excerpted in Table 3-1,full version in Appendix B).The connection between the key features of smart education and measurable operational indicators was established by identifying and translating th

203、ese features into actionable metrics.The resulting indicators are systematically classified into ten distinct categories,each corresponding to one of the ten key features of smart education.These categories serve to encapsulate the multifaceted dimensions of smart education,ensuring a comprehensive

204、and nuanced tracking mechanism.Table 3-1 Indicators list of smart educationPrimary IndicatorSub-IndicatorPF1Beneficial Approach to Student-centered LearningPF1.1Efficacy of Technology in Educational SettingsPF1.2Strategies of Active Learning and Creativity DevelopmentPF1.3Student Agency in Diverse E

205、ducational SettingsPF2Evidence-based Assessment for Comprehensive Student DevelopmentPF2.1Comprehensiveness of Assessing Student Performance PF2.2Impact of Assessment for Learning18To evaluate the“Student-centered teaching and learning”feature,the PF1 indicator will focus on how effectively a countr

206、y or region implements the integration of technology in educational settings promotes active learning,fosters creativity,and empowers student agency,ensuring that each learner takes an active role in their educational journey.PF1.1 Efficacy of Technology in Educational Settings:Teachers use technolo

207、gy in educational environments to enhance student learning outcomes.PF1.2 Strategies of Active Learning and Creativity Development:Students learning experiences and innovation skills enhanced through active learning strategies and creativity development.PF1.3 Student Agency in Diverse Educational Se

208、ttings:Students take ownership and actively participate in the learning process across diverse educational environments.For the“Learning assessment for whole education”feature,the PF2 indicator will evaluate the comprehensiveness of assessing student performance,combined with the utilization of asse

209、ssment for learning strategies,to provide targeted feedback that supports holistic growth.PF2.1 Comprehensiveness of Assessing Student Performance:Assessments for students cover a broad range of competencies,providing a holistic view of student development.PF2.2 Impact of Assessment for Learning:Ass

210、essments are used to inform and improve ongoing teaching and learning processes,thereby enhancing student outcomes.The“Ubiquitous and Smart Learning Environment”feature is closely tied to the PF3 indicator,which evaluates reliable digital toolsand seamless connectivity in learning environments to en

211、sure continuous,personalized,and secure access to learning resources.PF3.1 Seamless and Quality Connectivity in different schools:Schools maintain high-quality,uninterrupted and secure internet connections,facilitating smooth access to digital resources across diverse educational environments.PF3.2

212、Provision of Personalized Digital Learning Resources:Digital learning materials that meet the unique needs and learning styles of each student.PF3.3 Availability of Trustworthy Digital Devices for Teaching and Learning:Reliable and secure digital devices that support effective learning processes and

213、 ensure safety and functionality in educational settings.The“Culture of Continuous Improvement”feature is intrinsically linked to the PF4 indicator which evaluates how effectively schools navigate challenges through the effective integration of digital tools and practices,supported by strong leaders

214、hip,data-driven decision-making,and continuous professional development.PF4.1 School-Level E-Leadership and Evidence-based Decision-making:School leaders have the ability to drive improvement through the strategic use of digital technology and make decisions based on evidence.PF4.2 Effectiveness of

215、Differentiated Teacher Professional Development:Teachers have diverse and tailored professional growth opportunities within the school environment and through collaboration with external entities and various professionals.PF4.3 Forward-thinking Responsible Consideration for Navigating School Challen

216、ges:19Schools proactive and responsible approach to addressing future challenges,ensuring a balance between immediate needs and long-term goals in the digital transformation process.The“Commitment to Inclusion and Equity in Education”feature is directly aligned with the PF5 indicator,which is specif

217、ically designed to evaluate how effectively educational systems are fostering an inclusive and equitable environment for all students regardless of backgrounds,abilities,or gender.PF5.1 Humanistic Approaches for Supporting Students with Special Needs:Humanistic approaches support students with speci

218、al needs by emphasizing individualized care,empathy,and inclusion in their learning journey.PF5.2 Effectiveness of Promoting Gender Equality Beyond Schools:Initiatives and strategies that extend efforts to achieve gender equality beyond the educational environment.PF5.3 Accessibility of Supportive L

219、earning Environments beyond Schools for All:Everyone can access inclusive learning resources and support outside of traditional school settings.PF5.4 Distribution of Educational Resources among Regions:Allocation and equitable sharing of educational materials,funding and opportunities across differe

220、nt geographic areas.The“Social Learning Communities”feature is closely connected to the CF1 indicator,Social Learning and Emotional Development for Students,which describes how students use technology to interact effectively with others,manage their emotions,and build healthy relationships,enhancing

221、 their social learning and emotional growth in a connected,digital environment.CF1.1 Technology Engagement for Cultural Education and Diversity:Use of technology to promote and support the learning and appreciation of diverse cultures and to foster cultural understanding.CF1.2 Social Networking Invo

222、lvement for Emotional Skills Development:Use of social networks to enhance and nurture individuals emotional and social skills through online interactions and connections.CF1.3 Student Digital Literacy Contributions to Social Community:Students ability to effectively use digital tools and platforms

223、enhances and supports the development of social learning.The“Ethical Adoption of ICT in Education”feature is closely aligned with the CF2 indicator which assesses how well a secure environment is provided for students to use technology,ensuring the protection of their privacy and the security of dat

224、a,while supporting ethical and effective learning practices.CF2.1 Privacy Protection for All Students and Teachers:Personal information is securely handled,safeguarding the confidentiality and integrity of data within educational environments.CF2.2 Data Security Level for Learning and Educational Sy

225、stems:Sensitive educational data is protected from unauthorized access,breaches,and cyber threats,ensuring safe and reliable operations.The“Prioritization of Teacher Professional Development”feature is directly reflected in the CF3 indicator,which evaluates the extent to which educational systems pr

226、ioritize and support the continuous learning and skill enhancement for both pre-service teachers and in-service teachers.In our relentless drive towards sustainable.20CF3.1 Wholesome Capacity Building for Teachers:Teachers possess comprehensive skills and knowledge to effectively address diverse cla

227、ssroom challenges and foster student growth.CF3.2 Digital Competency of Pre-service Teachers:Pre-service teachers effectively use digital tools and technologies in educational settings,integrating them into teaching practices.CF3.3 Digital Competency of teachers:Teachers effectively use digital tool

228、s and technologies in educational settings,integrating them into teaching practices The“Sustainable Plan for Education Reform”feature is intrinsically connected to the CF4 indicator.Government policies provide consistent and long-term financial investment to support the ongoing transformation and de

229、velopment of education.CF4.1 Long-term Funding for Educational Digitalized Infrastructure:Sustained financial support for the development,maintenance,and upgrading of digital technologies and resources in educational institutions.CF4.2 Performance-oriented Digital Learning and Educational Resource D

230、evelopment:Collaborative creation and distribution of high-quality educational resources that are freely accessible.CF4.3 Evidence-based Innovation and Technology Adoption:Systematic integration of innovative technologies into practice,guided by rigorous research and data-driven analysis.CF4.4 Educa

231、tional Funding and Initiatives at the National Level:Allocation of financial resources and the implementation of strategic programs by the government to support and enhance the education system across the country.The“Effective Multi-sectoral Collaboration”feature is closely aligned with the CF5 indi

232、cator,Effective Collaboration among Multi-sector Stakeholders in Education,which assesses how well educational systems facilitate and sustain cooperation among various sectors,including government,industry,the private sector,academia,and non-governmental organizations.CF5.1 Activeness of E-Participa

233、tion Engagement for Decision-making:Stakeholders actively engage in digital platforms,contributing to informed and inclusive decision-making processes through online participation and collaboration.CF5.2 Accessibility to Government Online Services:All students and teachers can access and use governm

234、ent services provided through digital platforms.CF5.3 Effectiveness of Regulated data sharing across multiple sectors:Different industries and organizations exchange data securely and efficiently under established regulations.3.2 Public Data Sources for Tracking Smart Education WorldwideThe Framewor

235、k for Tracking Smart Education is designed to track the implementation and effectiveness of smart education.This framework comprises 10 primary indicators,each meticulously aligned with one of the ten key features that define smart education.To ensure a thorough and nuanced analysis,these primary in

236、dicators are further subdivided into 30 sub-indicators,providing a more granular perspective on specific aspects of smart education.In order to track smart education,public data was drawn from multiple reports or webpages related to the digital transformation of education from OECD,UNESCO,Portulans

237、Institute and Oxford Sad Business School,The International Telecommunication Union,and the World Bank.21Data from the reports such as PISA Results 2022,SDG4 data,The Network Readiness Index 2023,World Bank Open Data,ITU DataHub,and TALIS Results 2018,which was used to compile the Global Smart Educat

238、ion(GSE)dataset covering 81 countries and regions.The GSE dataset is rigorously compared with 30sub-indicators to ensure that the indicators can be reflected by the observing points.As a result,the framework encompasses a total of 58 observing points(Excerpted in Table 3-2,full version in Appendix C

239、).These observing points serve as critical reference metrics,enabling stakeholders to assess the progress,challenges,and overall impact of smart education initiatives across different contexts and regions.Table 3-2 Observing points with data source for smart education indicatorsSub-indicatorObservin

240、g PointData sourcePF1.1Efficacy of Technology in Educational Settingsa.Teacher competency in digital pedagogyPISA 2022b.Application of digital resources across subjectsPISA 2022PF1.2Strategies of Active Learning and Creativity Developmenta.Student curiosityPISA 2022b.Flexible and adaptive teaching s

241、trategiesTALIS 2018c.Cognitive ability development through multiple strategiesTALIS 2018d.Responsive instruction and supportPISA 2022PF1.3Student Agency in Diverse Educational Settingsa.Student confidence for self-directed learningPISA 2022PF2.1Comprehensiveness of Assessing Student Performance a.St

242、udent performance and outcomesPISA 2022b.Standardized and teacher-developed assessmentsPISA 2022c.National learning assessments implementationUISPF2.2Impact of Assessment for Learninga.Diverse assessment and teacher feedbackTALIS 2018b.Multi-source feedback for studentsPISA 2022PF3.1Seamless and Qua

243、lity Connectivity in different schoolsa.Internet bandwidth and subscriptionsITU,World Bankb.Comprehensive internet access and cybersecurityITU,World Bank,NRI,UISPF3.2Provision of Personalized Digital Learning Resourcesa.Utilization of digital learning resourcesPISA2022PF3.3Availability of Trustworth

244、y Digital Devices for teaching and learninga.Digital device availability for educationPISA2022PF4.1School-Level E-Leadership and Evidence-based Decision-makinga.School autonomyPISA2022b.Curriculum and resource decision-makingPISA2022c.Teacher involvement in school governanceTALIS201822CF4.1Long-term

245、 Funding for Educational Digitalized Infrastructurea.Investment in emerging educational technologiesNRI2023b.Government support for technology investmentNRI2023c.Spending on educational softwareNRI2023d.Investment in IT services for educationNRI2023CF4.2Performance-oriented Digital Learning and Educ

246、ational Resource Developmenta.Open source contribution and content availabilityNRI2023b.Opportunities of degree program offeringsStudy PortalCF4.3Evidence-based Innovation and Technology Adoptiona.Adoption of emerging educational technologiesNRI2023b.R&D investment relative to GDPWorld bankCF4.4Educ

247、ational Funding and Initiatives at National Levela.Government expenditure on education as a percentage of GDP(%)UISb.Per-Pupil funding in secondary educationWorld bankCF5.1Activeness of E-Participation Engagement for Decision-makinga.E-Participation in educational decision-MakingNRI2023CF5.2Accessib

248、ility to Government Online Servicesa.Accessibility to government online servicesUISCF5.3Effectiveness of Regulated Data Sharing across Multiple Sectorsa.Management data flow for collaborative planningUISTable 3-3(full version in Appendix D)offers a detailed explanation of all observing points,provid

249、ing comprehensive guidance for interpreting the data,with the aim toenhance understanding and ensure accurate analysis of the data.Table 3-3 Notes for observing points of smart education indicatorsPF1.1 Efficacy of Technology in Educational Settingsa.Teacher competency in digital pedagogyteachers ha

250、ve the necessary technical and pedagogical skills to integrate digital devices in instruction and have sufficient time to prepare lessons by using digital devices.b.Application of digital resources across subjectsdigital resources are used in various subject lessons.PF1.2 Strategies of Active Learni

251、ng and Creativity Developmenta.Student curiositystudents curiosity of learningb.Flexible and adaptive teaching strategiesteachers flexible instruction strategies including crafting good questions for students and use of a variety of assessments strategies.c.Cognitive ability development through mult

252、iple strategiesteachers assign tasks that require critical thinking and present challenges without obvious solutions.23CF5.2 Accessibility to Government Online Servicesa.Accessibility to government online servicesGovernments provides online services as a public good.CF5.3 Effectiveness of Regulated

253、data sharing across multiple sectorsa.Management data flow for collaborative planningGovernments policies in place for the release and use of open data3.3.1 Overall Development Level of Smart Education3.3 Current Status of Smart Education from Different CountriesFigure 3-1 Overall development of 10

254、indicators for smart educationFigure 3-1 shows the status of ten indicators of the performative and constructive features of smart education highlighting their strengths and also the need for their improvement in some educational contexts.It can be observed there are fluctuations in the scores of th

255、e subdimensions of the performative and constructive features of smart education with some points ranking higher or lower.For example,it is seen that PF5(Commitment to Inclusion and Equity in Education)and CF2(Responsible Digital Technology in Education)appear better than CF4(National-level Policy S

256、ustainability of Educational Digital Transformation).Among 81 countries and regions,various countries generally emphasize equitable,inclusive,and quality education,as well as the achievement of SDG benchmarks.In the information age,countries also focus on the responsible integration of information t

257、echnology into teaching to promote the digital transformation of education.However,the sustainability of school improvement with digital technology and national-level policy for the sustainability of educational digital transformation will remain key areas of focus for all countries.Educational syst

258、ems should also pay heed to areas where they observed low scores such as Note:CF1 Social Learning and Emotional Development for Students;CF2 Responsible Digital Technology in Education;CF3 Prioritization of Teacher Professional Development;CF4 National-level Policy Sustainability of Educational Digi

259、tal Transformation;CF5 Effective Collaboration Among Multi-sector Stakeholders in EducationPF1 Beneficial Approach to Student-centered Learning;PF2 Evidence-based Assessment for Comprehensive Student Development;PF3 Ubiquitous Trustworthy Learning Environments;PF4 Sustainability of School Improvemen

260、t with Digital Technology;PF5 Commitment to Inclusion and Equity in Education24“National-Level Policy Sustainability of Educational Digital Transformation”.Establishing a consensus on a sustainable development vision aimed at the digital transformation of education is critical for setting the strate

261、gic direction of educational initiatives.This vision should incorporate innovative green technologies,green curriculum,green skills to outline long-term goals for creating an environmentally sustainable and educationally effective system.Engaging stakeholders,includingeducators,policymakers,and comm

262、unity members,in the development of this vision,ensures that the goals are comprehensive and widely supported.This unified approach not only aligns efforts across different sectors but also fosters a shared commitment to sustainable practices and educational excellence.Thus,there is a need for effec

263、tive educational governance and policy.3.3.2 Comparison of Smart Education among Three Selected CountriesFigure 3-2 Comparison of smart education among three selected countriesThe graph highlights a comparative analysis of how three countries(Austria,Sweden,and the USA)performed in the ten indicator

264、s of the performative and constructive features of the smart education framework.For example,Austria shows notable peaks in certain areas such as CF2(Responsible Digital Technology in Education)but a decline in PF2(Evidence-based Assessment for Comprehensive Student Development),while the USA may ha

265、ve more consistent but lower scores in other areas such as PF4(Sustainability of School Improvement with Digital Technology).Sweden is highest in CF2(Responsible Digital Technology in Education)and lowest in CF3(Prioritization of Teacher Professional Development).It can be acknowledged that there ar

266、e regional differences regarding subdimensions of the performative and constructive features of smart education such as the CF3(Prioritization of TeacherProfessional Development)and CF2(Responsible Digital Technology in Education).The high pedagogical standards in this digital era,which have raised

267、the need for teachers to gain diverse competencies,call for the need to engage them in continuous professional development programs.Having low scores in areas such as teacher professional development risks compromising educational quality.This in turn affects learning assessment and the construction

268、 of smart and ubiquitous learning spaces as evidenced by the relatively low scores among the countries.Evidently,providing continuous professional development opportunities is vital for keeping teachers abreast of the latest technological advancements and pedagogical strategies.Ongoing training,work

269、shops,and professional learning communities enable educators to stay current with emerging technologies and best practices.Fostering a culture of lifelong learning and adaptability isNote:CF1 Social Learning and Emotional Development for Students;CF2 Responsible Digital Technology in Education;CF3 P

270、rioritization of Teacher Professional Development;CF4 National-level Policy Sustainability of Educational Digital Transformation;CF5 Effective Collaboration Among Multi-sector Stakeholders in EducationPF1 Beneficial Approach to Student-centered Learning;PF2 Evidence-based Assessment for Comprehensiv

271、e Student Development;PF3 Ubiquitous Trustworthy Learning Environments;PF4 Sustainability of School Improvement with Digital Technology;PF5 Commitment to Inclusion and Equity in Education25crucial for maintaining high-quality education in an ever-evolving digital landscape.This can be accomplished t

272、hrough the strategic implementation of technological policies that equip teachers to effectively use digital devices,offer online learning support,and provide incentives for participation in professional training programs focused on successful technology integration.It is recommended that regional d

273、ifferences areaddressed with tailored educational approaches that ensure that the unique needs of various communities are met.Educational strategies should be adapted to local contexts,considering economic conditions,cultural practices,and specific challenges faced by different regions.By implementi

274、ng targeted interventions and leveraging local resources,schools can provide relevant and effective education that resonates with the community.3.3.3 Comparison of Smart Education among Three Income-Level-Country GroupsFigure 3-3 Comparison of smart education among three income-level-country groupsT

275、he figure illustrates how different income levels across the ten indicators of the performative and constructive features of smart education impact the implementation of smart education.The high-income group generally scores higher across the various subdimensions such as CF2(Responsible Digital Tec

276、hnology in Education)and CF5(Effective Collaboration among Multi-Sector Stakeholders in Education).Scores for upper-middle-income countries are often lower than high-income countries but show improvement in certain areas such as CF3(Prioritization of Teacher Professional Development)and PF2(Evidence

277、-based Assessment for Comprehensive Student Development).The lower-middle-income group typically scores the lowest in CF4(National-level Policy Sustainability of Educational Digital Transformation)and CF5(Effective Collaboration among Multi-Sector Stakeholders in Education).It appears that high-inco

278、me countries are better equipped to adopt andsustain smart education practices,while upper and lower-middle-income countries may face challenges but also have opportunities for growth through strategic investments and reforms.Allocating financial resources and dedicated time for training allows educ

279、ators to focus on enhancing their digital competencies without additional stress.This practical support is necessary to implement these initiatives effectively,empowering teachers to create dynamic and engaging learning environments for their students.Moreover,securing and managing financial resourc

280、es effectively is essential to support the vision for sustainable development.This includes adequate and prioritized funding allocation,ensuring that financial resources are directed towards high-impact areas and critical needs,such as government expenditure per secondary student.Note:CF1 Social Lea

281、rning and Emotional Development for Students;CF2 Responsible Digital Technology in Education;CF3 Prioritization of Teacher Professional Development;CF4 National-level Policy Sustainability of Educational Digital Transformation;CF5 Effective Collaboration Among Multi-sector Stakeholders in EducationP

282、F1 Beneficial Approach to Student-centered Learning;PF2 Evidence-based Assessment for Comprehensive Student Development;PF3 Ubiquitous Trustworthy Learning Environments;PF4 Sustainability of School Improvement with Digital Technology;PF5 Commitment to Inclusion and Equity in Education26Sustainable f

283、inancial planning involves forecasting future financial requirements,identifying potential risks,and developing strategies to mitigate these risks.Innovative funding mechanisms,such as public-private partnerships,grants,and alternative funding sources,should be explored to diversify income streams a

284、nd enhance financial resilience.This comprehensive financial strategy ensures long-term stability and continuous support foreducational improvements.Additionally,there is a need for a national policies across the countries to safeguard and reimagine the futures of education in this intelligent era.F

285、or example,there have been calls by several researchers,education leaders,and international organizations such as UNESCO for the need to develop institutional AI policies to regulate the responsible use of AI in education.Figure 3-4 Relationships among performative,constructive features and quality

286、of educationThe quality of education indicator is a combination of the SDG4 Benchmark indicators,PISA scores and the average of each countrys rankings in the top three universities in the QS University Rankings.Through the analysis of the correlation between the performative,constructive features an

287、d variable of the quality of education,it was found that two performative features CF4(National-level Policy Sustainability of Educational Digital Transformation)and CF5(Effective Collaboration among Multi-sector Stakeholders in Education)are significantly correlated with the Quality of Education,wi

288、th correlation coefficients above 0.7,indicating a strong positive relationship.Both coefficients passed the significance test,and under a 0.01 confidence level,this correlation can be considered to be statistically significant.In addition,the other three variables,namely PF3(Ubiquitous Trustworthy

289、Learning Environments),PF5(Commitment to Inclusion and Equity in Education),and CF2(Responsible Digital Technology in Education),also show a significant moderate correlation with the Quality of Education.The correlation coefficients are about or higher than 0.4 with the significance test at the 0.01

290、 level,indicating that their relationship with the quality of education is statistically significant.3.4 Relationships among Performative,Constructive Features and Quality of Education27The strong correlation suggests that CF4(National-level Policy Sustainability of Educational Digital Transformatio

291、n)and CF5(Effective Collaboration among Multi-sector Stakeholders in Education)may be key factors affecting the quality of education,while the moderate correlation of the other variables,although less influential,still plays an important role in promoting the quality of education.The potential impac

292、t of these features should be considered and explore their specific mechanisms of action with the quality of education be further explored.The matrix also displays the interrelations between subdimensions of the constructive features of smart education(CF1 to CF5)and how they relate to specific subd

293、imensions of performative features of smart education(PF1 to PF5)and vice versa.The interrelations have specific correlation values to indicate the strength and direction of the relationship.For example,strong positive relationships include PF1(Beneficial Approach to Student-centered Learning)with P

294、F2(Evidence-based Assessment for Comprehensive Student Development)and PF2(Evidence-based Assessment for Comprehensive Student Development)with PF4(Sustainability of School Improvement with Digital Technology).Strong Negative Correlations include PF4(Sustainability of School Improvement with Digital

295、 Technology)with CF2(Responsible DigitalTechnology in Education).This implies that a beneficial approach to student-centered teaching and learning results in effective data-driven learning assessments for comprehensive student development and this ultimately results in sustainable school improvement

296、.A culture of continuous school improvement with digital technology allows principals and school management team members to engage in educational leadership by ensuring they take responsibility for teaching skills and student outcomes,informing parents or guardians about school and student performan

297、ce,and developing a professional development plan for the school.The sustainability of school improvement with digital technology is shown to negatively affect the responsible use of digital technology in education.A strong culture which prioritises results over responsible and equitable technology

298、integration may overlook the responsible or ethical adoption of digital technology in education.Upon a detailed analysis of the correlational patterns between the sub-indicators of performative feature and those within the dimension of constructive feature,it is obvious that inclusion,equity and qua

299、lity of education,seamless and qualified connectivity have become the common considering.Figure 3-5 Relationships among sub-indicators of performative and constructive features3.5 Relationships among Sub-indicators of Performative and Constructive Features28Specifically,looking at key sub-indicators

300、 from the same category(performative features)that are interconnected,it can be observed that CF4.1(Long-Term Funding for Educational Digitalized Infrastructure)is strongly and positively related to CF4.2(Performance-oriented Digital Learning and Educational Resource Development)and CF4.3(Evidence-b

301、ased Innovation and Technology Adoption).This implies that adequate continuous financial investment in digital infrastructure in education tends to enhance the development of educational resources for higher performance and promote effective and novel ways of infusing technology into education.And C

302、F5.2(Accessibility to Government Online Services)is positively related to CF1.3(Student Digital Literacy Contributions to Social Community).That is,when governments make digital resources available and accessible to the general public,especially students,it increases their digital competencies to br

303、ing about social development in their respective communities.A look at the relationships between sub-indicators of performative features also shows that PF1.1(Efficacy of Technology in Educational Settings)is positively related to PF2.1(Comprehensiveness of Assessing Student Performance)and PF2.2(Im

304、pact of Assessment for Learning).This means that appropriate technologies in the school learning environment foster authentic assessment strategies for effective learning to be achieved.Diverse countries and regions should prioritize procuring the right technologies that can lead to the enhancement

305、of learning.This also calls for educators/teachers to possess the technical abilities to integrate technology into the classroom and develop comprehensive assessment strategies that enhance learning experiences and lead to quality education.An inspection of the interrelationships between specific su

306、b-indicators of performative and constructive features of smart education demonstrates that CF1.1(Technology Engagement for Cultural Education and Diversity)has asignificant correlation with PF2.2(Impact of Assessment for Learning)and PF5.3(Accessibility of Supportive Learning Environment beyond Sch

307、ools for All).It can be deduced that technology use in multicultural classrooms to promote diversity improves overall learning assessment and encourages easy access to supportive systems/mechanisms in and out of the confines of school for all people regardless of their background.A holistic approach

308、 to technology integration for the digital transformation of education suggests that it is crucial to also consider cultural elements and the creation of supportive learning environments that extend beyond traditional classroom settings to reach diverse learners.This coincides with the call for prov

309、iding lifelong learning opportunities for all people in different countries and regions of the world.In the same light,it can be seen that PF3.3(Availability of Trustworthy Digital Devices for Teaching and Learning)has a positive relationship with CF2.2(Data Security Level for Learning and Education

310、al Systems).This suggests that trustworthy digital devices safeguard the privacy and digital information of participants from unauthorized access and use by third parties.Trustworthy digital devices foster transparency regarding how data is collected,stored,and used.The correlation matrix highlights

311、 strong positive relationships among sub-indicators within the same category of performative and constructive features in smart education,indicating that investments in digital infrastructure enhance educational resource development and performance.Additionally,the availability of government online

312、services boosts student digital literacy,fostering social development.The effective use of technology in educational settings supports comprehensive assessment strategies,emphasizing the need for educators to integrate technology effectively.However,a negative correlation between the availability of

313、 trustworthy digital devices and the digital competency of pre-service teachers suggests that simply having access to devices does not guarantee the development of essential skills.29Fostering Inclusiveness and Equity within Smart Education4Emergencies such as the COVID-19 pandemic,and the disruptiv

314、e impact of rapidly evolving technologies like Artificial Intelligence,makes it imperative to construct an education system geared towards achieving inclusive and equitable quality education and promote lifelong learning opportunities for all(SDG 4).The concept of“inclusiveness”involves creating an

315、education system that is open to all individuals,adapts to diverse needs,and promotes sustainable development.This section highlights the concept,key features,strategies and practices of inclusivity that promote smart education that caters to the needs of special groups and marginalized communities.

316、opportunities regardless of geographical location or social status.Firstly,learner-centric inclusiveness implies that education systems should provide equitable educational opportunities for everyone.Digital educational resources should be accessible to learners regardless of their gender,age,ethnic

317、ity,economic status,abilities,or any other characteristics.An inclusive smart education system aims to eliminate exclusion and discrimination,ensuring that everyone can engage and benefit from education.Secondly,the resilience of smart education systems in response to crises specifically refers to t

318、heir capacity to handle crises and other external shocks.Global crises have had disruptive impacts on education systems,offering new tools for teaching and learning,yet also presenting challenges that need to be addressed.A resilient smart education system can effectively leverage these crises,maint

319、aining its core services unaffected when faced with challenges such as wars or pandemics,and even growing and advancing from them.Finally,the sustainability of education for the future involves not only the structure and implementation methods of smart education systems but also the inclusive growth

320、 and development of education itself.Inclusive growth suggests that smart education systems can expand their reach in line with societal changes,while inclusive development refers to the ongoing evolution of smart education systems in practice,encompassing curriculum design,pedagogical approaches,as

321、sessment methods,and more,to cater to the needs of diverse learners.4.1 The Philosophy of Promoting Inclusiveness in Smart Education 4.1.1 The Concept of Inclusiveness in the Age of AIWhile different disciplines approach the study of“inclusiveness”from varied backgrounds and themes,the concept of“in

322、clusiveness”emphasizes compatibility,equality,participation,and sharing.The core concerns across different fields regarding“inclusiveness”primarily converge on three aspects:focusing on marginalized groups to promote equal opportunities;addressing complex socio-ecological issues to build a resilient

323、 ecosystem;and delving into the deep integration of technological,economic,and social issues to foster sustainable development.Inclusiveness involves ensuring equitable access to resources,services and30The key features highlight how AI can serve as a catalyst for inclusiveness,ensuring that technol

324、ogical progress does not exacerbate existing inequalities but instead works to level the playing field for all.Diversity.The concept of diversity encompasses acceptance and respect.The issue of diversity should be examined within the framework of fundamental educational questions.Inclusion and digit

325、al inclusion.In education,inclusion means real learning opportunities for groups who have traditionally been excluded.Inclusive education allows students of all backgrounds to learn and grow side by side,to the benefit of all.Digital inclusion refers to the active engagement of individuals and commu

326、nities in the digital world,ensuring that everyone has the access,resources,skills,and support needed to fully participate in a society that is increasingly dependent on digital technologies.Equity.To promote equity in education,UNICEF is calling on governments to provide children with disabilities

327、with equal opportunities,persons with disabilities,and consider the full range of disabilities(UNICEF,2021).Access.Distance modalities have been used to expand access across the education system.The youth bulge and the growing number of NEETs signal the urgency to expand opportunities,especially for

328、 women,persons with disabilities,and those who geographically and economically are unable to participate in education.Efficiency.Efficiency can be measured in terms of costs and human capacity building for marginalized and hard to reach communities.For example,distance programmes are more efficient

329、in terms of cost but need to improve retention and throughput.Quality.Depending on the development of digital and textual resources,as well as the training of facilitators,the success of educational programs or initiatives hinges on having well-prepared materials and competent individuals who can gu

330、ide the learning process effectively.4.1.2 Identifying the Key Features of AI Technology-Driven Inclusiveness4.2 Trustworthy Technology Assisting Learners with Special Needs4.2.1 Demands on Technical Support for Learners with Special NeedsAs mentioned in the Convention on the Rights of the Child,Con

331、vention on the Rights of Persons with Disabilities and the clear mandate set by the Sustainable Development Goals,all children have a right to education and as a consequence the right to make progress.The Pledge of the 2030 Agenda for Sustainable Development,to leave no one behind,emphasizes reachin

332、g those furthest behind first,which inevitably includes children with disabilities and their families.Learners with special needs include those who have long-term physical,mental,intellectual or sensory impairments which in interaction with various barriers may hinder their full and effective partic

333、ipation in society on an equal basis(United Nations,2016).The number of children with disabilities globally is estimated at almost 240 million(UNICEF,2021).Due to the varied spectrum of risks and outcomes based on the type of disability,where the child lives and what services they can access,targeted solutions are needed to the issues of address diversity,inclusivity and equity.4.2.2 Technology-In