Compiled by Tang Feng: Foreign Literature on Educational Governance
The report of the 20th National Congress of the Communist Party of China pointed out that "education is a matter of great significance to the country and the Party." To accelerate the building of a leading country in education, conducting in-depth research into the field of education governance undoubtedly holds strong practical significance. This article sorts through the frontier literature in the field of international education governance from the past five years, as well as policy texts promoting education governance abroad, with the aim of contributing to the formulation of China’s education development strategy. The literature selected for this article primarily covers three major topics: measures to promote the digitalization of education, the methods and reflections on the integration of science and education, and future strategies for educational development. Due to space constraints, this article only introduces representative research literature and policy texts.
I. Measures to Promote the Digitalization of Education
The digitalization of education is currently receiving significant social attention. In both academic and practical fields, international discussions regarding feasible measures for the digitalization of education have already commenced.
Jean-Claude Brizard, "Let’s Use the Pandemic as a Dress-Rehearsal for Much-Needed Digital Transformation" (October 18, 2022, https://hechingerreport.org/opinion-lets-use-the-pandemic-as-a-dress-rehearsal-for-much-needed-digital-transformation)
The article argues that the disruption of American schools by the global COVID-19 pandemic was merely a dress rehearsal for the future. This opportunity should be utilized to promote the digital transformation of education and prepare schools for an uncertain future. The article emphasizes that the pandemic over the past few years brought challenges to academic activities and the mental health of teachers and students; some schools have already begun procuring equipment, formulating new health and safety protocols, and transitioning toward virtual classrooms. Following the pandemic, schools are utilizing the relevant technologies more consciously and fully so that every student can access high-quality education—this is the inherent meaning of the digital transformation of education. In this process, achieving digital transformation at the classroom, school, and system levels is crucial, as it allows us not only to flexibly adjust to and address student needs but also to prepare for the next reform.
First, personalized actions and Individualized Education Programs (IEPs) for special education services drive schools toward meeting the needs of every student, but these plans were never fully realized due to insufficient capacity and overburdened teachers. With the support of technology, the digital transformation of education can allow teachers to meet the unique learning needs of each student. For example, the digital-technology-based "Learner Variability Navigator" website provides educators with free, tailored curriculum suggestions to adapt to students' diverse needs. On the other hand, tools driven by Artificial Intelligence (AI) will also assist in the digital transformation of education. Between 2019 and 2020, investment in AI within the education sector increased significantly; it is expected that by 2027, most educational technology products will employ some form of AI, which will ideally make educational products further user-centered. For instance, the "Quill" rich-text editor, which focuses on improving writing skills, has already achieved true personalization in the classroom through AI technology. Such platforms improve student outcomes by enhancing teacher capacity, allowing students to master new skills at their own pace and in their own way. These technologies are key to improving the capacity of educators and addressing the inequality of remote education coverage during the pandemic.
Second, digital transformation will also make the methods of recording learning more dynamic and scientific. For example, Comprehensive Learner Records (CLR) contain a student’s educational and employment records, which will support teachers and administrators in accurately tailoring necessary interventions for individual students, with effects surpassing those of rigid student records and transcripts. Digital transformation respects learning that occurs outside the classroom and allows learning to be defined from the perspective of competency, which will change our views on high school graduation, advancement to higher education, and qualifications for entering the workforce.
Third, as digital technology becomes further popularized in the classroom, it is necessary to formulate national and local policies to support and realize these innovations while strengthening the protection of student privacy and data.
Ana Sepúlveda, "The Digital Transformation of Education: Connecting Schools, Empowering Learners" (Geneva: Broadband Commission for Sustainable Development, 2020, https://unesdoc.unesco.org/ark:/48223/pf0000374309)
Education, the Internet, and broadband hold immense potential for urgent tasks such as achieving the Sustainable Development Goals (SDGs). For students in school, the COVID-19 pandemic brought unprecedented challenges, as 94% of students worldwide had to receive education at home, regardless of whether they could connect to or safely access the Internet. The pandemic undoubtedly had a major impact on global connectivity and educational prospects, but not everything related to COVID-19 was negative. For example, the pandemic caused people to place more importance on the connectivity between schools and homes and led to a deeper understanding of issues such as the digital divide, equity gaps, and children's online learning safety. The report points out that governments need to eliminate technological barriers, reduce the cost of online access, and strengthen investment in digital infrastructure and digital literacy, particularly for marginalized populations.
This report focuses on school connectivity and introduces a framework based on four pillars to link primary and secondary education with the Internet. These four pillars are: Map, Connect, Finance, and Empower. Connecting schools globally to the Internet is an ambitious task that requires collaboration among multiple stakeholders to identify the actual locations of schools, the reasons they fail to connect, and how school connectivity can serve as an anchor point for aggregating demand. Furthermore, the report recognizes the importance of technology and financing mechanisms to make safe connectivity affordable for more schools, especially in remote areas. The report also focuses on programs and content that can improve the capacity of students, teachers, and entire communities after schools are connected. The report argues that schools are the center of most communities worldwide; therefore, connectivity can help these communities transform into prosperous digital hubs.
European Commission, "Digital Education Action Plan (2021-2027)" (https://education.ec.europa.eu/focus-topics/digital-education/action-plan)
The Digital Education Action Plan is a new European Union policy initiative that proposes a shared vision for high-quality, inclusive, and accessible digital education in Europe, aiming to support the education and training systems of member states in adapting to the requirements of the digital age. The plan calls for strengthened cooperation in digital education across Europe. This plan is a key enabler for achieving the vision of the European Education Area by 2025 and contributes to the goals of the "European Skills Agenda," the "European Pillar of Social Rights Action Plan," and the "2030 Digital Compass: the European way for the Digital Decade." The plan explicitly proposes two priorities and 14 specific action schemes to achieve the digitalization of education.
The first priority is to promote the efficient development of a digital education ecosystem. The plan proposes that the European Commission should: 1) engage in structured dialogue with member states regarding digital education and skills; 2) provide recommendations on the decisive factors for success in digital education and training; 3) propose recommendations on adopting blended learning methods to promote high-quality and inclusive development in primary and secondary education; 4) determine a framework for European digital education content; 5) provide Internet connectivity and digital equipment for education and training; 6) formulate digital transformation plans for education and training institutions; and 7) develop ethical guidelines for educators on the use of AI and data in teaching.
The second priority is to enhance the digital skills required for the digital transformation of education. Specifically, EU member states need to implement the following action schemes: 1) help educators improve digital literacy through education and training and develop common guidelines for addressing disinformation; 2) update the European Digital Competence Framework to include skills related to AI and data; 3) issue the European Digital Skills Certificate (EDSC) to qualified individuals; 4) provide recommendations for improving digital skills in education and training; 5) conduct cross-national data collection and set digital skill targets for students; 6) provide digital training; and 7) support the participation of women in STEM education (Science, Technology, Engineering, and Mathematics).
To support these two priorities, the European Commission will establish a European Digital Education Hub to strengthen exchange and cooperation in digital education at the EU level. The pandemic further accelerated the trend toward online and hybrid (online-offline) learning, providing new ways for students and educators to organize teaching and learning activities and achieving online interaction in a more flexible and personalized manner. At the same time, the application of digital technology in education reveals the inequality between those who can access digital technology and those who cannot, as well as the challenges faced by teachers and training institutions regarding the overall level of digital skills. This requires the EU to support education and training systems in addressing the challenges brought by COVID-19 and to propose a long-term vision for the future development of European digital education.
II. Methods and Reflections on the Integration of Science and Education
The integration of science and education [1] is another important topic in the field of education governance. The concept of integrating science and education can be traced back to the German educator Humboldt; it has influenced the fundamental concepts of modern university school-running, and its positive value has been recognized by the academic community. However, there is currently no consensus on the methods of this integration, and understandings vary across different disciplines.
Cao Yanling et al., "A Survey Research on Finnish Teacher Educators' Research-Teaching Integration and Its Relationship with Their Approaches to Teaching" (European Journal of Teacher Education, Vol. 46, No. 1, 2023)
The article points out that scientific research activities can improve the knowledge and practical levels of teacher educators, thereby enhancing the professional level of teachers. Furthermore, participating in research can train teacher educators' "research thinking" in their teaching. A teacher's teaching method—the combination of teaching intentions and teaching strategies—can, in turn, influence students' learning methods. Educators need to consider the heterogeneity of student learning and strive to create an optimal learning environment to support effective learning.
The article further elucidates how teacher educators in Finland integrate scientific research with teaching. Based on a questionnaire methodology, the study surveyed relevant teacher educators, ultimately obtaining 101 responses. Through qualitative analysis, it identified six forms of integration between research and teaching: first, research-based teaching content; second, research-based teaching methods and curriculum design; third, the application of exploratory research methods in teaching; fourth, assuming the role of a researcher within teacher education; fifth, encouraging student teachers to participate in scientific research activities; and sixth, promoting mutual support between research and teaching. Among these, the integration of research and teaching content was mentioned most frequently, while the integration of research with teaching methods and the application of inquiry-based research methods in teaching were mentioned less often.
Abdel Latif, “The Research-Teaching Nexus in a Graduate CALL Course: An Action Research Study” (Journal of Computer Assisted Learning, Vol. 37, No. 1, 2021)
This article focuses on the field of Computer-Assisted Language Learning (hereinafter referred to as CALL), empirically exploring the modes of research-teaching integration and how such integration affects students' research awareness and capabilities. For the CALL field, the "research-teaching nexus" means integrating discipline-based research into course content to cultivate students' research abilities. Although this integration has been studied across various fields of higher education, previous research on CALL teacher education appears not to have addressed the aforementioned issues. This study explores how to integrate scientific research into graduate CALL courses and how this nexus of research and teaching influences students' research awareness and competence.
The author utilized observations and open-ended questionnaires to collect qualitative data for the study, concerning students' evaluations of integrating research into CALL courses. Descriptive results of the data indicate that the research-teaching nexus cultivated students' CALL research awareness and enabled them to learn how to identify key research elements—namely, the formulation of research topics and questions and the selection of research methodologies. The findings suggest that cultivating students' CALL research skills through process-centered instructional forms is more complex than cultivating research awareness through content-centered forms. Finally, the author emphasizes that as current research involves CALL-specific knowledge and skills not sufficiently addressed in previous general research method courses, it is necessary to integrate the research-teaching nexus into other international CALL courses and observe student responses.
Susan Mathieson, “Integrating Research, Teaching and Practice in the Context of New Institutional Policies: A Social Practice Approach” (Higher Education, Vol. 78, 2019)
This paper analyzes the differing perceptions of research-oriented teaching (the research-teaching nexus) across various disciplines in British universities. Existing studies have pointed out the need for further investigation into what constrains or promotes the implementation of research-led teaching. Most research has focused on influencing individual practice by inquiring into differences in scholars' beliefs regarding research and teaching, while others have focused on the institutional drivers of research-oriented teaching.
The study points out that the legal discipline chooses to combine research and teaching, developing research excellence around existing strengths in research-based learning. Schools require new hires to be actively engaged in research but also expect them to perform excellently in teaching; they also support staff who excel in teaching and professional practice to conduct research. This includes granting coveted research degrees to teaching-focused scholars and increasing workload allowances for those researching legal education. However, in other disciplines, it is believed that the best way to achieve institutional goals is to decouple teaching from research and hire more scholars who are actively engaged in research independently of teaching. Furthermore, the paper explores how changing power relations between research, teaching, and practice are altering the way scholars construct narratives of research-led teaching.
III. Future Strategies for Educational Development
Relevant national governments and international organizations attach great importance to the role of education, issuing strategic plans to meet corresponding challenges and promote the sustained and healthy development of education in the future.
European Commission, “European Education Area” (2020, https://education.ec.europa.eu/)
In 2017, European leaders at the Gothenburg Summit in Sweden first proposed the idea of establishing a European Education Area (EEA), passing the first package of measures in 2018 and 2019. This report analyzes the reasons for establishing the EEA, noting that education is the foundation for cultivating employability, fostering active and responsible citizenship, and achieving personal fulfillment; it is crucial for enhancing the social and economic vitality of Europe. Therefore, the European education sector will work in synergy with the European Skills Agenda and the European Research Area to make education the foundation for European recovery and prosperity.
The report identifies the focal points for cooperation in the European education sector. First, improving quality and equity in education and training—meaning all EU citizens have the right to high-quality, inclusive education, training, and lifelong learning. This specifically includes investing in quality education and training learning labs, achieving inclusive and interconnected higher education, proposing EU language initiatives, and urging lifelong learning. Second, reforming teaching methods to provide high-quality professional development opportunities for all teachers, trainers, and school leaders. This includes establishing the European Innovative Teaching Award, setting up "Erasmus+" Teacher Academies to promote cooperation between teacher education and training institutions, and enhancing the professional quality of teachers. Third, digital education, whereby the EU is promoting the development of a high-performing European digital education ecosystem, seeking to improve citizens' skills to cope with the digital transformation. Fourth, green education, as the EU encourages the education and training sectors to take action to contribute to the green transition. Fifth, strengthening international cooperation. The report also summarizes achievements already made in areas such as early childhood education and care, school education, higher education, adult learning, and vocational education and training.
The report identifies the EU's next steps in education. After decades of close cooperation, the EU has achieved a series of results, including nearly 95% of children receiving early childhood education from age four, over 40% of young people obtaining higher education qualifications, nearly 90% of young people holding a high school diploma or having participated in training upon graduation, and 80% of "Erasmus+" graduates finding work within three months of graduating. While these results represent significant progress, further efforts are needed, including further reducing the proportion of 15-year-olds with low proficiency in reading, mathematics, and science, and promoting adult participation in learning.
The report proposes future education development plans and strategic frameworks for Europe. In 2023, the EU invited Member States and other stakeholders to participate in the mid-term review process of the European Education Area, focusing on learning lessons from the initial years, with plans to submit a full report on the EEA in 2025. The strategic framework for European cooperation in education and training will contribute to building the EEA by: supporting Member States in reforming education and training systems; strengthening synergies with other fields such as research and innovation, social policy, employment and youth, and EU funding instruments to better support national reforms; and identifying objectives and indicators to guide work and monitor progress. The strategic framework provides the basic architecture for cooperation between Member States and key stakeholders to achieve a collective vision.
OECD: “Education Policy Outlook 2023” (2023, https://read.oecd-ilibrary.org/education/education-policy-outlook-2023_f5063653-en#page)
The report outlines global megatrends affecting education systems in 2024 (including short-term changes and disruptions as well as accelerating long-term evolutions). It links these trends to sustainable development to explain why promoting sustainable development through education today is critical for society and the economy. Through an analysis of these trends, the report derives key information for education policymakers to reference and act upon.
First, digitalization is the most important priority facing the education systems of member states, both now and in the future. Approximately 71% of member states believe digitalization holds significance for education and training policy in 2024. 77% believe it holds significance for short-to-medium-term policy. The release of ChatGPT in November 2022 and recent developments in generative AI have sparked concern over the impact of AI on the labor market and education. This requires policymakers to ensure education equips learners with AI-related skills while remaining mindful of its environmental impact. Second, environmental sustainability is one of the top three trends policymakers believe will affect education and training policy, though its impact is seen as more future-oriented than immediate. 46% of member states reported environmental sustainability (including climate change, the transition to net-zero or low-carbon economies, and sustainable production and consumption) as a very important priority in the short-to-medium term. Third, for education policymakers, economic recovery is a major priority related to external shocks. About 14% of member states reported that recovering the economy from recent shocks (financial crises, labor market instability, inflation, and cost-of-living pressures) is a very important megatrend for 2024. Despite inflation and increased debt burdens, governments must persist in targeted investment in education and training to close skills gaps and enhance productivity.
The report emphasizes that the current focus of governments is to align education systems with long-term trends while also enabling them to withstand future shocks. Countries participating in the "2023 Education Sector Survey" place higher importance on long-term changes like digitalization than on external shocks like pandemics and natural disasters. For the sustainability of education systems, building resilience to future shocks (such as those from climate change) is as vital as improving response capabilities. Additionally, education plays a crucial role in enhancing the green transition capabilities of people of different ages and backgrounds. The green transition is, first and foremost, an opportunity for societies and economies to rethink and reshape their operations; thus, it will create a virtuous cycle bringing more long-term value to global society. However, the knowledge, skills, attitudes, and opportunities required for today’s green economy and environmental actions are unevenly distributed across populations, with the most vulnerable groups often lacking the capacity to play an active role. If education systems fail to compensate for this deficiency, the green transition risks exacerbating inequalities in the labor market, social participation, and democratic engagement. Conversely, if education systems facilitate the participation of the most vulnerable learners and workers in the green transition, it will help achieve the broader goal of building a more equitable society.
U.S. Department of Education: U.S. Department of Education Fiscal Years 2022-2026 Strategic Plan (2021, https://www2.ed.gov/about/reports/strat/plan2022-26/strategic-plan.pdf).
The goal of this plan is to ensure that every student obtains everything necessary to thrive in school and pursue success. To this end, the administration has formulated a strategic education plan for the years 2022–2026, proposing five major strategic objectives.
First, promoting equitable access to educational resources, opportunities, and inclusive environments for students. Specifically, this includes prioritizing the equitable and sufficient distribution of resources to communities with high concentrations of poverty, striving to provide students in these areas with opportunities for high-quality education; ensuring all students have access to comprehensive, rigorous, engaging, and diverse learning opportunities and environments to support their success in school; urging states, school districts, and institutions of higher education to guarantee students’ freedom from discrimination and equal access to education in accordance with U.S. civil rights laws; and supporting and promoting the participation of youth and adults in learning, receiving higher education, and enhancing their employability in high-demand occupations.
Second, supporting the cultivation and professional development of a diverse and talented educator workforce to improve the quality of student learning. Specifically, this includes promoting the diversification of educational pathways and the labor force; developing evidence-based practices and strategies to support high-poverty areas (including rural areas) in the recruitment, selection, and retention of qualified teachers, principals, professional support staff, and other logistics personnel; and supporting talented and experienced educators and other school personnel in enhancing their professional competencies and their ability to meet students' social, emotional, mental health, and academic needs.
Third, meeting the social, emotional, and academic needs of students. Specifically, this includes constructing and developing multi-tiered support systems to increase student social engagement, promote mental health development, and achieve well-being and academic success; establishing supportive, inclusive, and identity-safe learning environments, and ensuring that students' individual needs are met through well-designed instruction, evidence-based practices, and a range of support and service tasks; and improving learning environments, supporting professional development, and supporting emerging bilingual and multilingual learners in attaining educator qualifications.
Fourth, increasing the value of higher education by formulating equity-focused strategies, increasing student access to high-quality institutions, improving affordability, supporting completion and success, and supporting inclusive institutions. Specifically, this includes supporting educational institutions and state governments in their efforts to improve academic quality and college completion rates, particularly for underserved students; refining the management of student aid programs to help eligible students obtain funding and successfully repay loans, as well as assisting them in applying for loan forgiveness benefits; increasing equitable access for students to secondary and higher education; and improving the alignment between secondary education, higher education, and vocational and technical education programs through transparent and effective measures.
Fifth, strengthening the capacity of the Department of Education to ensure better execution of its mission. Specifically, this includes managing information technology as a strategic resource and driver to facilitate mission execution; strengthening Department-wide data governance and capacity building, and improving data access, data management, and enterprise data analysis capabilities; and recruiting, retaining, and developing the talent needed to meet the Department’s current and future operational requirements.
(Author Profile: Tang Feng, School of International Relations, University of International Business and Economics)
Web Editor: Tongxin [3] Source: Foreign Theoretical Trends [4], Issue 1, 2024.