“教育2030”背景下联合国教科文组织促进教育信息化的动力、策略和行动  

The Motivation,Strategies and Actions of UNESCO in Promoting Information and Communications Technology in Education under“Education 2030”

作　　者：石雪怡 Xueyi Shi

机构地区：[1]上海交通大学教育学院

出　　处：《中国远程教育》2023年第5期24-34,共11页Chinese Journal of Distance Education

基　　金：2022年度教育部人文社会科学研究青年基金项目“我国研究型大学教师‘准聘—长聘’制改革的实施效应及优化路径研究”(项目编号:22YJC880074)的研究成果。

摘　　要：为应对国际社会对教育信息化的迫切需求,充分利用自身在促进教育信息化和牵头落实“教育2030”目标上的比较优势,联合国教科文组织(UNESCO)向全球发出“使用信息技术实现教育2030”倡议,并提出兼顾教育信息化国际标准制定和国家能力建设、构建贯穿可持续发展议程的教育信息化解决方案、加强新冠疫情下的教育领域技术创新和教育信息化循证决策三大倡议推进策略,对应采取了“内外联动”紧扣国际标准打造教育信息化本土化促进方案、以青年信息技术教育为杠杆高效推进全球可持续发展、在后疫情时代加速构建技术赋能的有韧性教育系统、基于可持续发展目标建立教育信息化全球数据库四类具体行动。然而,UNESCO与教育信息化的多样化利益相关主体间存在张力与制衡,在一定程度上制约其国家和地方层面干预措施的成效。这些发现能为“教育2030”目标落实任务日渐紧迫下UNESCO教育信息化推进模式的优化提供重要参考。In order to respond to the increasingly urgent needs of international community for information and communications technology(ICT)in education and to make full use of its comparative advantages in promoting ICT in education and leading the implementation of"Education 2030",UNESCO put forward"Leveraging ICT for Achieving Education 2030"global initiative and proposed three basic strategies to implement the initiative includ-ing paying equal attention to international standard design and national capacity building for ICT in education,inte-grating solutions for ICT in education across the sustainable development goals,and strengthening technological in-novation in education and evidence-based decision-making of ICT in education in the post-COVID era.Based on these strategies,UNESCO has respectively taken four measures,including developing the ICT in education improve-ment programs based on both international standards and local characteristics,taking information technology educa-tion for the youth as a lever to effectively promote the sustainable development goals,accelerating the construction of a technology-enabled resilient education system in the post-COVID era,and establishing a global database of ICT in education based on the sustainable development goals.However,the tensions and balances between UNES-CO and the diversified interested parties of ICT in education throughout the world have restricted the effectiveness of UNESCO's national and local intervention measures to promote ICT in education to some extent.As the task of realizing“Education 203o”is becoming more and more urgent,these findings s can provide an important refe-rence for the optimization of UNESCO's promotional pattern of ICT in education.

关 键 词：教育2030 联合国教科文组织 教育信息化 可持续发展目标 国际组织 

分 类 号：G513[文化科学—教育学]