终身学习数字化转型的全球图景、挑战与中国应对——基于联合国教科文组织系列报告的分析  

The Global Landscape,Challenges and China’s Response to the Digital Transformation of Lifelong Learning——Analysis Based on the UNESCO Series of Reports

作　　者：李薇 吴庆华 Li Wei;Wu Qinghua(College of Education in Hu’nan Agricultural University,Changsha 410128;Changsha University)

机构地区：[1]湖南农业大学教育学院,长沙410128 [2]长沙学院教务处

出　　处：《职业技术教育》2024年第31期74-80,共7页Vocational and Technical Education

基　　金：湖南省社会科学评审项目“学术职业管理视角下的大学教师评价制度研究”(XSP22YBC250),主持人:吴庆华;湖南省社会科学基金2023年度青年项目“数字时代大学知识生产创新生态系统的形成机制研究”(23YBQ069),主持人:蒋贵友。

摘　　要：数字化背景下,终身学习逐渐成为全球教育政策核心。从大众传媒时代到互联网时代再到数字化时代,联合国教科文组织发布的系列报告揭示了终身学习理念从持续一生的学习到个性化学习再到可持续性学习的变化。数字技术发展催生终身学习数字化转型需求,然而制度重叠、权力局限及技术风险等问题成为其发展的阻碍。中国在全球终身学习实践中的角色和地位转变不仅推动自身向前,也带动其他国家和地区发展。未来,中国将依托自身特色,从发展机制、政策法规和技术挖掘等方面促进终身学习数字化转型,贡献中国智慧和中国方案。Under the context of digitalization,lifelong learning has gradually become the core of global education policies.From the mass media era to the Internet era and then to the digital era,a series of reports released by UNESCO revealed the changes in the concept of lifelong learning from lifelong learning to personalized learning and then to sustainable learning.The current development of digital technology has spurred the demand for lifelong learning and digital transformation.However,issues such as institutional overlap,power limitations,and technological risks have become obstacles to its development.The transformation of China’s role and status in global lifelong learning practices not only drives itself forward,but also drives the development of other countries and regions.In the future,China will rely on its own characteristics to promote the digital transformation of lifelong learning through development mechanisms,policies and regulations,and technological exploration,contributing Chinese wisdom and solutions.

关 键 词：终身学习 数字化转型 联合国教科文组织 数字技术 

分 类 号：G779.1[文化科学—教育学]