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CNAES Hosted Parallel Session on 2024 World Digital Education Conference

     On January 30, 2024, the Global Trends of Digital Education Development and Evaluation Index Parallel Session of the 2024 World Digital Education Conference was held in Shanghai. Liu Limin, President of China Education Association for International Exchange, Wang Ping, Vice Secretary General of Shanghai Municipal Government, and Luigi Gambardella, President of ChinaEU, delivered opening remarks. Li Yongzhi, President of the China National Academy of Educational Sciences (CNAES) hosted the opening ceremony.

  The scholars and officials exchanged views on theories, implementation plans and typical applications of digital education monitoring and evaluation.

  Andreas Schleicher, Director of Education and Skills at the OECD, believed that education should prioritize cultivating students’ abilities to accomplish high-tech and non-routine tasks. The assessment of students should cover eight dimensions including academic performance, psychological well-being, participation, adaptability, relationships, work-life balance in learning, sense of material and cultural happiness, and open-mindedness.

  Cao Peijie, Deputy Director of Research Institute of Digital Education at CNAES, introduced China’s national smart education platform application standard system. This system consists of four primary dimensions, namely widespread interconnectivity, innovative application, institutional support, and enhanced literacy, as well as twelve secondary dimensions and 29 observation points. It will fully exert the role of evaluation guidance and exemplification, and promote the digital transformation and intelligent upgrades of education.

  Anna d’Addio, Senior Policy Analyst of the authoring team for the UNESCO Global Education Monitoring Report, analyzed the issues existing in practical application of education technology from the perspectives of education equity, education quality and efficiency. She proposed that attention should be paid to scalability, equity, sustainability and appropriateness of technology applications in the field of education. She noted that students’ best interests should be placed at the center; their achievements, rather than mere digital input, should be emphasized; digital technologies should supplement, rather than replace human interaction.

  Jiang Feng, Director of Shanghai Academy of Global Governance & Area Studies at Shanghai International Studies University (SISU), chairman of the Academic Committee of the Academy and research fellow, analyzed the characteristics of universities of the current era from educational, knowledge and service perspectives, emphasized the challenges and opportunities of digital education for social-sciences and humanities disciplines, and introduced SISU’s achievements in corpus linguistics research, data-based experiments for raising learning efficiency, and their implementation of social service using big data.

  Kristof Fenyvesi, Senior Researcher from the University of Jyväskylä, introduced the latest trends in basic education and higher education in Finland, the latest PISA assessment results of Finnish students as well as the application of digital technology in Finnish classrooms. He also introduced the research programs such as Education for the Future (EDUCA) Flagship of the Research Council of Finland, the DigiVisio2023, DigiEduHack, as well as the STEAM4Edu of Tallinn University in Estonia.

  Im Sio Kei, Rector of Macao Polytechnic University (MPU), introduced the important progress of MPU in actively constructing the evaluation system of digital education, their outlook on technological integration and innovation as well as participation in international cooperation. He pointed out that digital education realized the sharing of educational resources across borders, promoted intercultural communication, and that the application of digital technology greatly increased the accuracy and efficiency of assessment.

  Ma Xiaoqiang, Director of Research Institute of Statistics and Data Analysis at CNAES, delivered a keynote report entitled Global Digital Education Development Index: Evidence-based Assessment. The team innovated the digital education assessment method, constructed the global digital education development dynamic evidence bank and index models, and calculated the digital education development indexes of 62 countries. He believes that the validity and reliability of digital education evaluation can be further improved through deepening international cooperation mechanisms and advancing international joint research.

  Karen Welsh, Minister-Counsellor (Education and Research) at the Australian Embassy in Beijing, shared the experience of Australia in improving online learning quality and promoting the digital transformation of higher education. Their experience includes providing good practical guidance for institutions that embrace online learning, collecting, consolidating and developing online learning resources for online education industry and higher education around the world, and establishing expert advisory centers.

  Zheng Huandong, Deputy Secretary of the Education Committee of the Committee of the Communist Party of China of Wenzhou City, Secretary of the Committee of the Communist Party of China and Director of Wenzhou Municipal Bureau of Education in Zhejiang Province, shared Wenzhou’s experience in constructing a regional intelligent education evaluation system that consists of a regional revaluation standard, a school-level guidance on establishing standards, and school-level supporting indicators, as well as their experience in promoting high-quality regional educational development through a closed-loop approach featuring indicator guidance, data monitoring, feedback during the process, and improvement tracking.

  Sebastian Meyer, an expert from the International Association for the Evaluation of Educational Achievement (IEA), introduced the International Computer and Information Literacy Study (ICILS) and their main findings, focused on the main factors hindering the application of technology in teaching activities, and the practical significance of establishing an institution for lifelong learning research.

  Chen Jian, Director of the Institute of Educational Sciences in Nanshan in Shenzhen City, introduced their path of digitally enabled education transformation centered around “environmental innovation, institutional innovation, applied innovation and characteristic innovation. This included introducing a model of digital base construction mechanism featuring integration, personalization and autonomy, remodeling of the learning space construction, establishing a digitalization faculty team incorporating officials, researchers and teachers, and establishing a digital learning community that allows collaborative and digitalized teaching across schools through the Internet.

  Park Minwoo, a senior Digital literacy teacher from Hakcho Elementary School in Busan of the Republic of Korea, introduced how he used Edutech tools to establish individualized learning scenarios and provide individualized learning opportunities through practice cases.

  Xia Xue, a Mathematics teacher from Chengdu No. 7 Middle School, presented the achievements of their school in promoting education equity and poverty-alleviation through remote live teaching. From the perspective of a teacher, she narrated her personal experience of using the Internet to overcome the constraints of time and distance and provide students in impoverished areas, areas of ethnic minorities, old revolutionary base areas, remote areas with high-quality education resources.

  In his closing remarks, Li Yongzhi, President of CNAES, pointed out that the session promoted the international exchange and mutual learning of digital education monitoring and evaluation theories and experience, depicted the vibrant picture of global digital education development, and would contribute to the formation of global collaborative consensus on digital education evaluation. He stressed that, with the fast development of science and technology, digital education had already become a major trend of global education, promoted the revolution of means of education. In light of this, a scientific, objective and just evaluation system of digital education development is important for its healthy development. CNAES will continue to pay attention to the global digital education development, strengthen exchange and cooperation with international colleagues, and contribute the expertise and efforts of China to the prosperity of global digital education.

  Wang Ming, Vice President of CNAES, hosted the keynote reports.

  As a parallel session of the 2024 World Digital Education Conference, the Global Trends of Digital Education Development and Evaluation Index Conference was hosted by the China National Academy of Educational Sciences under the supervision of the Education Digitalization Consulting Committee of the Ministry of Education, with the support of Shanghai Municipal Commission of Education and Shanghai Normal University. The parallel session was attended by about 300 representatives from international organizations, institutions of higher education, research institutes, administrative departments for education, and teachers from schools of typical cases.



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