The integration of artificial intelligence(AI)into education marks a critical transition,not only through the adoption of new tools but by challenging the epistemological foundations of teaching and learning.AI reshap...The integration of artificial intelligence(AI)into education marks a critical transition,not only through the adoption of new tools but by challenging the epistemological foundations of teaching and learning.AI reshapes how knowledge is produced,mediated,and evaluated,raising critical questions around equity,agency,and accountability in increasingly data-driven environments.Its emergence compels educators and policymakers to reconsider long-standing assumptions about what counts as learning,how it is measured,and who benefits from technological change.This paper examines how AI is transforming key structures and practices across the broader education landscape,with a particular focus on school education as a strategic and emblematic site for early intervention and pedagogical innovation.While many of the transformations discussed in the paper are relevant across educational levels,schools represent a crucial point where students first experience the cognitive,social,and ethical dimensions of AI,and where systems can act early to promote inclusion,reflection,and readiness.Drawing on major European frameworks,this paper analyzes how AI is reshaping four interdependent pillars of education:curricular content,teaching paradigms,assessment systems,and governance structures.International casebased insights illustrate diverse implementation strategies while also revealing persistent challenges,such as digital inequalities,gaps in teacher preparation,and limited availability of robust mechanisms for algorithmic accountability.Adopting a conceptual,policyinformed approach,this paper synthesizes scholarly literature,European regulatory frameworks,and implementation evidence to propose a systemic view of educational transformation.Rather than framing AI as a mere driver of automation,the paper argues for a transformative approach rooted in equity,human agency,and democratic values.In practical terms,it distills policyrelevant guidance on ethics-by-design,human-in-theloop safeguards,and capacity building for teachers and school leaders to enable responsible,system-level implementation.The conclusions highlight that,when supported by coherent policy infrastructure and teacher empowerment,school education systems can align technological innovation with inclusive,ethical,and futureoriented learning,ensuring that AI contributes to social justice rather than reinforcing existing inequalities.展开更多
Purpose:The purpose of this literature review is to investigate the effectiveness of transformational school leadership(TSL)in Chinese K-12 settings between 2010 and 2019.The main objective is to provide a comprehensi...Purpose:The purpose of this literature review is to investigate the effectiveness of transformational school leadership(TSL)in Chinese K-12 settings between 2010 and 2019.The main objective is to provide a comprehensive understanding of TSL research in China and identify the possible future research directions.Design/Approach/Methods:Vote counting method and narrative synthesis were applied in this review.Findings:This review found the majority of the studies were quantitative,which indicates that qualitative and mixed-method studies should be encouraged.This review also identified 12 major outcome variables,including 9 teacher-level variables,2 school-level variables,and 1 student-level variable.Additionally,the effects of transformational leadership on these outcome variables were uniformly significant,including both direct and indirect effects.Future studies should expand the scope of school-level and student-level outcome variables,but particularly student-level outcome variables.Originality/Value:This is the first systematic review on the effectiveness of TSL research in China,which included both English and Chinese studies.展开更多
Since the 1980s,China has entered an era of transformation which has extended its reach to education and school reforms.The“New Basic Education”(NBE)was born in this era and implemented by the East China Normal Univ...Since the 1980s,China has entered an era of transformation which has extended its reach to education and school reforms.The“New Basic Education”(NBE)was born in this era and implemented by the East China Normal University together with schools around the country.NBE aims at nurturing the active,healthy development of a new generation of Chinese people,focusing on classroom teaching and reform,and life practice within the classroom,as well as a reconstruction of school management.A breakthrough has been made with the development of a system that is suitable for the practice of education in China.展开更多
文摘The integration of artificial intelligence(AI)into education marks a critical transition,not only through the adoption of new tools but by challenging the epistemological foundations of teaching and learning.AI reshapes how knowledge is produced,mediated,and evaluated,raising critical questions around equity,agency,and accountability in increasingly data-driven environments.Its emergence compels educators and policymakers to reconsider long-standing assumptions about what counts as learning,how it is measured,and who benefits from technological change.This paper examines how AI is transforming key structures and practices across the broader education landscape,with a particular focus on school education as a strategic and emblematic site for early intervention and pedagogical innovation.While many of the transformations discussed in the paper are relevant across educational levels,schools represent a crucial point where students first experience the cognitive,social,and ethical dimensions of AI,and where systems can act early to promote inclusion,reflection,and readiness.Drawing on major European frameworks,this paper analyzes how AI is reshaping four interdependent pillars of education:curricular content,teaching paradigms,assessment systems,and governance structures.International casebased insights illustrate diverse implementation strategies while also revealing persistent challenges,such as digital inequalities,gaps in teacher preparation,and limited availability of robust mechanisms for algorithmic accountability.Adopting a conceptual,policyinformed approach,this paper synthesizes scholarly literature,European regulatory frameworks,and implementation evidence to propose a systemic view of educational transformation.Rather than framing AI as a mere driver of automation,the paper argues for a transformative approach rooted in equity,human agency,and democratic values.In practical terms,it distills policyrelevant guidance on ethics-by-design,human-in-theloop safeguards,and capacity building for teachers and school leaders to enable responsible,system-level implementation.The conclusions highlight that,when supported by coherent policy infrastructure and teacher empowerment,school education systems can align technological innovation with inclusive,ethical,and futureoriented learning,ensuring that AI contributes to social justice rather than reinforcing existing inequalities.
文摘Purpose:The purpose of this literature review is to investigate the effectiveness of transformational school leadership(TSL)in Chinese K-12 settings between 2010 and 2019.The main objective is to provide a comprehensive understanding of TSL research in China and identify the possible future research directions.Design/Approach/Methods:Vote counting method and narrative synthesis were applied in this review.Findings:This review found the majority of the studies were quantitative,which indicates that qualitative and mixed-method studies should be encouraged.This review also identified 12 major outcome variables,including 9 teacher-level variables,2 school-level variables,and 1 student-level variable.Additionally,the effects of transformational leadership on these outcome variables were uniformly significant,including both direct and indirect effects.Future studies should expand the scope of school-level and student-level outcome variables,but particularly student-level outcome variables.Originality/Value:This is the first systematic review on the effectiveness of TSL research in China,which included both English and Chinese studies.
基金This research was supported as part of the Key Project for Humanities and Social Sciences and approved by the Ministry of Education of PRC(11JJD880034):Basic Education Reform and the Development of Innovative“Life/Practice”Educational Research.
文摘Since the 1980s,China has entered an era of transformation which has extended its reach to education and school reforms.The“New Basic Education”(NBE)was born in this era and implemented by the East China Normal University together with schools around the country.NBE aims at nurturing the active,healthy development of a new generation of Chinese people,focusing on classroom teaching and reform,and life practice within the classroom,as well as a reconstruction of school management.A breakthrough has been made with the development of a system that is suitable for the practice of education in China.
