国际视野下终身教育体系数字化跃迁的关键要素分析OA

Education digitalization is driving lifelong education to move beyond functional integration toward institutional re-construction,while also generating a structural tension between"technological dynamism"and"institutional inertia."Drawing on so-cio-technical transitions theory and the multi-level perspective,this study conducts a comparative analysis of lifelong education practice maps in countries and regions with relatively mature digitalization.It systematically identifies the key elements and mecha-nisms through which digitalization is embedded in lifelong education systems.The analysis indicates that the structural evolution of lifelong education depends on the coordinated interaction of three levels:the institutionalization of macro-level legitimacy pressures,the interoperability of meso-level institutional interfaces,and the evidence-based grounding of micro-level technological applications.However,China's lifelong education system faces bottlenecks at all three levels,including limited capacity to translate macro-level strategies into effective action,difficulties in the mutual recognition of learning outcomes at the meso-level,and fragmented technolog-ical applications at the micro-level.To address these challenges,this study proposes a tiered pathway:at the macro-level,it calls for legislation to establish educational sovereignty and the right to digital learning;at the meso-level,it recommends building a national learning credential chain and a digital qualifications framework to remove bottlenecks in mutual recognition of learning outcomes;at the micro-level,it proposes developing a national learning analytics platform grounded in an evidence-based closed feedback loop.Together,they aim to enable the lifelong education system to transform from"information-based management"to"intelligent gover-nance,"fostering a renewed institutional ecology.