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Exploring the Pathway and Reference Significance of Digital Transformation in UK Education
LIU Donggen, CHENG Dajun, NI Kun, ZHAO Jizheng, LIU Hongyan, DENG Lingzhao, LOU Jie, WANG Zhi
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DOI:10.17265/2161-623X/2025.10.002
Shenzhen Polytechnic University, Shenzhen, China
This paper systematically examines the three-tier advancement path of “organization-policy-technology” in the digital transformation of education in the UK and its implications for the modernization of education in China. It highlights that through top-level design, policy guidance, technological innovation, and ethical regulation, the UK has progressively established an efficient digital education system, offering systematic strategic references for China to address issues such as uneven resource distribution, superficial application, and ethical lag in digital transformation. The UK experience demonstrates that digital transformation in education requires coordinated efforts in policy, technology, culture, and institutions. China needs to base its approach on local demands while drawing from international experiences, promoting the leap from “tool assistance” to “deep empowerment” in educational digitization through top-level design, resource balancing, teacher empowerment, and ethical regulation, thereby contributing to the construction of a strong educational nation.
United Kingdom, higher education, digitalization
LIU Donggen, CHENG Dajun, NI Kun, ZHAO Jizheng, LIU Hongyan, DENG Lingzhao, LOU Jie, WANG Zhi. (2025). Exploring the Pathway and Reference Significance of Digital Transformation in UK Education. US-China Education Review A, October 2025, Vol. 15, No. 10, 677-685.
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