A Path Study on the Impact of the New Generation of Information Technology and New Business Models on Education and Teaching in China
Zheng Xiao
State Information Center
DOI: https://doi.org/10.59429/pmcs.v6i3.7254
Keywords: New technology; New business models; Education and teaching
Abstract
The swift progress of the new generation of information technology has propelled rapid evolution in China’s economic landscape. Under the impetus of such technological advancements and market forces, significant transformations have emerged in the developmental paradigm of learning sciences in China, alongside substantial shifts in classroom dynamics and teaching feedback mechanisms. These new technologies and new business models pose several challenges to Chinese education systems. Higher qualifications are now demanded of educators, especially when implementing these advanced teaching tools; however, some regional and agerelated disparities persist, hindering teachers’ adaptation to current requirements. Furthermore, the Matthew effect in educational resource accessibility is exacerbated by these technological innovations, intensifying the disparity in knowledge acquisition quality among students and jeopardizing social educational equity. Additionally, these new technologies and business models contribute to a heightened sense of pressure and anxiety in the student learning experience, thereby diminishing overall learner well-being. To address these challenges, it is recommended to expedite the balanced deployment of new technology-driven educational infrastructure, bridging urban-rural and regional divides. It is also crucial to delineate clear boundary regulations for online and offline learning durations and to establish well-founded new technology teaching management systems. Efforts should be made to foster a comprehensive societal understanding of the positive role that new technologies and business models can play in educational enhancement.
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