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VOL. 7, ISSUE 2 (2025)
AI education policy: Building an intelligent education ecosystemAI education policy: Building an intelligent education ecosystem
Authors
Xishun Zhu, Mengmu Ruan, Xiaofeng Huang
Abstract
With the rapid advancement of artificial
intelligence technology, the education sector is confronting unprecedented
opportunities for transformative change. AI technologies not only provide
innovative solutions for personalized learning, enhanced teaching efficiency,
and educational equity, but also pose significant challenges to traditional
educational systems and policy frameworks. This study aims to investigate the
formulation of effective AI education policies to establish a sustainable and
innovative intelligent education ecosystem. Through comprehensive analysis of
critical components constituting smart education ecosystems - including
technological infrastructure, data resources, educators, learners, and digital
platforms - the paper examines current global developments and emerging trends
in intelligent education systems. Focusing on China's current AI education
policy landscape, the research proposes targeted improvement strategies
emphasizing strengthened policy support, enhanced AI literacy among educators,
and robust data security measures to foster healthy development of intelligent
education ecosystems. The findings demonstrate that constructing a
comprehensive and efficient smart education ecosystem requires synergistic
collaboration among government entities, educational institutions, and
technology enterprises, coupled with flexible and forward-looking policy
formulation. This multidimensional approach ensures the establishment of an
adaptive framework that balances technological innovation with ethical
considerations while maintaining educational quality and accessibility.
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Pages:84-90
How to cite this article:
Xishun Zhu, Mengmu Ruan, Xiaofeng Huang "AI education policy: Building an intelligent education ecosystemAI education policy: Building an intelligent education ecosystem". International Journal of Social Research and Development, Vol 7, Issue 2, 2025, Pages 84-90
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