Volume 4,Issue 3
An International Comparative Study on the Pathways of Artificial Intelligence Education Governance
With the rapid advancement of artificial intelligence (AI) technologies, their application in education has become increasingly widespread, profoundly influencing the structure, processes, and value orientations of education governance. Different countries and regions have developed distinctive models of AI education governance based on their respective institutional, cultural backgrounds, and stages of development. This study constructs a five-dimensional analytical framework—comprising resource governance, institutional governance, organizational governance, content governance, and evaluation governance—through a comparative analysis of governance practices in France, the United States, the European Union, the United Kingdom, Finland, Sweden, and other countries and regions. It systematically examines the similarities and differences in policy orientations, governance models, challenges, and outcomes across these contexts. The study finds that while there is broad international consensus on ethical priority, interdisciplinary integration, multi-stakeholder collaboration, and the universal promotion of digital literacy, significant divergences exist in terms of leading forces, value priorities, implementation pathways, and modes of international cooperation. Based on these findings, this paper proposes that China, while maintaining its advantages in government-led coordination, should prudently draw on international experiences to explore an AI education governance system suited to its national conditions, and actively participate in the coordination and improvement of global governance rules.
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