Version 1
: Received: 16 December 2023 / Approved: 20 December 2023 / Online: 21 December 2023 (12:46:47 CET)
How to cite:
Wu, S.; Yuan, Z.; Zhou, N. Research on the Construction of Digital Higher Education of China from the Perspective of Symbiotic Education. Preprints2023, 2023121594. https://doi.org/10.20944/preprints202312.1594.v1
Wu, S.; Yuan, Z.; Zhou, N. Research on the Construction of Digital Higher Education of China from the Perspective of Symbiotic Education. Preprints 2023, 2023121594. https://doi.org/10.20944/preprints202312.1594.v1
Wu, S.; Yuan, Z.; Zhou, N. Research on the Construction of Digital Higher Education of China from the Perspective of Symbiotic Education. Preprints2023, 2023121594. https://doi.org/10.20944/preprints202312.1594.v1
APA Style
Wu, S., Yuan, Z., & Zhou, N. (2023). Research on the Construction of Digital Higher Education of China from the Perspective of Symbiotic Education. Preprints. https://doi.org/10.20944/preprints202312.1594.v1
Chicago/Turabian Style
Wu, S., Zhenning Yuan and Na Zhou. 2023 "Research on the Construction of Digital Higher Education of China from the Perspective of Symbiotic Education" Preprints. https://doi.org/10.20944/preprints202312.1594.v1
Abstract
In the context of inclusive education, digitalization in higher education is designed to promote the ideals of cultural diversity, social inclusivity, and sustainable development through technological means. This study explores the strategies and practices of digitalization in achieving inclusive education goals in higher education, aiming to provide theoretical and empirical foundations for education policymakers, teachers, and technology developers. This study adopts a mixed-methods research design, combining quantitative and qualitative data analysis to assess the current state of digitalization in higher education from various perspectives, particularly its effectiveness in advancing educational inclusivity. Through surveys, in-depth interviews, and case studies, data were collected from teachers, students, and administrative personnel to reveal opportunities and challenges in digital education resources and practices. The results show that while digitalization has improved the accessibility of educational resources, facilitated information sharing and cultural exchange, there are still numerous challenges, such as unequal technology access, insufficient cultural sensitivity in content, and issues related to the depth and quality of online interactions. Furthermore, the study identifies key factors supporting inclusive education, including cross-cultural curriculum design, teacher professional development, and students' critical use of digital tools. Finally, the paper presents a series of strategic recommendations, including the development of multicultural education platforms, strengthening teacher training, and building an inclusive digital environment. These recommendations aim to promote a more coordinated and inclusive higher education digital ecosystem that emphasizes not only technological innovation but also humanistic care and social responsibility. Through these measures, digitalization in higher education can better serve individual growth and comprehensive societal development.
Keywords
Symbiotic Education; Higher Education; Digitalization; Cultural Diversity; Sustainability
Subject
Social Sciences, Education
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
