摘要
教育数字化转型中,参与者阻力是制约发展中国家教育变革的关键瓶颈。本研究基于世界银行在发展中国家的157份实践报告,系统剖析教师、学校、家长与政府四类主体的阻力表现及应对策略。研究发现:教师群体存在培训体系滞后加剧“感知有用性”与“感知易用性”的双重困境;学校管理层受管理能力不足与成本认知偏差影响,因运维成本顾虑而抵制技术合作;家长群体受社会文化规范与资源约束,贫困地区“数字移民”家长抵触尤为显著;政府政策存在认知阶段盲从与决策阶段功利性,导致教育科技产品与本土需求脱节。世界银行通过教师分层能力建设、学校制度激励重构、家校社协同机制构建及政府创新扩散优化,形成“技术适配-能力建设-制度激励”的应对框架,为发展中国家破解教育数字化“人因”阻力提供理论验证与实践路径参考。
Participant resistance is a key bottleneck hindering the digital transformation of education and educational reform in developing countries.Based on 157 World Bank practice reports in developing countries,this paper systematically analyzes the manifestations of resistance and corresponding response strategies among four types of actors:teachers,school administrators,parents,and governments.The study finds that teachers face a dual dilemma of"perceived usefulness"and"perceived ease of use",which is intensified by outdated training systems.School management is affected by insufficient administrative capacity and misperceptions of cost,leading to resistance against technology partnerships due to concerns over operation and maintenance costs.Parental resistance is shaped by sociocultural norms and resource constraints,with particularly pronounced opposition among"digital immigrant"parents in impoverished areas.Government policies are marked by blind imitation during the cognition phase and utilitarianism in the decision-making phase,resulting in a mismatch between educational technology products and local needs.In response,the World Bank has developed a framework of"technology adaptation–capacity building–institutional incentives"through layered teacher training,institutional incentive restructuring at the school level,construction of school–family–community collaboration mechanisms,and optimization of innovation diffusion in governance.This framework offers theoretical validation and practical guidance for addressing human-centered resistance in the digital transformation of education in developing countries.
作者
闫温乐
沈秋雨
YAN Wenle;SHEN Qiuyu(Institute of International and Comparative Education,Shanghai Normal University Shanghai 200234,China)
出处
《比较教育学报》
北大核心
2025年第4期105-117,共13页
Journal of Comparative Education
基金
2023年度教育部哲学社会科学研究重大委托项目“联合国‘公共数字学习门户’建设参与全球数字教育治理及公共服务研究”(项目编号:23JZDW12)。
关键词
教育数字化
数字化转型
参与者阻力
世界银行
educational digitalization
digital transformation
participant resistance
World Bank
