An Exploration of the Essence of Digital and Intelligent Education Transformation and Prospects for Future Research_Vol. 3 No. 3 (JHET 2026)_Journal of Higher Education Teaching (ISSN: 3005-5776)

Home > Journal of Higher Education Teaching (ISSN: 3005-5776) > Vol. 3 No. 3 (JHET 2026) >

An Exploration of the Essence of Digital and Intelligent Education Transformation and Prospects for Future Research

Download PDF

DOI: https://doi.org/10.62517/jhet.202615323

Author(s)

Jiang Qiang, Li Baolin

Affiliation(s)

Zhejiang Yuexiu University, Shaoxing, Zhejiang, China

Abstract

Education is undergoing a paradigm shift from informatization and digitization to digital-intelligence integration. The study sorts out the three-stage evolution of digital-intelligence education. We argue that it represents not merely the simple application of technological tools, but a systemic transformation that reconfigures educational relationships, returns to the fundamental mission of education, and builds a sustainable educational ecosystem. Next, we analyzes the core applications of digital intelligence technology in personalized learning, intelligent learning guidance, and teacher transformation.It also points out current challenges such as context-dependent effectiveness, ethical and privacy concerns, and discrepency teacher competency. Last, we proposes future research prospects from six key dimensions: human-centered development, scenario-based validation, and ecosystem development.

Keywords

Artificial Intelligence; Digital Intelligent Education Transformation; Educational Ecosystem; Human-Centered Development

References

[1]Bauer, E., Richters, C., Pickal, A. J., Klippert, M., Sailer, M., & Stadler, M. (2025). Effects of AI‐generated adaptive feedback on statistical skills and interest in statistics: A field experiment in higher education. British Journal of Educational Technology, 56(5), 1735-1757. [2]Biagini, G. (2025). Towards an AI-literate future: A systematic literature review exploring education, ethics, and applications. International Journal of Artificial Intelligence in Education, 1-51. [3]Chen, X., Zou, D., Xie, H., Cheng, G., & Liu, C. (2022). Two decades of artificial intelligence in education: Contributors, collaborations, research topics, challenges, and future directions. Educational Technology & Society, 25(1), 28-47. [4]Gros, B., & López, M. (2016). Students as co-creators of technology-rich learning activities in higher education. International Journal of Educational Technology in Higher Education, 13(1), 28. [5]Hssina, B., & Erritali, M. (2019). A personalized pedagogical objective based on a genetic algorithm in an adaptive learning system. Procedia Computer Science, 151, 1152-1157. [6]Lin, C. C., Huang, A. Y., & Lu, O. H. (2023). Artificial intelligence in intelligent tutoring systems toward sustainable education: A systematic review. Smart Learning Environments, 10(1), 41. [7]Nguyen, A., Scrivner, O., de Laat, M., & Scrivner, J. (2026). Systemic shifts required for higher education futures: Policy, pedagogy, and practice in the age of artificial intelligence and digital transformation. Policy Futures in Education, 24(1), 1-12. [8]Schiff, D. (2021). Out of the laboratory and into the classroom: The future of artificial intelligence in education. AI & Society, 36(1), 331-348. [9]Troussas, C., Giannakas, F., Sgouropoulou, C., & Voyiatzis, I. (2020). Collaborative activities recommendation based on students' collaborative learning styles using ANN and WSM. Interactive Learning Environments, 1-14.