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全球视野下AI赋能的混合学习：挑战、机遇与最佳实践

AI-Enabled Blended Learning in Global Perspective: Challenges, Opportunities and Best Practices

Education Study / 2024,6(5): 1416-1424 / 2024-10-24 242 252

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• Authors: 刘双双     
• Information:

  江西工业职业技术学院电子与信息工程学院，南昌

• Keywords: AI technology; Blended learning; Personalized learning; Distance learning; Challenges AI技术；混合学习；个性化学习；远程学习；挑战
• Abstract: With the rapid development of Artificial Intelligence (AI) technology, blended learning shows great potential in global education. Focusing on New Zealand, Malaysia, Saudi Arabia, and India, this study analyzes the impact of technological infrastructure, teacher digital literacy, student support, and socio-cultural factors on the effectiveness of blended learning. Educational policies and practices in the four countries are compared through case studies. The findings show that while some progress has been made in blended learning in urban areas, the technological divide remains significant in rural areas, especially in India and Saudi Arabia. In addition, insufficient teacher technological literacy and cultural resistance have affected the spread of the model. To this end, it is recommended to strengthen technological infrastructure, upgrade teacher skills, and promote sociocultural acceptance of blended learning for more equitable educational development. 随着人工智能（AI）技术的快速发展，混合学习在全球教育中展现出巨大潜力。本研究聚焦新西兰、马来西亚、沙特阿拉伯和印度，分析了技术基础设施、教师数字素养、学生支持以及社会文化等因素对混合学习效果的影响。通过案例研究对四国的教育政策与实践进行了比较。研究结果显示，虽然城市地区在混合学习方面取得了一定进展，但农村地区的技术鸿沟依然显著，特别是在印度和沙特阿拉伯。此外，教师技术素养不足和文化阻力也影响了该模式的推广。为此，建议加强技术基础设施建设、提升教师技能，并推动社会文化对混合学习的接受，以促进更加公平的教育发展。
• DOI: https://doi.org/10.35534/es.0605193
• Cite: 刘双双．全球视野下AI赋能的混合学习：挑战、机遇与最佳实践［J］．教育研讨，2024，6（5）：1416-1424．