东亚的数字化飞跃：高等教育转型的区域综合报告

The Global Education 2030 Agenda UNESCO – a global leader in education Education is UNESCO’s top priority because it is abasic human right and the foundation for peaceand sustainable development. UNESCO is theUnited Nations’ specialized agency for education,providing global and regional leadership to driveprogress, strengthening the resilience and capacityof national systems to serve all learners. UNESCOalso leads efforts to respond to contemporaryglobal challenges through transformative learning,with special focus on gender equality and Africaacross all actions. UNESCO, as the United Nation’s specialized agencyfor education, is entrusted to lead and coordinatethe Education 2030 Agenda, which is part of aglobal movement ot eradicate poverty through 17Sustainable Development Goals by 2030. Education,essential to achieve all of these goals, has its owndedicated Goal 4, which aims to “ensure inclusiveand equitable quality education and promotelifelong learning opportunities for all.” Published in 2025 by the United Nations Educational, Scientific and Cultural Organization,Floor 15, Building 5, Jianguomenwai Diplomatic Residence Compound, Beijing, 100600 China © UNESCO Cover photo: © UNESCO-ICHEILayout and graphic design: Rachel Rui HouPrinted by UNESCO Acknowledgement The present report on the Digital Transformation of Higher Education Institutions in East Asia would not have beenpossible without the collaborative efforts of the UNESCO team and its contributors. The UNESCO Regional Officefor East Asia extends its sincere thanks to all participants, particularly the International Centre for Higher EducationInnovation under the auspices of UNESCO (UNESCO-ICHEI) for their generous support, and the higher educationinstitutions in China, Japan, Mongolia, and the Republic of Korea for hosting case studies and sharing insights thatsignificantly enriched this work. We are profoundly grateful to Jin Li, Director of UNESCO-ICHEI, and Shahbaz Khan, Director of UNESCO RegionalOffice for East Asia, for their strategic oversight in shaping the scope and direction of this synthesis study. We would like to extend our sincere thanks to Min Bahadur Bista for his extensive efforts. His dedication as theleading author, in editing and reviewed with different co-authors across four countries, to finalise and enabled us topublish this highly consolidated and thoroughly analysed synthesis report. We are deeply grateful to Robert Paruafor his initial coordination and conceptualisation of the research project, support and comprehensive review andvaluable contributions to the report. From China, including Hong Kong SAR, we are grateful to Professor John Chi-Kin Lee, UNESCO Chair in RegionalEducation Development and Lifelong Learning at The Education University of Hong Kong; Professor Chee Kit Looiof Learning Sciences at The Education University of Hong Kong; Emeritus Professor Kerry Kennedy, The EducationUniversity of Hong Kong; Professor Wanpeng Lei, Central China Normal University; Professor Yongming Pu, ChengduUniversity; Professor Huan Song, Beijing Normal University; Junjie Shang, Associate Professor and Researcher atPeking University; Professor Longkai Wu, Central China Normal University; and Yaohuizhuo Liu, Researcher at CentralChina Normal University. From Japan, we thank Professor Jun Sakamoto, Department of Lifelong Learning and Career Studies at HoseiUniversity; Professor Tomonori Ichinose, Miyagi University of Education; and Kiichi Oyasu, Director of the EducationCooperation Department at the Asia-Pacific Cultural Centre for UNESCO. From Mongolia, we extend our appreciation to Burmaa Myagmar, Senior Lecturer and Associate Professor ofMongolian University of Science and Technology; and Professor Oyuntungalag Buyantur, Mongolian University ofScience and Technology. We sincerely thank Professor Cheolil Lim, Department of Education and Director of the Future Education InnovationCenter at Seoul National University; Yoonjung Hwang, Senior Researcher at the Learning Science Research Institute,Seoul National University; Yujie Han, Research Fellow at the Learning Sciences Research Institute, Seoul NationalUniversity; and Yeil Jeong, Research Associate at the Intercollegiate Initiative for Talent Development, Seoul NationalUniversity, for their invaluable contributions from the Republic of Korea. We are especially grateful to Mingshun Xu from UNESCO-ICHEI for his unwavering support throughout the processof the report. We also thank the colleagues of UNESCO Regional Office for East Asia, Hehua Xia, Tianzhou Zhao, MeeYoung Choi for their dedicated efforts which enabled us to produce the significant final report. Our gratitude also goes to the educators, students, and administrative staff who participated in interviews andsurveys, enriching our analysis with valuable data and perspectives. This report reflects the collective efforts of allstakeholders, and we hope its findings and recommendations will meaningfully advance