Journal of East China Normal University(Educational Sciences) >
A Maturity Model for Digital Transformation in Education
Online published: 2023-03-01
The digital transformation in education is the driving force and innovation factor of the high-quality development of education. The evaluation of the ability level of the digital transformation in education has become one of the key points of the current education reform and practice. The maturity model provides a new method to solve the difficulty of evaluating the ability level of education digital transformation and helps to lead the implementation of the transformation practice. Based on the theory and basic structure of maturity model, this study analyzes the existing digital maturity model from the perspective of international comparison, and refines the key components of education digital transformation through policy analysis. By referring to the maturity levels and behavior characteristics of Capability Maturity Model and combining with the development characteristics of education digital trans- formation, an evaluation framework of education digital transformation maturity was constructed, which included five key process domains, 18 sub-key domains and five maturity levels. Based on the idea of “macro to medium to micro” to systematically promote digital transformation, this study discusses the key application scenarios of the ma-turity evaluation framework of education digital transformation from national, regional and school levels. A maturity model for digital transformation in education provides feasible evaluation paths for the implementation of education digital strategic actions and high-quality development of education.
Yonghe Wu , Qiuxuan Xu , Zhuzhu Wang . A Maturity Model for Digital Transformation in Education[J]. Journal of East China Normal University(Educational Sciences), 2023 , 41(3) : 25 -35 . DOI: 10.16382/j.cnki.1000-5560.2023.03.003
| null | 程建钢, 崔依冉, 李梅, 韩锡斌. (2022). 高等教育教学数字化转型的核心要素分析—基于学校、专业与课程的视角. 中国电化教育, (07), 31- 36. |
| null | 程莉莉, 施建国. (2022). 教育新基建背景下区域教育信息化发展趋势和路径. 中国教育信息化, 28 (07), 59- 64. |
| null | 江帆, 张春良, 萧仲敏, 刘镇章. (2018). 机械专业创新创业教育的建构. 高等工程教育研究, (06), 168- 173. |
| null | 金玉, 汤玲, 王瑞喆, 张一春. (2022). 国家中小学智慧教育平台省域推进的路径与对策研究. 中国电化教育, (09), 30- 37. |
| null | 卡耐基梅隆大学软件工程研究所. (2001). 能力成熟度模型(CMM): 软件过程改进指南(刘孟仁等译). 北京: 电子工业出版社. |
| null | 李敏辉, 李铭, 曾冰然, 王超. (2022). 后疫情时代发展中国家高等教育数字化转型: 内涵、困境与路径. 北京工业大学学报 (社会科学版), 22 (01), 35- 46. |
| null | 陶飞, 张辰源, 戚庆林, 张贺. (2022). 数字孪生成熟度模型. 计算机集成制造系统, 28 (05), 1267- 1281. |
| null | 吴砥, 邢单霞, 阳小, 卢春. (2020). 教育信息化指数构建及应用研究. 电化教育研究, 41 (01), 53- 59. |
| null | 王核成, 王思惟, 刘人怀. (2021). 企业数字化成熟度模型研究. 管理评论, 33 (12), 152- 162. |
| null | 新华社. (2020). 中共中央关于制定国民经济和社会发展第十四个五年规划和二〇三五年远景目标的建议. 取自: http://www.gov.cn/zhengce/2020-11/03/content_5556991.htm. ( 2020−11−03 ) [2022−10−10]. |
| null | 熊秋菊. (2022). 基于数字基座的区域教育数字化转型探索. 人民教育, (07), 22- 24. |
| null | 杨琳, 吕文逸. (2020). 基于 IPRMM 模型的国际工程项目风险管理成熟度. 武汉大学学报(工学版), 53 (04), 310- 317. |
| null | 叶兰. (2020). 数据管理能力成熟度模型比较研究与启示. 图书情报工作, 64 (13), 51- 57. |
| null | 中华人民共和国教育部. (2020). 教育部关于同意将上海作为教育数字化转型试点区的函(教科信函〔2021〕35 号) (2020−09−16). 取自: http://www.moe.gov.cn/srcsite/A16/s3342/202109/t20210916_563764.html. [2022−10−10]. |
| null | 中华人民共和国中央人民政府. (2020). 中共中央 国务院印发《深化新时代教育评价改革总体方案》(2020−10−13). 取自: http://www.gov.cn/gongbao/con-tent/2020/content_5554488.htm?ivk_sa=1024320u. [2022−10−10]. |
| null | 中华人民共和国中央人民政府. (2022). 中共中央 国务院关于构建数据基础制度更好发挥数据要素作用的意见(2022−12−19). 取自http://www.gov.cn/zhengce/2022-12/19/content_5732695.htm. [2022−10−10]. |
| null | 中华人民共和国教育部等六部门. (2021). 关于推进教育新型基础设施建设构建高质量教育支撑体系的指导意见(2021−07−08). 取自: http://www.moe.gov.cn/srcsite/A16/s3342/202107/t20210720_545783.html. [2022−10−10]. |
| null | 中共中央网络安全和信息化委员会办公室. (2021). 提升全民数字素养与技能行动纲要(2021−11−05). 取自: http://www.cac.gov.cn/2021-11/05/c_1637708867754305.htm. [2022−10−10]. |
| null | 中华人民共和国教育部. (2022a). 教育部 2022 年工作要点 (2022−02−08). 取自: http://www.moe.gov.cn/jyb_sjzl/moe_164/202202/t20220208_597666.html. [2022−10−10]. |
| null | 中华人民共和国教育部. (2022b). 以教育数字化战略引领未来——教育部举行国家智慧教育平台启动仪式(2022−03−28). 取自: http://www.moe.gov.cn/jyb_zzjg/huodong/202203/t20220328_611461.html. [2022−10−10]. |
| null | 张治, 戴蕴秋. (2022). 基于“教育大脑”的智能治理—上海宝山区教育数字化转型实践探索. 中国教育信息化, 28 (06), 64- 69. |
| null | 祝智庭, 胡姣. (2022). 教育数字化转型: 面向未来的教育“转基因”工程. 开放教育研究, 28 (05), 12- 19. |
| null | 祝智庭, 郑浩, 许秋璇, 吴永和. (2022). 教育数字化转型的政策导向与生态化发展方略. 现代教育技术, 32 (09), 5- 18. |
| null | Alexa, J. (2019, April 18). Digital transformation in the european education sector. Retrieved Octomber, 10, 2022, from https://blog-idceurope.com/dx-in-education/ |
| null | Crowston, K., & Qin, J.. (2010). A capability maturity model for scientific data management. Proceedings of the American Societyfor Information Science and Technology, 47 (1), 1- 2. |
| null | Durek, V., Redep, N. B., & Divjak, B. (2017). Digital Maturityframeworkfor higher education institutions. In: Central European Conference on Information and Intelligent Systems. Varazdin: FAC Organization and Informatics, UNIV Zagreb, Pavlinska 2, Varazdin, HR-42000, Croatia, 99−106. |
| null | Deloitte. (2018, February 28). Digital maturity model: Achieving digital maturity to drive growth. Retrieved Octomber, 10, 2022, from https://www2.deloitte.com/content/dam/Deloitte/global/Documents/Technology-Media-Telecommunications/deloitte-digital-maturity-model.pdf. |
| null | Educause. (2021, November 1). Top 10 IT Issues, 2022: The higher education we deserve. Retrieved Octomber 10, 2022 from https://er.edu-cause.edu/articles/2021/11/top-10-it-issues-2022-the-higher-education-we-deserve. |
| null | Bumann, J., & Peter, M.. (2019). Action fields of digital transformation - A review and comparative analysis of digital transformation maturity models and frameworks. Edition Gesowip, 13- 40. |
| null | Kulkarni, U., & Freeze, R.. (2004). Development and validation of a knowledge management capability assessment mode. Twenty-Fifth International Conference Information Systems, 657- 669. |
| null | Leino, S. P., Kuusisto, O., Paasi, J., & Tihinen, M. (2017). VTT model ofdigimaturity. Finland: VTT Technical Research Centre of Finland Ltd., 41−46. |
| null | Paulk, Mark, C., et al. (1993). Capability maturity model, version 1.1. IEEE Software, 10 (4), 18- 27. |
| null | PMI. (2000). Organizational project management maturity model program plan. OPM3 Program Plan, Version 1.3, 9, 221?239. |
| null | Rodríguez, A. G., & Bribiesca, C. G.. (2021). Assessing digital transformation in universities. Future Internet, 13 (2), 52. |
| null | Schumacher, A., Erol, S., & Sihn, W.. (2016). A maturity model for assessing Industry 4.0 readiness and maturity of manufacturing enterprises. Procedia CIRP, 52, 161- 166. |
| null | Sadiq, R. B., Safie, N., Abd Rahman, A. H., et al. (2021). Artificial intelligence maturity model: A systematic literature review. PeerJ Computer Science, 7 (e661), 1- 27. |
/
| 〈 |
|
〉 |
中国人文社会科学核心期刊