New Issues, New Concepts, and Paradigm Transformation in Digital Intelligence Education

In essence, educational transformation is a dynamic process of mutual adaptation between technological empowerment and educational laws. At present, digital intelligence technologies are reshaping the educational ecology with unprecedented depth and breadth. However, traditional educational theories faced limitations when explaining and guiding digital intelligence education practice, which required educational research in the digital intelligence era to achieve a comprehensive awakening from “problem awareness” to “conceptual tools”. Specifically, digital intelligence education mainly faced new problems at four levels: values, institutions, technologies, and subjectivity. These new problems gave rise to new concepts with explanatory power and adaptability in digital intelligence education, including algorithmic thinking, educational computing power, educational algorithmic governance, and educational data ownership. To solve the new problems in digital intelligence education, it was necessary to carry out paradigm transformation in digital intelligence education by combining with new concepts. Thus, a closed loop of “new problems giving rise to new concepts→ new concepts supporting paradigm transformation→ paradigm transformation responding to new problems” can be formed in digital intelligence education, which can provide guidance for the high-quality development of education in the digital intelligence era.