@article{ZHOU2026, 
author = {Jia-Yu ZHOU and Shu-Sheng SHEN and Xian-Min YANG},
title = {The Value Implications, Basic Framework, and Practical Pathways of Digital-Intelligent Technology Empowering Learning Scenarios from the Perspective of Genetic Epistemology},
year = {2026},
journal = {Modern Educational Technology},
volume = {36},
number = {8},
pages = {26-33},
keywords = {digital-intelligent technology, learning scenario, scenario design, cognitive advancement},
url = {https://www.sciopen.com/article/10.3969/j.issn.1009-8097.2026.08.003},
doi = {10.3969/j.issn.1009-8097.2026.08.003},
abstract = {The disconnection between learning content and the real world constitutes one of the main problems in current education, and it also serves as an important reason influencing students’ cognitive development. Grounded from the perspective of genetic epistemology, this paper interprets the fundamental connotation of learning scenarios in supporting cognitive development and analyzes the value implications of digital-intelligent technology empowering learning scenarios starting from the evolutionary logic of digital-intelligent technology. Based on four key dimensions of learning scenarios including boundary, representation, interaction, evaluation, combined with four advanced levels including cognitive activation, cognitive construction, cognitive transfer, cognitive improvement, centering on how to construct learning scenarios based on genetic epistemology mechanism, how to highlight the empowering effect of learning scenarios on cognitive advancement, and how to realize the empowerment of learning scenarios for cognitive advancement practice, the basic framework of digital-intelligence technology empowering learning scenarios is established. Finally, this paper proposes specific practical pathways from the perspectives of embodied field construction, precise resource supply, human-AI collaborative interaction, and data-driven evaluation, so as to provide theoretical basis and path guidance for overcoming application misconceptions and informing teaching practices.}
}