China’s Technological Revolution in Universities

UDC 378(510)

https://doi.org/10.20339/AM.11-22.074   

Soelma V. Tulunova, Lecturer at Hulunbuir Institute, Manchuria, China, e‑mail: stulunov@mail.ru

Liubov N. Ruliene, Professor at Dorji Banzarov Buryat State University, Russia, ORCID: 0000-0002-5636-3041, e-mail: ruliene@bsu.ru

The publication discusses China’s experience in modernizing higher education through the introduction of digital technology. It is argued that the National Mid-Term and Long-Term Education Reform and Development Plan (2010–2020) has passed the test of pandemic 2020 and enabled a technological revolution in higher education. Examples of the introduction of cloud computing and big data into the educational process of the Changzhou Engineering Vocational College, Heilongjiang Vocational and Technical College, Jiangsu Vocational and Technical College, Hunan Vocational and Technical College of Automotive Industry are given. It is noted that an important aspect of the technological revolution in education is the improvement of pedagogical design of digital educational resources. The modern model of university e‑campus, which includes technical-technological and information-analytical infrastructures, is characterized.

The reasons for the success of digitalization of universities in China are defined: the profound socio-economic transformation in the country, ideological and economic methods of stimulating innovation in education, pandemic 2020, the use of digital analytical technologies. It is argued that the digitalization of the educational and administrative process cannot be complete without improving the pedagogical design of digital educational resources.

Key words: Chinese universities, reform, digitalization, cloud computing, big data, teaching quality assessment, education management.

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