智变·教育科技分论坛｜Transforming Change · Educational Technology

生成式 AI 正在重塑学习的方式，也迫使教育重新回答一个根本性问题：当技术可以替代部分思考，人类学习应当守护什么？本分论坛以学习科学为核心视角，关注 AI 时代学习者主体性、元认知能力与数据洞察之间的张力，探讨教育如何在效率提升之外，持续培育深度理解、批判性思维与自我调节能力。

论坛聚焦两组关键议题。其一是“依赖还是增强”：AI 是削弱思考的答案机器，还是激发高阶认知的学习伙伴？我们将探讨 AI 素养与教学设计如何协同演化，使学习者与 AI 的互动成为问题重构、判断评估与反思调控的训练场。其二是“黑箱还是透明”：学习分析技术带来前所未有的洞察力，但数据是否必然导向更好的教育？论坛将深入讨论教育数据伦理，反思如何避免算法简化学习复杂性，推动以理解人为目的的个性化发展，而非规模化监控。

通过学习科学、教育数据、AI 教育技术与伦理视角的跨领域对话，本分论坛致力于穿透技术表象，回到“学习如何发生”这一核心命题，探索 AI 时代以学习者为中心的教育未来。

Generative AI is rapidly reshaping how learning happens, and forcing education to confront a foundational question: when technology can perform aspects of thinking, what must learning ultimately protect? Grounded in the learning sciences, this panel examines how learner agency, metacognition, and data analytics intersect in AI-rich learning environments, beyond questions of efficiency or tool adoption.

The forum centers on two core tensions. The first is dependence versus augmentation: is AI an answer machine that replaces thinking, or a cognitive partner that strengthens it? We explore how AI literacy and instructional design can evolve so that interactions with AI foster problem reframing, critical judgment, and self-regulated learning. The second tension is black box versus transparency: while learning analytics reveal previously invisible learning processes, more data does not automatically mean better education. The panel addresses responsible data ethics and how analytics can support meaningful personalization rather than large-scale surveillance or labeling.

By bringing together learning scientists, education data researchers, AI-in-education practitioners, and ethicists, this panel moves beyond surface-level technology discourse to focus on learning itself: how it unfolds, how it is supported, and how learner agency can be safeguarded in the age of AI.

 识变·家庭教育分论坛｜Reframing Change · Family Education

在高度数字化与绩效导向的社会结构中，技术正在深刻重塑青年一代的自我认知与人际关系。算法推荐、即时反馈与持续在线显著提升了连接的频率，却不断压缩深度理解所需的时间、耐心与对差异的容纳空间。信息过载与即时满足并行，催生出“高连接、低理解”的结构性悖论。越来越多青少年呈现出情感体验变浅、意义感下降的“空心化”倾向——这种孤独并非源于互动的缺失，而是源于在关系中难以被真正看见与回应。

 当技术以“效率工具”甚至“超级保姆”的姿态介入育儿，家庭教育面临的核心议题，已不再只是使用与否，而是如何建立清晰而健康的技术边界。家庭，作为最基础的社会单元，亟需重新成为情感在场、价值对话与差异被允许的空间——一个区别于算法逻辑的“反效率场域”。在这里，父母不再是数据的管理者，而是孩子情感经验的见证者与调节者。

 本次论坛聚焦：在技术深度嵌入日常生活的当下，家庭教育如何建立既保护个体发展节奏、又维系真实联结的“界”。我们将从亲子关系、家庭互动与数字实践出发，探讨家庭如何在算法与流量主导的环境中，重新成为情感港湾与价值锚点，守护人的完整性与持续成长。

In a highly digitalized and performance-driven social structure, technology is profoundly reshaping young people’s self-perception and relational patterns. Algorithmic recommendations, instant feedback, and perpetual connectivity have dramatically increased the frequency of interaction, while steadily eroding the time, patience, and tolerance for difference required for deep understanding. Information overload and instant gratification now operate in parallel, giving rise to a structural paradox of high connectivity but low comprehension. An increasing number of adolescents exhibit a form of emotional flattening and diminished sense of meaning—often described as an “inner emptiness.” This form of loneliness does not stem from a lack of interaction, but from the persistent difficulty of being genuinely seen, understood, and responded to within relationships.

As technology enters parenting in the guise of an “efficiency tool,” or even a “super-nanny,” the central challenge of family education is no longer whether technology should be used, but how to establish clear and healthy boundaries around its use. The family, as the most fundamental social unit, must be reimagined as a space of emotional presence, value-based dialogue, and permitted difference—an “anti-efficiency” domain distinct from algorithmic logic. Within this space, parents are not data managers, but witnesses to and regulators of their children’s emotional experiences.

This forum focuses on a central question: in an era where technology is deeply embedded in everyday life, how can family education establish boundaries that both protect individual developmental rhythms and sustain authentic human connection? Through discussions on parent–child relationships, family interaction, and digital practices, we will explore how families can reclaim their role as emotional havens and value anchors within an algorithm- and attention-driven environment—safeguarding human integrity and fostering sustained growth.

察变·教育公平分论坛｜Examining Change · Education Equity

如果公平是一条路，技术只是加速器。它可能推动改善，也可能加剧分化。数字化与人工智能快速落地之后，教育系统获得了前所未有的表达能力，能够记录学习过程，进行比较与排序，并对结果作出预测。关键不在于系统是否能“看见更多”，而在于它选择呈现什么，并在何种机制下忽略什么。当学习被翻译为可量化的表现，处境被压缩为可计算的变量，结构性不平等更容易被误读为个体差异。当效率与绩效成为默认语言，最需要支持的人往往最难被识别。差距因此从“显性缺口”转化为“隐性偏移”，并逐渐退出决策视野。

教育创新不应主要以技术投入的多寡为尺度，而应以学习机会是否扩大、发展结果是否改善为依据。现实反复提示我们，技术可及并不等于教育公平。数据驱动的评价体系、绩效导向的资源配置、对可量化结果的过度依赖，以及学校与家庭支持条件的差异，都可能延续甚至放大既有不平等。更重要的是，公平从来不仅关乎“有没有资源”，也关乎“能否被看见、能否获得帮助、能否持续获得支持”。

这场论坛希望把公平从价值宣言推进为系统能力。我们将直面技术引入所带来的偏差与分层风险，解释差距为何变得不可见，也分析纠偏为何难以发生。讨论将进一步指向制度层面的设计问题，包括规则如何写入公平目标，责任如何被清晰界定，问责如何可执行，纠偏机制如何形成并持续运转。只有当公平被制度化、可治理且可问责，技术才可能成为面向弱势群体与结构正义的机会来源，而不是固化分层的工具。

If equity is a road, technology functions as an accelerator. It can facilitate improvement, and it can also intensify stratification. As digitalisation and artificial intelligence scale rapidly, education systems acquire unprecedented expressive capacity. They can document learning processes, enable comparison and ranking, and support predictive judgments about outcomes. The central issue is not whether systems can “see more.” It is what they choose to render visible, and what their operational logics routinely leave unseen. When learning is translated primarily into measurable performance, and contextual circumstances are reduced to computable variables, structural inequality is more easily misread as individual difference. When efficiency and performance become the default language of decision making, those most in need of support often become the least legible. Inequity then shifts from a visible gap to a subtle drift, gradually falling outside policy attention and resource prioritisation.

Educational innovation should not be judged primarily by the volume of technology deployed, but by whether opportunities expand and outcomes meaningfully improve. Practice consistently shows that access does not guarantee equity. Data driven assessment regimes, performance oriented allocation, disproportionate reliance on what is easiest to quantify, and unequal support conditions across schools and families can reproduce, and in some contexts magnify, existing disparities. Crucially, equity is not only a matter of resource availability. It is also a matter of whether needs are recognised, assistance is reachable, and support can be sustained over time.

This forum seeks to move equity from a normative statement to an institutional capability. It examines the risks of bias and stratification that accompany technology adoption, and it clarifies why disparities become less visible and why corrective action often fails to materialise. The discussion then turns to institutional design. It asks how equity objectives can be embedded in rules, how responsibilities can be specified, how accountability can be enforced, and how correction mechanisms can be established and maintained. Only when equity is institutionalised, governable, and accountable can technology function as a genuine source of opportunity for disadvantaged learners and structural justice, rather than a mechanism that consolidates stratification.

明变·媒介素养分论坛｜Navigating Change · Media Literacy

我们正置身于一个生成式人工智能以前所未有的速度渗透学习、生活与决策的时代。当机器能轻易给出答案，人是否仍在思考？当技术推动效率至上，价值是否悄然退让？当算法推荐日益塑造我们的认知与选择，我们如何维系自身的独立判断与同理心？

本次哈佛中国教育论坛分论坛，以 “智引未来，思辨共生” 为题，回应这一时代命题。

我们聚焦于生成式人工智能深度融入时代的核心命题：探讨当下所需的媒介素养、人文关怀与道德判断能力，并思考如何帮助教育者与学生共同培养这些关键素养。

面对高速演进的技术浪潮，我们不仅需要掌握工具的使用，更要深入理解技术背后的价值结构与伦理后果，从而在复杂选择中保持人的主体性、批判性与创造性。

本次论坛将从科学、技术、人文、社科、艺术等多学科维度出发，对技术应用与其背后的伦理价值进行深入审视。这不仅是关于技能的讨论，更是关于成为什么样的人的思考。我们期待与您共同探寻面向未来的核心素养与判断力，在技术洪流中锚定人的价值与教育的本质。

We are living in an era in which generative artificial intelligence permeates learning, everyday life, and decision making at an unprecedented pace. When machines can easily produce answers, do humans still think? When technology prioritizes efficiency, do values quietly retreat? When algorithmic recommendation systems increasingly shape cognition and choice, how do we sustain independent judgment and empathetic understanding?

This panel responds to these questions of our time.

We focus on a central challenge of the generative AI era: identifying the forms of media literacy, humanistic care, and moral judgment now required, and considering how educators and students can cultivate these essential capacities together.

In the face of rapidly evolving technological change, we must move beyond the mere use of tools. We need a deeper understanding of the value structures and ethical consequences embedded in technology, so that we can maintain human agency, critical thinking, and creativity when confronting complex choices.

Drawing on perspectives from science, technology, the humanities, the social sciences, and the arts, this forum offers a multidisciplinary examination of technological applications and their ethical foundations. This is not simply a discussion of skills. It is a reflection on what kind of people we seek to become. We look forward to exploring future oriented competencies and judgment with you, anchoring human values and the essence of education within the technological tide.

应变·心理教育分论坛｜Sustaining Change · Well-being Education

在人工智能快速发展的时代，儿童与青少年正成长于一个高度不确定、信息密集且情绪压力持续累积的环境中。效率与竞争被不断放大，而内在体验与心理发展却日益被忽视，心理困扰逐渐成为一代人成长过程中无法回避的现实议题。

本分论坛以「驭心之智，铸时代之韧」为主题，关注心理教育如何从问题干预走向能力培育，帮助儿童与青少年理解情绪、建立关系，并在快速变化的社会与技术环境中形成稳定而有弹性的内在力量。

通过融合心理学、教育学与美育实践，论坛尝试探索更具前瞻性的心理教育路径，使教育不仅回应风险与压力，更支持年轻人在不确定的时代中保持自我觉察、心理韧性与持续成长的可能。

In the context of rapid advancements in artificial intelligence and accelerating social change, children and adolescents are developing within environments characterized by heightened uncertainty, information saturation, and increasing emotional demands. Emerging evidence suggests that mental health challenges among young people are no longer episodic, but increasingly developmental and structural in nature, calling for more systematic and preventive approaches.

This sub-forum focuses on the role of psychological education in fostering inner intelligence—the capacity to understand, regulate, and integrate emotional experience—and psychological resilience, defined as adaptive stability and meaning-making in dynamic and technologically mediated contexts. Moving beyond deficit-based or crisis-oriented models, the forum emphasizes long-term capacity building as a core educational objective.

Drawing on interdisciplinary perspectives from psychology, education, and aesthetic education, the forum examines how early and developmentally informed interventions can support emotional regulation, relational competence, and adaptive functioning. By situating psychological education within broader social and technological transformations, this sub-forum seeks to advance evidence-informed frameworks that support the sustained psychological well-being and developmental potential of children and adolescents in the AI era.