关键词: 多系统协同治理, 教育数字化转型, 统一技术底座, 案例研究法

Abstract:

[Purpose] Focusing on the core challenge of “multi-system collaborative governance” in educational informatization, this study tackles “information silos”and “stovepipe effects” under traditional construction models, and provides an operable "technology+governance" dual-drive solution for educational digital transformation. [Literature Scope] This study systematically reviews domestic and international research on educational informatization governance, government informatization integration models, theoretical gaps in multi-system collaborative governance, and applicable solutions, covering China’s “New Infrastructure for Education” policy and regulatory standards of the EU, the US and other regions. [Application Background] Taking Shanghai’s education system as an empirical case, this study targets its typical problems: system fragmentation, ambiguous data ownership, insufficient cross-departmental collaboration, and security compliance risks. Shanghai has advanced reforms including educational digital infrastructure construction and “one data from one source” governance. [Method] Using the case study method, this study analyzes the current state of governance and existing problems of Shanghai’s educational informatization system, and constructs a systematic governance framework integrating “technology, management, ecology and security”, with key designs such as a unified technical base, a “separation of three rights” data ownership model, and a “three-level demand funnel” collaboration mechanism. [Results] The framework has achieved significant results in Shanghai’s educational digital transformation: it improves data sharing efficiency, system delivery speed and cross-departmental collaboration; standardizes the whole process of data cataloging, collection and sharing; and resolves the dilemma of multi-supplier collaborative governance. [Limitations] The research sample focuses on Shanghai (a municipality with a flat management model) and is not yet fully applicable to educational informatization characteristics in different regions. Additionally, it does not explore the practical application of large AI models in intelligent governance in depth. [Conclusion] The constructed governance framework provides an innovative paradigm to address the long-standing issue of “valuing construction over governance” in educational informatization. It clarifies the technical paths and management mechanisms of multi-system collaborative governance, offering theoretical support and practical reference for regional and industry-level digital collaborative governance.

Key words: multi-system collaborative governance, digital transformation in education, unified technical foundation, case study method