Educational technology research and development 2025
The journey of challenges and victories: exploring the transformation action framework in the GenAI era from multifaceted policies
Corresponding author: Xiaoqing Gu
DOI 10.1007/s11423-025-10535-5
First published online: 2025-06-26.Issue publication: 2025-10.
Research summary
This study synthesizes 11 policy and guideline documents through meta-ethnography. Its framework connects macro-level social and workforce change, meso-level educational organization and pedagogical logic, and micro-level teaching and learning scenarios. It offers a way to examine how generative AI policy relates to changes in educational practice.
Study design.
Meta-ethnographic synthesis of 11 policy and guideline documents from international organizations, education ministries and universities.
Abstract
Generative Artificial Intelligence (GenAI) stands as a cornerstone of the technological revolution, significantly impacting the global educational landscape. This prompts worldwide governments and educational institutions to craft strategic frameworks. This study aims to analyze GenAI’s influence on the education system, particularly focusing on transformations in educational paradigms, modalities, pedagogical logics, and educational contexts. It seeks to establish a transformation action framework for the education system in the GenAI era. Utilizing Meta-ethnography, the research synthesizes, analyzes and interprets 11 policy and guideline documents from UNESCO, OECD, ministries of education and universities, which reveal trends towards personalized and interactive educational forms, shifts in the role of the teacher, and updates in student learning modes. The study explores GenAI’s integration into education at macro, meso, and micro levels. At the macro level, the framework identifies how GenAI drives a productivity revolution and reshapes human resource demands, alongside societal attitudes and educational actions adapting to this transformation. At the meso level, it reflects on educational pattern and logic shifts, delving into the evolution of educational modalities, entities, media and content. At the micro level, it deconstructs new teaching and learning scenarios in the GenAI era, closely examining the evolution of the role of the teacher and student learning modes, scrutinizing the core value of education as a fundamental human right and constructing a vision for future education in the GenAI era. The findings underscore the need for comprehensive transformation in the education system to adapt to GenAI-driven changes, updating educational content and methods to enhance teaching efficiency and quality as well as fostering holistic student development. These insights offer theoretical and practical guidance for the educational sector to respond to GenAI-driven technological changes, aiming to equip the education system to overcome challenges, seize opportunities and prepare talents needed for the future society.
Research context
How can education systems connect generative AI policy with institutional and classroom change?
Use this framework for research on GenAI education policy, institutional transformation, teacher roles and policy-to-practice relationships. Its evidence consists of policy documents rather than intervention effect estimates.
generative AI · education policy · meta-ethnography · educational transformation
中文研究介绍
研究采用元民族志方法综合11份政策与指南，将生成式人工智能引发的教育变革分为宏观社会与人才需求、中观教育组织与教学逻辑、微观教学场景三个层次，为分析政策与教育实践之间的联系提供框架。
Read and cite
Wang, C., Chen, Y., Hu, Z., Li, Y., & Gu, X. (2025). The journey of challenges and victories: exploring the transformation action framework in the GenAI era from multifaceted policies. Educational technology research and development, 73(5), 2951-2993. https://doi.org/10.1007/s11423-025-10535-5