Exploring Youth Ideological and Political Education Based on the Evolutionary Path of Educational Digitalization

The year 2024 marks the 40th anniversary of the establishment of the discipline of ideological and political education in China, and it also coincides with the 30th anniversary of China’s full functional access to the international internet. Over these 30 years, the new engine of digital technology, which began with this development, has not only cultivated the world’s largest community of internet users in China, propelled the country’s unremitting progress toward the goal of becoming a scientific and technological power, but also reconstructed entirely new industrial forms, communication formats, and public opinion ecosystems, driving the accelerated transformation and iterative upgrading from educational informatization to educational digitalization. Undoubtedly, it is subtly influencing the life trajectories and value orientations of every Chinese person, profoundly affecting the modes of interaction, thinking patterns, and behavioral paradigms of people today—especially young people—and is even more closely related to the future development of Chinese society.

2024年，是国家设立思想政治教育学科40年，也恰逢中国正式全功能接入国际互联网30年。30年来以此为发端的数字技术新引擎，不但培育了当今世界最大规模的中国互联网用户，助推着中国向科技强国的目标不断勠力前行，也重构了全新的产业形态、传播业态和舆论生态，推动着当下教育信息化向教育数字化的加速转换与迭代升级。毫无疑问，它在潜移默化地影响每个中国人的生活走向、价值取向，深刻影响着今天的人们，特别是青年的交往方式、思维模式和行为范式，更关乎未来中国社会的发展。

Based on this, standing at the important juncture of the current transformation and upgrading of educational digitalization—which is also a crucial node for research on youth ideological and political education—and facing the new educational scenarios constructed by big data, virtual simulation, artificial intelligence, and the like, we view this from the perspective of the changes unseen in a century and the strategic overall situation of the great rejuvenation of the Chinese nation. Since “educational digitalization is an important breakthrough for China to open up new tracks for educational development and shape new advantages in educational development,”[1]1 The “seven focal points” (七个着力) refer to seven key tasks outlined in Xi Jinping’s cultural thought, including strengthening leadership in ideological work, fostering core socialist values, and enhancing cultural confidence, among others. it has become an inevitable trend to “actively promote the deep integration of artificial intelligence and education, promote educational reform and innovation, fully leverage the advantages of artificial intelligence, and accelerate the development of education that accompanies everyone throughout life, education that is equally accessible to everyone, education that suits everyone, and education that is more open and flexible.”[2]2 "Information cocoons" (信息茧房) refers to the phenomenon where algorithms limit exposure to diverse viewpoints, trapping users in a self-reinforcing loop of similar content. “In today’s world, a new round of comprehensive national strength competition is unfolding globally. Whether one can adapt to and lead the development of the internet has become a key factor determining the rise and fall of great powers.”[3]3 "Content is king" (内容为王) is a widely used slogan in Chinese internet and media industries, emphasizing that high-quality content is the primary driver of user engagement and platform success.(P41) “It is necessary to strengthen the research and prevention of potential risks in the development of artificial intelligence, safeguard the interests of the people and national security, and ensure that artificial intelligence is safe, reliable, and controllable,”[4]4 "Breaking of walls" (破壁) is a metaphorical term in Chinese educational discourse, meaning to overcome barriers between formal requirements and students' genuine acceptance, making education more resonant and effective. which is also a key to ensuring national stability. Therefore, in accordance with the era requirements of the “seven focal points”[n1] in Xi Jinping’s cultural thought, and within the perspective of ideological and cultural dissemination, as we look back on the historical development of China’s educational digitalization, exploring the “constants” amid the “changes” in the forms of digital technology along the evolutionary path—which enlighten our understanding of the regularity of youth ideological and political education—and grasping the “new” amid the “constants” in students during the transformation and upgrading of educational digitalization—forming the dimensional orientation for the effective guidance of youth ideological and political education—become era-specific and practical propositions that we must continue to explore in step with the times on the new journey of changes in the world, the times, and history.

基于此，站在当下教育数字化转型升级之际的重要节点，也是青年思想政治教育研究的重要节点，面对由大数据、虚拟仿真、人工智能等构筑的当代教育新场景，我们从百年未有之大变局和中华民族伟大复兴战略全局的角度上看，由于“教育数字化是我国开辟教育发展新赛道和塑造教育发展新优势的重要突破口”，[1]所以“积极推动人工智能和教育深度融合，促进教育变革创新，充分发挥人工智能优势，加快发展伴随每个人一生的教育、平等面向每个人的教育、适合每个人的教育、更加开放灵活的教育”，[2]已是大势所趋。“当今世界，一场新的全方位综合国力竞争正在全球展开。能不能适应和引领互联网发展，成为决定大国兴衰的一个关键。”[3](P41)“要加强人工智能发展的潜在风险研判和防范，维护人民利益和国家安全，确保人工智能安全、可靠、可控”，[4]也是安邦之要。所以，按照习近平文化思想中“七个着力”的时代要求，在思想文化传播视域下对中国教育数字化发展的历史回望中，探究既往演进之路上数字技术形态的“变”中之“常”，对青年思想政治教育规律性认识的启迪之理；把握面对教育数字化转换升级之际学生的“常”中之“新”，形成青年思想政治教育有效性引领的向度之维，就成为在世界之变、时代之变、历史之变的新征程上，我们仍需与时俱进再探究的时代课题和现实命题。

I. The 30-Year Evolutionary Process of China’s Educational Digitalization from the Perspective of Ideological and Cultural Dissemination

一、思想文化传播视域下30年中国教育数字化演进历程

If we compress the 3.8-billion-year-long biological evolutionary history of Earth into 24 hours of a single day, then the more than 6-million-year-long evolutionary history of humanity is merely a fleeting second before midnight. From this perspective, the 30-year history of the rapid development of China’s educational digitalization, beginning with internet access, appears minuscule within the vast reference system of history, whether compared to the earth-shaking changes of the planet or the evolutionary process of humanity. Yet no one can deny that the changes brought by this new engine of digital technology to the ideological landscape and cultural forms of contemporary China, its reshaping of the entire contemporary education system from top-level concepts to systemic ecosystems, and its impact on the thinking boundaries and behavioral habits of every individual are unparalleled by any previous leap in the energy of living organisms themselves. Over these 30 years, China’s educational digitalization has advanced amid the rapid development of the internet. From the perspective of ideological and cultural dissemination alone, it has roughly undergone three continuously transforming and upgrading stages of evolutionary development:

倘若我们把地球上38亿年漫长的生物进化史浓缩为一天的24小时，那么人类600多万年绵延的生命演进史，就不过是午夜前短暂的一秒。若从这个角度看，30年以互联网接入为发端的中国教育数字化快速发展史，无论是与地球的沧海桑田之变还是与人类的进化历程相比，在浩瀚的历史参照系中显得微乎其微。但同样谁都无法否认，这一数字技术新引擎给当代中国思想风貌和文化形态带来的改变，对整个当代教育从顶层理念到系统生态的重塑，对每个人思维疆域与行为习惯的影响，是以往任何一次生命体自身能量的跃迁所无法比拟的。30年中国教育数字化在互联网的迅猛发展中一路走来，仅就思想文化传播视域而论，大致历经了三个不断转换升级的演进发展阶段：

First, the text-based 1.0 era of the initial period around the year 2000. Following China’s full functional access to the international internet in April 1994, information superhighways in China, including the China Education and Research Network, were successively constructed and put into operation. Internet connectivity not only laid the foundation for the development of digital technology but also brought about historic changes in the ways people once primarily read about China and viewed the world through print media and television. In this initial period of educational digitalization, in terms of the form of ideological and cultural dissemination, it was characterized by personal desktop computers as information terminals, with the supply features of speed, universality, diversity, and richness in content dissemination, and presented through university BBS forums, various websites, and personal “blogs.” It not only made the flow and sharing of various information resources convenient and rapid, timely meeting the strong demands of young university students at this stage for political participation awareness, systems of discourse expression, and autonomy in appeals, thereby initiating a new communication ecology where students expressed their thoughts through “posting,” but also spurred the creation of promotional portal websites by universities and various teaching auxiliary software aimed at the informatization of educational resources, such as the promotion and application of teaching courseware, to guide and construct this new ecology.

一是2000年前后初创期的文本化1.0时代。随着1994年4月中国正式全功能接入国际互联网，包括中国教育和科研计算机网在内的中国信息高速公路相继开工建设。网络互联不但为数字技术奠定了发展基础，也使得人们曾经主要从纸媒中和电视上读中国与看世界的方式，发生了历史性巨变。这一初创期的教育数字化，在思想文化传播形态上，是以个人桌面电脑为信息端，以内容传播的迅捷性、普适性、多样性、丰富性为供给特征，以高校BBS论坛、各类网站、个人“博客”为呈现方式。它不仅使各种信息资源的流动性分享便捷快速，及时契合了这个时期的青年大学生政治参与意识、话语表达体系、诉求的自主性上的强烈需求，开启了学生个体以“发帖”表达思想的传播新生态，也催生了为引领和建构这种新生态，各高校着手创设的宣传门户网站和以教育资源信息化为主旨的各种教学辅助软件，如教学课件的推广应用。

Second, the image-based 2.0 era of the acceleration period after 2010. Driven by a series of planning documents such as the *Ten-Year Development Plan for Educational Informatization (2011–2020)* and the *Educational Informatization 2.0 Action Plan*, the pace of transformation from the informatization of university educational resources to the digitalization of educational processes continuously accelerated. In this acceleration period of educational digitalization, in terms of the form of ideological and cultural dissemination, it was characterized by mobile phones used by teachers and students as information terminals, with the supply features of targeting, precision, relevance, and interactivity in content dissemination, and presented through segmented formats such as university MOOCs, Weibo, WeChat, and short videos. For example, university open video courses moved teaching classrooms from fixed to mobile, enabling a rich expansion of educational subjects; they diversified teaching content, creating a multi-dimensional reference from single to multiple dimensions; they fragmented teaching time and space from wholes into pieces, transforming educational demands from heteronomy to self-discipline.[5]5 “Forum moderators” (斑竹, bānzhú) is a Chinese internet slang term, a homophone for “版主” (bǎnzhǔ, board moderator), referring to administrators of online forums or bulletin board systems. This effectively met the behavioral choice needs of young university students eager to independently explore new knowledge and pursue a high-quality sense of learning achievement, preliminarily constructing a new prototype of ubiquitous education, lifelong education, and open education. It evolved from a teaching fashion originating abroad into a localized presentation of a batch of high-quality online teaching resources, represented later by Chinese university MOOCs and the National Smart Education Public Service Platform.

二是2010年之后提速期的图像化2.0时代。在《教育信息化十年发展规划（2011—2020年）》《教育信息化2.0行动计划》等系列规划文件推动下，高校教育资源信息化向教育流程数字化转换的步伐不断加快。这一提速期的教育数字化，在思想文化传播形态上，是以师生移动手机为信息端，以内容传播的针对性、精准性、关联性、互动性为供给特征，以大学“慕课”、微博、微信、短视频为分众呈现方式。如大学视频公开课，它使教学课堂从固化走向移动，形成了教育对象的丰富扩展；它把教学内容变得多样，形成了从单维到多维的立体参照；它将教学时空从整体切成碎片，形成了教育诉求从他律到自律的需求转换。[5]进而有效契合了青年大学生渴望自主探究新知、追求高质量学习获得感的行为选择需求，初步构筑起泛在教育、终身教育、开放教育的崭新雏形，使得它从当年发端于国外的授课时尚，演进并本土化为后续以中国大学慕课、国家智慧教育公共服务平台等为表征的一批网上优质教学资源的呈现。

Third, the intelligent 3.0 era of the upgrading period since 2013. With the onset of 2013 as the first year of big data, the integration of humans, machines, and things driven by broadband mobile ubiquitous internet, along with the large-scale aggregation of data constituted by large models, has not only changed what people do but also the methods by which they do things. In this upgrading period of educational digitalization, in terms of the form of ideological and cultural dissemination, it is characterized by various smart devices as information terminals, with the supply features of anthropomorphism, experientiality, empathy, and refinement in content dissemination, and presented through aggregated formats such as the construction of virtual simulation scenarios and the application of generative artificial intelligence. As the 3.0 era, where the digitalization of educational processes gradually transforms and upgrades to the digitalization of the educational ecosystem, it is not merely an iteration of the 2.0 era—using information technology tools to upgrade traditional teaching processes, educational spaces, and educational boundaries, empowering education through process-driven approaches; more importantly, it seeks to gradually form a talent development concept conducive to the subjective development of those being educated, a service concept focused on the interactive growth of students, a data concept adept at precise connectivity in governance, and a value concept skilled in guiding ideological alignment—through the reconstruction of digital learning models, the reengineering of digital teaching processes, and the optimization of digital management evaluations—thereby reshaping education through data-driven approaches. In short, it aims to construct a new educational ecosystem for student growth, characterized by more personalized and precise education models, more flexible and shared interactive learning methods, and more efficient and reliable management support mechanisms, through top-level planning, systematic coordination, multi-dimensional connection, resource integration, and shared integration.

三是2013年以来升级期的智能化3.0时代。随着2013年作为大数据元年的开启，宽带移动泛在互联驱动的人机物一体化、大模型构成的数据大规模汇聚，不仅在改变人们所做的事情，也在改变人们如何去做事情的方法。这一升级期的教育数字化，在思想文化传播形态上，是以各种智能设备为信息端，以内容传播的拟人性、体验性、共情性、精细性为供给特征，以虚拟仿真场景构筑、生成式人工智能应用等为合众呈现方式。作为教育流程数字化逐渐向教育生态数字化转换升级的3.0时代，它不仅仅是对2.0时代，利用信息技术工具对传统教学过程、教育空间、教育疆域的迭代，用流程驱动来赋能教育；更要通过数字化学习的模式重构、数字化教学的流程再造、数字化管理的评价优化，逐步形成益于育人主体性发展的成才观、专于学生成长性互动的服务观、长于治理精准性联通的数据观和善于思想契合性引领的价值观，用数据驱动来重塑教育。简言之，它要以顶层谋划、系统协同、多维连接、资源整合、融合共享，为学生成长构筑起以更加契合个性的精准育人模式、更加灵动共享的互动学习方式、更加高效可靠的管理保障机制等为特征的教育新生态。

Facing the intelligent 3.0 era, from the perspective of ideological and cultural dissemination, whether it is the virtual simulation teaching scenes for ideological and political theory courses already in use in many universities, which transform textbook text into experiential scene scripts for students, condensing the real-world journey through mountains and rivers into a "thousand mountains and rivers" within the classroom, thereby forming a positive response to students' experience of the course content; or the comprehensive information management and service big data platforms being built by many universities, which construct fitting relationships based on demand orientation and achieve satisfaction relationships aligned with individual preferences, thereby forming an immediate response to the timeliness of student feedback—what can be seen is that youth ideological and political education is also closely following the profound changes of the New Era, striving to turn the "seeing" of textual semantics into the "enjoying" that students can feel.

面对智能化3.0时代，就思想文化传播视域来讲，无论是已在不少高校投入应用的思想政治理论课虚拟仿真教学场景，通过将教材上的文字转换成学生可体验的场景脚本，把现实中的跋山涉水浓缩为教室中的“千山万水”，形成对学生授课内容体验的积极回应；还是许多高校正在建设的综合性信息管理服务大数据平台，以需求导向建构契合关系，与个性取向达成满足关系，形成对学生诉求反馈及时性的即时响应，可以看到的是，青年思想政治教育也同样在紧跟新时代的深刻变革，努力让文本语义的“看见”变成学生可以感受的“乐见”。

But at the same time, it must be pointed out that, consistent with the views Marx and Engels derived from their historical investigation of capitalist machine-based mass production, science and technology, as an important driving force for social development, play a crucial role in promoting the progress of all human civilization and the transformation of the era's structure. However, the evolution of science and technology may also give rise to problems of alienation; the research, development, and application of any modern digital technology can be a "double-edged sword." Looking back at the journey of digital information technology, it is not difficult to find that, in terms of the transmission of ideological and cultural content alone, the strong impact of the diversity of PC-end information content on students' thinking has not yet dissipated, while the variability of mobile-end information content has also surged with widespread influence on the dissemination of various social events. "A single image or a short video, spread through all-media channels, can explode in just a few hours, greatly impacting the public opinion arena. This influence, if used well, benefits the country and the people; if used poorly, it may bring unforeseen harm." [6]6 Xi Jinping, *Xi Jinping: The Governance of China*, Vol. 3, Beijing: Foreign Languages Press, 2020, p. 317.(P319) The various short videos that young students find enjoyable are also subtly influencing the way they think about problems. Currently, many media platforms use algorithmic recommendations to construct people's "information cocoons." The emerging intelligent era, such as the application of generative artificial intelligence technologies like ChatGPT, not only signifies the generation of flexible and diverse learning models for young students and the expansion of convenient and experiential modes of interaction, but also contains potential risks such as the substitution of genuine interpersonal interaction by anthropomorphic empathy, the impact of generative expansiveness on the authenticity of information, the suppression of individuals' real world by virtualized interactivity, and the obscuring of people's real thinking by scenario-based experiences. The concern that digital intelligence created by humans may backfire and affect human intelligence is not an unfounded worry.

但同时需要指出的是，与马克思、恩格斯当年对资本主义机器大生产进行历史考察得出的观点无异，科学技术作为社会发展的重要推动力量，对整个人类文明进步和时代结构变革起着至关重要的促进作用，但科学技术演进中也可能出现异化问题，任何现代数字技术的研发应用都可能是一把“双刃剑”。环顾数字信息技术一路走来，不难发现，仅在思想文化内容的传导上，PC端信息内容的多样性对学生思考形成的强烈冲击波澜未散，移动端信息内容的多变性对各种社会事件传播的广泛影响亦风起云涌，“一张图、一段视频经由全媒体几个小时就能形成爆发式传播，对舆论场造成很大影响。这种影响力，用好了造福国家和人民，用不好就可能带来难以预见的危害”。[6](P319)为青年学生所喜闻乐见的各类短视频，也在潜移默化地影响着青年学生思考问题的方式。当下不少媒介平台，用算法推介构筑人们的“信息茧房”。而初现端倪的智能化时代，如ChatGPT等生成式人工智能技术的应用不仅意味着青年学生弹性化、多样化学习模式的生成，便捷性、体验性交往方式的扩展，同样也蕴含着拟人化的共情性对学生真实交往的替代、生成化的扩展性对信息真实性的影响、虚拟化的互动性对个体真实世界的阻抑、场景化的体验性对人们真实思维的遮蔽等潜在风险。警惕由人创制的数字智能反噬和影响人的智能，也并非杞人忧天。

II. Regularity Insights from the Evolutionary Path of Educational Digitalization for Youth Ideological and Political Education

二、教育数字化演进之路对青年思想政治教育的规律性启迪

From the aforementioned review of the evolution of educational digitalization from the perspective of ideological and cultural dissemination, it is not difficult to find that, although in the rapid development advancing with great momentum, the presentation forms and application scenarios of digital information technology are variables constantly iterated by innovation through the process of survival of the fittest, for youth ideological and political education, the inherent characteristics and core concepts embedded within remain constants continuously verified by the surging times. It is precisely this "constancy" amid "change" that provides three regularity insights worthy of deep consideration as we face the new scenarios arising from the transformation and upgrading of educational digitalization.

从前述我们对思想文化传播视域下教育数字化演进的历程回顾不难发现：尽管在一路高歌的飞速发展中，数字信息技术的呈现形态和应用场景，是个被大浪淘沙的创新不断迭代的变量，但对青年思想政治教育而言，蕴含其中的内在特质与核心理念，却依然是个被奔腾不息的时代持续证实的常量。恰是这一“变”中之“常”，为我们面向教育数字化转换升级之际的新场景，提供了值得深入思考的三个规律性启迪。

First, upholding content as king is the core. Whether it was the rich content supply of massive movie and TV series downloads provided by various websites in the past, the associative content supply currently created by platforms for specific content liked by specific users, or the immersive content supply created by intelligent scenarios in human-computer interaction at present, it can be said that upholding content as king is not only the core thinking running through the entire development of the internet but also the key code for digital information supply to continuously enhance "user stickiness." Needless to say, one of the most notable features of Chinese social life over more than 40 years of reform and opening up is that, due to the richness of social consciousness, social roles, and social development, people's spiritual world has been continuously reconstructed, and their choices of information orientation have significantly shifted. Especially for current young students, they not only pursue the breadth and openness of content browsing but also prefer the relevance and practicality of content selection. The human-computer interaction model represented by the generative AI technology ChatGPT, compared to previous chat software, has the prominent advantage of the uniqueness and anthropomorphism of its content supply. It does not merely mechanically preset answers or search results, but rather, through prior repeated training on big data, it learns human thinking logic and vast existing knowledge, achieving a high degree of simulation of individual cognitive preferences, emotional orientations, and behavioral habits, outputting information and conducting dialogue in a manner close to the individual. This algorithmically constructed human-computer interaction model, because it possesses both relatively precise and logically rigorous optimization characteristics in content supply and constructs a virtual interaction scene that is free, casual, and empathetically relaxed, can continuously increase people's affinity, trust, and dependence on its content.

第一，秉持内容为王是核心。无论是当年各网站提供海量影视剧下载的丰富性内容供给，目前各平台为特定用户所喜欢的特定内容创设的关联性内容供给，还是当下智能场景在人机互动中营造的沉浸性内容供给，可以说秉持内容为王，不仅是互联网发展贯穿始终的核心思维，也是数字信息供给不断增强“用户黏性”的关键密码。毋庸赘言，改革开放40多年来中国社会生活最显著的特征之一，就是由于社会意识、社会角色和社会发展的丰富性，导致了人们精神世界的不断重构和信息选择取向的显著偏移。尤其对当下青年学生而言，他们不但追求内容浏览的广博性和开放性，也偏好内容选择的关联性和实用性。而以生成式人工智能技术ChatGPT为代表的人—机交流模式，相较于以往聊天软件的突出优势就是其内容供给的独特性和拟人化。它不是仅仅机械地预设答案或搜索结果，而是通过前期在大数据反复训练中习得人的思维逻辑与海量的既有知识，最大程度上实现对个体认知偏好、情感取向、行为习惯的高度模拟，用贴近个体的方式进行信息输出和对话交流。这种以算法建构的人—机交流模式，由于其在内容供给上既具有相对精准、逻辑严密的最优化选择特性，又构筑了自由随意、如影随形、宽松共情的虚拟交往场景，能够使人们对其内容的亲和性、可信性、依赖性持续增加。

This core concept enlightens us: if high quality is the lifeblood of all product supply, then good content is the key to all educational supply. The effectiveness of content supply depends not only on the relevance of the content produced by the supply side but also on the richness of the experience felt by the receiving end. Precise content supply, composed of careful content design, wonderful content combination, and meticulous content delivery, is the "education accompanying a person throughout life" and is also the support point for strengthening the foundation of youth ideological and political education. Only by always paying attention to and staying close to students' ideological blind spots and points of confusion, and then optimizing the transmission, can we extend the depth of students' understanding with the precision of our alignment, achieve the "precision" of education, and enable mainstream social trends to be truly accepted by students.

这一核心理念启迪我们：如果说高质量是所有产品供给的生命，那么好内容则是整个教育供给的关键。内容供给的有效性，既取决于供给端产生内容的针对性，也依赖于接收端感受体验的丰富性。由精心的内容设计、精彩的内容组合、精细的内容推送共同构成的精准内容供给，是“伴随人一生的教育”，也同样是青年思想政治教育强基固本的支撑点。只有始终关注和贴近学生的思想盲点与困惑焦点而优化后的传导，才能以我们对接的精度延伸学生领悟的深度，实现教育的“精准化”，让主流的社会风尚，能被学生真正接受。

Second, meeting individual needs is fundamental. As is well known, Marx pointed out that the essence of humanity is the sum of all social relations. Human needs are both the direct driving force for people's behavior and the basic premise for forming social relations. "The satisfaction of the first need, the activity of satisfying it, and the instrument already acquired for satisfying it lead to new needs; and this production of new needs is the first historical act." [7](P159) This indicates that human needs—whether in primitive societies where people continuously raised the level of satisfaction of their own survival needs through labor, or in the information society where people increasingly perfect the degree of satisfaction of their respective spiritual needs through mutual interaction—the ebb and flow between needs and their satisfaction, and the mutual movement between change and the adaptation to change, drive social material production and people's spiritual life, completing successive self-transformations and upgrades that renew themselves daily.

第二，契合个性需求是根本。众所周知，马克思指出，人的本质是一切社会关系的总和。而人的需要，既是驱动人们行为的直接动因，也是构成社会关系的基本前提。“已经得到满足的第一个需要本身、满足需要的活动和已经获得的为满足需要而用的工具又引起新的需要，而这种新的需要的产生是第一个历史活动。”[7](P159)这表明，人的需求，不管是原始社会人们通过劳动，对自身生存需求满足水平的不断提升；还是信息社会通过彼此交往，对各自精神需求满足程度的日益完善，需求与满足需求的此消彼长，变化与契合变化的相互运动，推动着社会物质生产和人们精神生活，完成着一次次自我蜕变、日新为道的升级跃迁。

The journey of educational digitalization has been the same. From the PC end's satisfaction of individual freedom of expression in the past, to the mobile end's satisfaction of group autonomy in choice, to the current intelligent end's satisfaction of human-computer autonomous experience, any form of digital information technology that has managed to become a wave rather than just a ripple in the surging river has done so by maintaining a strong "user mindset," constantly paying attention to and following up on the changing needs and upgraded aspirations of audiences in different periods, continuously adapting to them and providing timely satisfaction.

教育数字化一路走来同样如此。从当年PC端对个体自由表达性的满足、移动端对群体自主选择性的满足，到当下智能端对人机自主体验性的满足，但凡能在大江奔涌中成为浪潮而不仅仅是浪花的数字信息技术形态，无一不是以强烈的“用户思维”，对不同时期受众需求的不断变化与愿景升级，始终保持着关注与跟进，并持续与之契合、及时给予满足的结果。

This core concept enlightens us: the needs of young students continuously develop and change along with the ongoing progress of society and the constant elevation of civilization. Here, there is both the constant of the group's youthfulness and the increment of the intergenerational change in roles. Discovering and analyzing individuality, adapting to and leading needs, has always been the unchanging starting point of "education suitable for everyone, more open and flexible education," especially for youth ideological and political education, which remains true to its original aspiration. Only by always watching over and centering on students' comprehensive development and growth needs, and strengthening education that keeps pace with the times, can we, with our keen vision, stir the students' eager hearts, achieve the "breaking of walls" in education, and truly transform the external requirements of guidance into the internal needs of students.

这一核心理念启迪我们：青年学生的需求是伴随社会的不断进步和文明的不断提升而持续发展变化的。这里既有群体青年化的常量，也有角色代际化的增量。而发现与辨析个性，契合与引领需求，始终是“适合每个人的教育、更加开放灵活的教育”，特别是青年思想政治教育初心不变的出发点。只有始终守望和围绕学生的全面发展与成长需求而强化与时俱进的教育，才能以我们敏锐的眼力拨动学生渴求的心力，实现教育的“破壁”，使引领的外在要求，真正变为学生的内在需求。

Third, forming connectivity and resonance is the essential point. To date, no technology has been able to achieve full coverage of existing physical space like digital information technology, and no medium has been able to achieve full penetration of people’s spiritual space like digital information media. From the assembled “forum moderators” [5]5 “Forum moderators” (斑竹, bānzhú) is a Chinese internet slang term, a homophone for “版主” (bǎnzhǔ, board moderator), referring to administrators of online forums or bulletin board systems. connected via PCs, to the segmented communities formed by mobile terminals, and then to the aggregated scenes enacted by intelligent terminals, the evolution of digital information technology has not only “brought about all-process media, all-holographic media, all-staff media, and all-effect media, where information is everywhere, reaches everywhere, and is used by everyone, leading to profound changes in the public opinion ecosystem, the media landscape, and the mode of communication,” [6]6 Xi Jinping, *Xi Jinping: The Governance of China*, Vol. 3, Beijing: Foreign Languages Press, 2020, p. 317. (p. 317) but has also, through this interconnection of the virtual world, promoted empathy and resonance in people’s spiritual world. From the global coverage of the internet in the past to the comprehensive integration of artificial intelligence today, systemic connectivity gives rise to shared agency among subjects, and an ecological atmosphere creates a “butterfly effect.” The essential point of connectivity and resonance in digital information technology has made its superimposed functions and spillover effects across various fields evident. The reason lies not only in its focus on the “connection” of coverage but also on the aforementioned “penetration” of relevance between meeting needs and content supply; it not only strives for the “sharing” of convenience in resource acquisition but also highlights the “resonance” of shared experience under emotional engagement.

第三，形成联通共振是要义。迄今为止，没有哪一种技术能够像数字信息技术这样实现对既有物理空间的全覆盖，也没有哪一类介质能够像数字信息介质这样形成对人们精神空间的全渗入。从用PC端连接的一个个聚众的“斑竹”，到由移动端结成的一圈圈分众的社群，再到以智能端演绎的一处处合众的场景，数字信息技术的演进不但“出现了全程媒体、全息媒体、全员媒体、全效媒体，信息无处不在、无所不及、无人不用，导致舆论生态、媒体格局、传播方式发生深刻变化”，[6](P317)更通过这种虚拟世界的互联互通，助推着人们精神世界的共情共振。从曾经互联网络的全球化覆盖，到如今人工智能的全方位融入，以体系化联通催生主体共享，用生态化氛围形成“蝴蝶效应”，数字信息技术联通共振的要义，已使其为各个领域带来的叠加功能和溢出效应显而易见。究其原因，它不仅着眼于覆盖面的“联”，更注重前述在满足需求和内容供给上关联度的“通”；不但着力于资源获取上便捷性的“共”，更凸显情感体验下共享度的“振”。

This core concept enlightens us: the open and collaborative pattern formed by multi-dimensional integration, multi-platform linkage, multi-mode resonance, and multi-directional sharing is not only the consistent trend of digital technology since the advent of the internet, becoming the contemporary trend of social economic development and the progress of human civilization, but also the basic paradigm of “education equally oriented to everyone,” and moreover, the foothold for the synchronized resonance of youth ideological and political education. The successful practices of “communities” and “integrations” built on a “platform thinking” foundation provide a worthy model for the co-construction and sharing of various fields in youth ideological and political education. For what is embedded here is no longer merely a technology or product, but a mechanism and situation driven by concepts. Only by constantly enriching and expanding students’ environmental space and spiritual space to deepen comprehensive integration can we, with our all-round perspective, enrich students’ life-cycle perspective, achieve the “deep cultivation” of education, and truly transform the overall state of educating people into a shared ecology for students.

这一核心理念启迪我们：多维度融合、多平台联动、多模式共振、多方位共享形成的开放协同格局，不仅是数字技术自互联网发端以来的一贯走势，成为当今社会经济发展与人类文明进步的时代趋势，而且也是“平等面向每个人的教育”的基本范式，更是青年思想政治教育同频共振的立足点。以“平台思维”构筑支点形成的一个个“共同体”“一体化”的成功实践，为青年思想政治教育各个场域的共建共享，提供了值得借鉴的示范。因为这里蕴含的已不是一种技术和产品，而是由观念推动的一种机制和局面。只有始终充盈和扩展学生的环境空间与心灵空间而深化全面融通的工作，才能以我们全方位的视野丰厚学生全周期的视野，实现教育的“深耕”，把育人的全局状态，真正化为学生的共享生态。

III. Effective Guidance of Youth Ideological and Political Education in the Upgrade of Educational Digitalization

三、青年思想政治教育对教育数字化升级的有效引领

The current accelerated transformation and upgrade of educational digitalization from the 2.0 to the 3.0 era is changing rapidly and surging with new trends. In the 2024 Government Work Report of the National People’s Congress and the Chinese People’s Political Consultative Conference, “artificial intelligence +” has been prominently listed as an element of new quality productive forces. Although the future level of development of digital technology forms remains uncertain and expectant, regarding the application of digital technology forms, adhering to the principles of taking guidance as the soul and planning according to circumstances, taking content as king and acting in response to trends, and taking connectivity as the key and following the momentum, has a certainty that can be followed. Therefore, based on the regular insights brought by the three core concepts of digital technology forms on the evolutionary path mentioned above for youth ideological and political education, we should actively and proactively grasp three basic dimensions in effectively guiding the “new” within the “constant” of young students’ thoughts and behaviors.

当下教育数字化从2.0向3.0时代的加速转换升级日新月异、新潮迭起，2024年全国两会的政府工作报告中，“人工智能+”作为新质生产力的要素已赫然在目。虽然未来数字技术形态发展到何种水平依然具有可期待的不确定性，但就数字技术形态的应用而言，坚持导向为魂因势而谋，内容为王应势而动，贯通为要顺势而为，却具有可遵循的确定性。因此，依据前述演进之路上数字技术形态的三个核心理念对青年思想政治教育带来的规律性启迪，我们应积极主动、与时俱进地在对青年学生思想与行为“常”中之“新”的有效引领上，牢牢把握三个基本向度。

First, grasp the “constant” of taking guidance as the soul, guide the “new” of changing needs, and strengthen the sensitivity and fit of education. It should be said that whether it is the “post-00s” or the “post-95s,” the growth environment of internet netizens and the historical evolution of the Chinese nation’s rise to strength have endowed them with patriotic feelings and confident bearing, upholding the “constant” of the overall excellent qualities of successive generations of young students, such as being upward and good, daring to act, etc., while also distinctly possessing their own specific “new” needs arising from generational alternation.

第一，把握导向为魂之“常”，引领需求变化之“新”，强化教育的敏感度和契合度。应当说，无论是“00后”，还是“95后”，互联网网民的成长环境与中华民族强起来的历史演进，让他们在拥有爱国情怀与自信襟怀、秉持向上向善和敢作敢为等历代青年学生整体性优良品质之“常”的同时，也鲜明地具有代际交替下自身特有的需求之“新”。

In the field of cognitive exploration, their exploration of the unknown may far exceed our expectations, and they will more adeptly use various digital information technologies to obtain novel information that interests them. However, due to the more fragmented nature of this information, its stronger irrationality, and the students’ own weaker discernment, some students inevitably suffer the influence and impact of erroneous trends of thought. Once prejudices that have lain dormant become entrenched, they easily form ideological barriers.

在认知探究领域，他们对未知的探索或许远超过我们预期，并且会更加自如地运用各种数字信息技术去获取他们感兴趣的新奇信息。但由于这些信息更多的碎片化、更强的非理性和学生自身较弱的辨别力，一些学生难免受错误思潮的影响和冲击。蛰伏之后的偏见一旦固着，便容易形成思想壁垒。

In the field of their own emotions, they hold a high threshold of expectation for fairness, justice, and social rules, and will more forthrightly express their opinions or vent their emotions through various digital information platforms, leading to the emergence of situations like “having a demand, first go online”; some hold a generally accepting attitude towards “shallow socializing” that is lighter than friends, heavier than companions, where each takes what they need, uses each other, and comes and goes freely, and will more conveniently use precise digital information searches to find “interest affinities” that match their own, accompanied by an increase in the risk of instability and insecurity.

在自身情感领域，他们对公平正义和社会规则抱有强烈的期待阈值，会更加率性地借助各类数字信息平台表达自己的主张或宣泄自己的情绪，致使“有诉求，先上网”情形的出现；某些人对轻于朋友、重于同伴、各取所需、互为所用、来去自由的“浅社交”持有普遍的认同态度，会更加便捷地通过精准的数字信息搜索寻找与自身匹配的“趣缘”，与之相伴随的是不稳定与不安全性风险的增加。

In the field of external behavior, they have a strong tendency to conceal their real ideological changes and psychological trends, and will more vividly use specific digital information language symbols to form intra-circle state communication, making external adjustment difficult to clearly perceive due to the closure of this context… All these “new” within the “constant” changes in needs show that contemporary young students, living in the digital information age, “facing the real influence of various social trends of thought, will inevitably encounter ideological confusion in aspects such as ideal and reality, doctrine and problem, self-interest and altruism, the small self and the greater self, the nation and the world, and thus require more in-depth and meticulous education and guidance.” [8]8 Xi Jinping, “Speech at the Celebration of the 100th Anniversary of the Founding of the Communist Youth League of China,” *People’s Daily*, May 11, 2022, p. 7. (p. 7)

在外在行为领域，他们对自己真实的思想变化与心态走向具有较强的掩饰倾向，会更加鲜活地使用特定的数字信息语言符号形成圈层内部的状态交流，致使外部调校因这一语境的封闭性变得难以清晰洞察……凡此种种需求变化的“常”中之“新”都显示：当代青年学生身处数字信息时代，“面临各种社会思潮的现实影响，不可避免地会在理想和现实、主义和问题、利己和利他、小我和大我、民族和世界等方面遇到思想困惑，更加需要深入细致的教育和引导”。[8](P7)

But what deserves our vigilance is: because the fine tradition of in-depth and meticulous ideological and political education still needs to be strengthened at the grassroots level, the instability caused by the overly rapid turnover of frontline personnel in university ideological and political work leads to vacancies, and there may be a certain degree of mismatch in sensitivity and fit between educational requirements and current student needs. There still exist some gaps and estrangements between ideological and political education and young students, where the space is close but the heart is far. The insufficient effective response to students’ reasonable needs and the inadequate genuine attention to their potential needs, which may occasionally trigger emergencies and public opinion, have also become a real risk that universities cannot afford to underestimate. “Political acumen is a comprehensive manifestation of political stance and political insight, and an important prerequisite for improving leading cadres’ political judgment, political understanding, and political execution.” [9]9 Xi Jinping, “Speech at the Seminar for Leading Cadres at the Provincial and Ministerial Level on Studying and Implementing the Spirit of the 20th National Congress of the CPC,” *People’s Daily*, January 1, 2023. Therefore, we must by no means engage in superficial work or formalism; we must integrate with reality to make youth ideological and political education work deeper and more solid.

但值得我们警醒的是：由于既往思想政治教育深入细致的优良传统在基层一线的开展还有待加强，高校思想政治工作一线队伍因人员过快流动带来不稳定的缺位，教育要求与当下学生需求在敏感度与契合度上可能存在一定程度上不匹配，思想政治教育与青年学生之间还存在着空间虽近、心间尚远的某些隔膜和疏离。对学生合理需求有效回应不足、潜在需求真切关注不够而不时可能引发的突发事件和舆情，也已成为当下高校不容小觑的现实风险。“政治敏锐性是政治站位、政治洞察的综合表现，是提高领导干部政治判断力、政治领悟力、政治执行力的重要前提。”[9]因此我们绝不能作表面文章，或是搞形式主义，要结合实际，将青年思想政治教育工作做深、做实。

Therefore, in the process of shaping the upgrade of “education suitable for everyone, more open and flexible education” in the era of educational digitalization, the fundamental task of fostering virtue through education remains the “constant” of taking guidance as the soul. If the construction of smart education platforms and the operation of smart intelligent classrooms provide students with a physical space to meet their needs for independent choice and interactive experience, then what youth ideological and political education “can do” and “does well” from the perspective of ideological and cultural dissemination is to build a spiritual home for students that cultivates the perfection of personality and the richness of literacy, through sensitive grasp and effective fit of the various “new” changes in students’ needs within the “constant.”

因此，在教育数字化时代形塑“适合每个人的教育、更加开放灵活的教育”的升级过程中，立德树人的根本任务依然是导向为魂之“常”。如果说智慧教育平台的建构、智慧智能教室的运行，为学生提供了满足自主选择性和交互体验性需求的物理空间，那么思想文化传播视域下青年思想政治教育“可为”且“善做”的，就是要以对学生“常”中之“新”各种变化需求的敏感把握和有效契合，为学生构筑起涵养人格完善性和素养丰富性的精神家园。

Therefore, in guiding students’ cognitive domain, we should use a keen insight into the “times” to identify common points of ideological understanding and seek the “greatest common divisor.” This enables students to perceive that youth development and national development share weal and woe, and that personal growth is closely bound up with the great rejuvenation of the Chinese nation. In cultivating students’ emotional domain, we should seek resonance points for emotional exchange and expand the interactive “circle of friends.” In the parallel environment of virtual human-computer interaction and real interpersonal communication, let students experience the height of ideological and political education workers as life mentors and the warmth of them as bosom friends. We cannot replace heartfelt “face-to-face” communication with the “key-to-key” interaction of digital platforms, nor use big data’s “portrait technology” to form simplistic stereotypes of living beings. In shaping students’ behavioral domain, we should respond nimbly to “effectiveness,” base ourselves on the intersection of interests, and draw a concentric circle of win-win cooperation. Guided by the resonance between the overall interests of youth and their individual immediate interests, because “everything people strive for is related to their interests,”[10]10 Marx, Karl. “Proceedings of the Sixth Rhine Province Assembly. Debates on the Law on Thefts of Wood.” *Marx and Engels Collected Works*, Vol. 1. Beijing: People’s Publishing House, 1956, p. 82.(P82) only when leaders use heart and soul to link long-term interests with immediate interests, and let overall interests reflect individual interests, can students sincerely integrate the small self into the greater self, move from emotion to action, and turn external demands into internal needs.

故此，在引领学生的认知领域，我们应以对“时”的敏锐洞察，找准思想认识的共同点，求取“最大公约数”。让学生感悟青年发展与国家发展的安危与共，自身成才与民族复兴的休戚相关；在培育学生的情感领域，我们应寻求情感交流的共鸣点，扩充互动“朋友圈”。在虚拟人机交互与真实人际交往的并行环境导向中，让学生体察思想政治教育工作者作为人生导师的高度和知心朋友的温度。不能用数字平台的“键对键”替代倾心交流的“面对面”，以大数据的“画像技术”形成对鲜活生命的简单刻板；在塑造学生的行为领域，我们应以对“效”的敏捷回应，立足利益关系的交汇点，画出共赢同心圆。在青年整体利益与个体现实利益的同频共振导向中，由于“人们奋斗所争取的一切，都和他们的利益相关”。[10](P82)所以只有引领者用心用情地以长远利益联动现实利益，让整体利益映照个人利益，才能使学生真心真意地将小我融于大我，因心动产生行动，把外在的要求变为内在的需求。

Second, grasp the “constancy” of content as king, construct the “newness” of communication supply, and optimize the precision and vitality of transmission. Undoubtedly, the current digital information space, with its content supply flowing like a thousand rivers and its mixed quality of content meaning and value, is attempting to induce the thinking and character of individual students through everyday pathways, thereby gradually influencing the worldview and outlook on life of the entire group. This can have multiple impacts on the thoughts and behaviors of young students, who have a strong desire to receive information but weak ability to discern it. Given the complexity and volatility of the current political situation in countries around the world, poor information content supply may affect the values of young students as they grow.

第二，把握内容为王之“常”，构建传播供给之“新”，优化传导的精准度和鲜活度。毫无疑问，当下数字信息空间内容供给的千江并流、内容意义和价值的良莠不齐，正试图通过生活化途径诱导学生个体的思维品性，进而渐进式影响整个群体的世界观和人生观，会对具有强烈的信息接受欲望和薄弱的信息辨析能力的青年学生，产生思想与行为的多重影响。从当下世界各国政治局势的复杂多变看，不良的信息内容供给可能会给正在成长过程中的青年学生造成价值观影响。

Therefore, in the process of shaping “education accompanying everyone throughout life” in the era of educational digitalization, the principles that “we cannot lose direction to please the audience, lose truth to attract eyeballs, lose norms through excessive rendering, or lose decorum through deliberate pandering” remain the unchanging “constancy” of our content supply principles. If the integration of artificial intelligence technology into the classroom knowledge system and the enhancement of the existing literacy system by digital information education bring young students more possibilities for winning the future, then what youth ideological and political education “should do” and “must do” from the perspective of ideological and cultural dissemination is, while grasping the “constancy” of correct content meaning, to use the “newness” of constructing communication supply to steer this innovation and expansion in a scientific direction. Because any conscious behavior of a person is governed by their own worldview and methodology. If worldview and methodology deviate in direction and value, even the most innovative intelligent technology research, development, and application would be no different from “hackers.” Education is not an entertainment venue or a catwalk. The consistent adherence to the scientific, philosophical, logical, vivid, and contemporary nature of content supply is not only a unique attribute that distinguishes mainstream ideology from general information transmission but also the mission of propaganda, ideology, and cultural work. What must be particularly emphasized here is that in the new scenario where algorithmic recommendations are prevalent and circle cultures are widespread, the competition between youth ideological and political education and various undesirable ideological trends in terms of the supply of communication content to students is no longer mainly about transmission volume and coverage, but more about precision and vitality.

因此，在教育数字化时代形塑“伴随每个人一生的教育”的过程中，不能为取悦受众而失向，为吸引眼球而失真，为过度渲染而失范，为刻意迎合而失态，依然是我们不能动摇的内容供给原则之“常”。如果说人工智能技术对课堂知识体系的融入、数字信息教育对现有素养体系的增强，给青年学生带来更多赢得未来的可能性，那么在思想文化传播视域下的青年思想政治教育“应为”且“必做”的，就是在把握内容意蕴正确之“常”的同时，用构建传播供给之“新”，为这种创新性和扩展性把准科学的方向。因为人的任何意识行为，都是受自身世界观和方法论所支配。倘若世界观和方法论出现了方向性和价值性的偏差，再具创新性的智能技术研发应用，也不过与“黑客”无异。教育不是娱乐场和走秀台。内容供给科学性、哲理性、逻辑性、鲜活性、时代性的始终秉持，既是主流意识形态区别于一般信息传输的独到属性，也是宣传思想文化工作的使命所系。只是这里特别要强调的是，在当下算法推介大行其道和圈层文化广泛流行的新场景下，青年思想政治教育与形形色色的不良思潮对学生在传播内容供给上的较量，主要已不是传输量和覆盖面上的问题，更多是在精准度和鲜活度上的角逐。

Therefore, in the design of communication content, we should carefully and timely conduct in-depth sorting of students’ current ideological blind spots and focal points, striving for accurate grasp, and not using the thinking that created the problem to form the thinking that solves it. Fit without pandering: use red stories with historical thinking to deeply explain the principles of China, use scientific stories with systematic thinking to thoroughly explain the path of China, and use classic stories with “cross-boundary thinking” to vividly explain the theories of China. In the combination of communication content, we should brilliantly create narrative expression systems and scene experience contexts that are close to and resonate with students. Popular without vulgar: use the “neighbor effect” of “everyday language” to analyze everyday matters, use the “simplistic thinking” of “small entry points” to clarify big principles, and use the “precise diagnosis” of “acupoint-pressing techniques” to resolve real problems. In the push of communication content, we should meticulously plan and determine differentiated communication strategies for different digital media within the school, use “precise portraits” to lock in segmented audiences, use important nodes to guide public opinion hotspots, form leading topics, and make the admired trend become the fashion of youth.

故此，在传播的内容设计上，我们要精心地对学生当前的思想盲点与关注焦点与时俱进地进行深度梳理，力求准确把握，不能用产生问题的思路形成解决问题的思维。契合而不附和地用历史思维的红色故事讲深中国之理，用系统思维的科学故事讲透中国之道，用“跨界思维”的经典故事讲活中国之论；在传播的内容组合上，要精彩地创设贴近学生、感染学生的叙事表达体系、场景体验情境。通俗而非媚俗地以“邻家效应”的“家常话”辨析身边事，以“简约思维”的“小切口”阐明大道理，以“精准把脉”的“点穴术”化解真问题；在传播的内容推送上，要精细地谋划确定学校不同数字媒体差异化的传播策略，借“精准画像”锁定分众对象，借重要节点引导舆论热点，形成引领议题，让推崇的风尚成为青年的时尚。

Third, grasp the “constancy” of integration as key, create the “newness” of ecological atmosphere, and deepen the relevance and sharing of work. Compared with the comprehensive penetration and driving force of digital information technology, it should be said that although in recent years the “four beams and eight pillars” of “accelerating the construction of a university ideological and political work system with clear goals, complete content, sound standards, scientific operation, strong guarantees, and remarkable results” have been basically established, and work patterns such as the “ideological and political courses” and “curriculum-based ideological and political education” moving in the same direction, and the integrated and synchronized progression of ideological and political education in universities, middle schools, and primary schools have initially taken shape, there are still shortcomings in our work that urgently need improvement. Does the digital information platform we are painstakingly building truly connect with students’ concerns, or does it merely facilitate our data-based management? In terms of sharing, setting aside the virtual simulation technology used in ideological and political theory course teaching, which still faces many unresolved bottlenecks due to extremely high investment costs, long research and development cycles, rapid technological iteration, and difficulty in updating content, even just considering its limitations in coverage, how to truly transform it from a “likeable” typical model into a popularizable teaching paradigm is also worthy of our calm reflection and rigorous investigation.

第三，把握贯通为要之“常”，营造生态氛围之“新”，深化工作的关联度和共享度。与数字信息技术的全面渗透性和牵动力相比，应当说，尽管近年来“加快构建目标明确、内容完善、标准健全、运行科学、保障有力、成效显著的高校思想政治工作体系”的“四梁八柱”已经基本确立，“思政课程”与“课程思政”同向同行、大中小学思想政治教育一体化同频递进等工作格局业已初步形成，但我们工作中尚存亟待完善的短板。正在倾心打造的数字化信息平台是关联了学生的关注，还是说只是便捷了我们的数据化管理？在共享度上，暂且不论用于思想政治理论课课程教学的虚拟仿真技术，由于目前投入成本极高、研发周期较长、技术迭代很快、内容更新不易等，尚存诸多未突破的瓶颈，仅就其覆盖面的局限性而言，如何使它真正从可“点赞”的典型模式变为可普及的教学范式，同样值得我们冷静思考与严谨探究。

Therefore, in the upgrade process of shaping “education equally facing everyone” in the era of educational digitalization 3.0, in accordance with the spirit of the Central Committee of the Communist Party of China and the State Council’s “Opinions on Strengthening and Improving Ideological and Political Work in the New Era” and the implementation requirements of the Ministry of Education and seven other departments’ “Opinions on Accelerating the Construction of the University Ideological and Political Work System,” continuing to promote the systematic and coordinated integration of moral education and talent cultivation within the seven subsystems of universities—existing academic theoretical systems, disciplinary teaching systems, daily education systems, management service systems, safety and stability systems, team building systems, and evaluation and supervision systems—remains the “constancy” of our work that requires persistent effort. If the systematic presentation of knowledge graphs and the anthropomorphic development of artificial intelligence bring students more convenient and experiential gains in virtual environments, then what youth ideological and political education “should do” and “can do” from the perspective of ideological and cultural dissemination is to create a coherent campus ecology online and offline, inside and outside the school, so that youth can form more perceptible and memorable senses of belonging in their growth environment. Because although they may encounter new scenes of the digital virtual world everywhere, the new ecology of their university youth world cannot be relived.

因此，在教育数字化3.0时代形塑“平等面向每个人的教育”的升级过程中，按照中共中央、国务院《关于新时代加强和改进思想政治工作的意见》精神以及教育部等八部门《关于加快构建高校思想政治工作体系的意见》实施要求，在高校既有学术理论体系、学科教学体系、日常教育体系、管理服务体系、安全稳定体系、队伍建设体系、评估督导体系这七个子系统，加大对立德树人体系化协同贯通的持续推进，依然是我们要久久为功的工作之“常”。如果说知识图谱的体系化呈现、人工智能的拟人化发展，给学生增添了更多虚拟环境中便捷性、体验性的获得感，那么在思想文化传播视域下青年思想政治教育“当为”且“能做”的，就是要通过网上网下、校内校外等整体校园生态的贯通性营造，使青年形成更多成长环境中可感知、可追忆的归属感。因为数字虚拟世界的新场景或许他们随处可遇，但大学青春世界的新生态他们却无法重来。

Therefore, in deepening the relevance of work, we must both promote the full coverage of offline guidance for students in the “one-stop student community,” and actively expand the full interconnection of online service interfaces for students across all subsystems of the school. We should also keep pace with the times by developing new digital applications of artificial intelligence corpora in areas such as students’ career planning, mental health education, and academic development guidance, using new actions to keep up with the New Era. [11]11 “One-stop student community” (一站式学生社区) refers to an integrated campus service model that centralizes administrative, academic, and support functions for students in a single physical or digital space, often promoted in Chinese higher education to streamline services and enhance ideological guidance. In deepening the sharing of work, we must both understand and grasp students’ behavioral trajectories through the “precise profiling” of big data, and examine our own work performance by developing and constructing an objective, fair, and open student work performance evaluation and feedback information system. We should not only reflect more student co-construction in the future construction of virtual simulation teaching scenarios for “ideological and political courses,” but also, through new mechanisms and platforms such as regional university alliances, enable existing course scenarios to cover more universities, achieve greater sharing, and allow new technologies to serve the new normal. Thus, to cultivate new generations of the era capable of shouldering the mission of strengthening the country and the task of rejuvenation, we must create a comprehensive, three-dimensional, multi-dimensional, and thoroughly interconnected youth ideological and political education, serving Chinese-path modernization.

故此，在深化工作关联度上，我们既要推进线下引领学生在“一站式学生社区”的全覆盖，也要积极拓展线上服务学生的界面在学校各个子系统间全贯通，还应与时俱进地研发人工智能语料库在学生职业生涯规划、心理健康教育、学业发展辅导等领域的数字新应用，以新作为跟上新时代。在深化工作共享度上，我们既要通过大数据的“精准画像”了解掌握学生的行为轨迹，也要通过研发和构建客观、公正、开放的学生工作绩效评价反馈信息系统，审验我们自身的工作业绩；既要在未来“思政课”虚拟仿真教学的场景建设中更多体现学生的共建，也应当以区域高校联盟等新机制与新平台，使现有的课程场景覆盖更多的高校，实现更多的共享，使新技术服务新常态。从而为培养担当强国使命、复兴重任的时代新人，以营造全方位、立体化、多维度、大贯通的青年思想政治教育，服务于中国式现代化。

(Author’s brief biography: Feng Pei, former Party Secretary of Capital University of Economics and Business, Professor at the School of Marxism)

（作者简介：冯培，首都经济贸易大学原党委书记，马克思主义学院教授）

Online editor: Tongxin

网络编辑：同心