CONSTRUCTING AN ETHICAL FRAMEWORK FOR THE DIGITAL TRANSFORMATION OF TEACHER EDUCATION IN CHINA

Abstract

The large-scale penetration of big data, artificial intelligence and related digital tools into the Chinese educational environment has exposed a number of ethical difficulties – leakage of personal information, algorithmic distortions, weakening of the professional subjectivity of the teacher, deepening the technological gap. The present study, based on a systematic review of the literature and analysis of practical situations, offers a holistic ethical framework based on the principles of human orientation, fairness, safety and reliability. It covers three areas in terms of content: ethics of data management, ethics of technology design and operation, and pedagogical ethics proper. The ways to implement the ethical framework for the digital transformation of teacher education in China consists of three coordinated areas – regulatory and legal support, teacher development programs, and public oversight institutions. By combining digital, technological and pedagogical ethical components, the digital transformation of teacher education in China forms a theoretical and practical regulatory framework that is in demand for the sustainable development of digital education in general.