DIGITAL TRANSFORMATION OF EDUCATION IN CHINA: IMPLICATIONS FOR INSTITUTIONAL ADMINISTRATION

Abstract

Digital transformation serves as China’s strategic pathway to modernize education, expand high quality resource access, strengthen governance and prepare learners for an intelligent society. Institutional transformation cannot be simplified to hardware procurement, record migration or superficial AI adoption. This paper defines digital transformation as coordinated changes across educational purpose, governance, organizational capability, pedagogy, services, data practices and institutional culture. Drawing upon Chinese policy documents and international scholarship concerning digital ecosystems, leadership, institutional readiness, professional competence, data governance, equity and ethical technology use, this study argues that infrastructure and platforms create opportunities, yet real educational value relies on consistent leadership, interoperable systems, administrator teacher capacity, trustworthy data, learner centered redesign and continuous evaluation. Key national policies including Education Informatization 2.0 Action Plan, National Education Digitalization Strategy, Smart Education of China platform, China Education Modernization 2035, and the 2024 2035 education power master plan provide top down guidance and public digital infrastructure. Institutions must translate national priorities into context adapted arrangements for schools, vocational colleges, universities and lifelong learning providers. This article proposes the DIGITAL Institutional Administration Framework with seven dimensions: Direction and public value; Integrated governance and architecture; Governance of data, platforms, and artificial intelligence; Investment in people and professional capability; Transformation of learning and services; Assurance of equity, quality, security, and resilience; Learning through evidence and iterative improvement. Technology is framed as an institutional enabler rather than an end. For sustainable digital transformation, administrators should align national strategies with local educational needs, balance standardization and professional judgment, and assess outcomes by learning quality, inclusion, trust, efficiency and organizational adaptability.