Empowerment and Reconstruction: Practical Dilemmas and Implementation Paths of Preschool Education Driven by Digital‑Intelligent Technologies

Huili Zheng

doi:10.47297/wspiedWSP2516-250013.20261008

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Empowerment and Reconstruction: Practical Dilemmas and Implementation Paths of Preschool Education Driven by Digital‑Intelligent Technologies

10卷第8期

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Empowerment and Reconstruction: Practical Dilemmas and Implementation Paths of Preschool Education Driven by Digital‑Intelligent Technologies
Empowerment and Reconstruction: Practical Dilemmas and Implementation Paths of Preschool Education Driven by Digital‑Intelligent Technologies
School of Educational Science,Huaiyin Normal University, Huai'an, Jiangsu, 223300, China
2026年10卷第8期页码：65-68
纸质出版：2026-08-30
DOI：10.47297/wspiedWSP2516-250013.20261008
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Huili Zheng. (2026). Empowerment and Reconstruction: Practical Dilemmas and Implementation Paths of Preschool Education Driven by Digital‑Intelligent Technologies. 国际教育与发展（英文版）, 10(8), 65-68.

Zheng Huili.Empowerment and Reconstruction: Practical Dilemmas and Implementation Paths of Preschool Education Driven by Digital‑Intelligent Technologies[J].Journal of International Education and Development,2026,10(08):65-68.
Huili Zheng. (2026). Empowerment and Reconstruction: Practical Dilemmas and Implementation Paths of Preschool Education Driven by Digital‑Intelligent Technologies. 国际教育与发展（英文版）, 10(8), 65-68. DOI： 10.47297/wspiedWSP2516-250013.20261008.

Zheng Huili.Empowerment and Reconstruction: Practical Dilemmas and Implementation Paths of Preschool Education Driven by Digital‑Intelligent Technologies[J].Journal of International Education and Development,2026,10(08):65-68. DOI： 10.47297/wspiedWSP2516-250013.20261008.

摘要

Abstract

Digital‑intelligent technologies bring transformative opportunities for the high‑quality development of preschool education. However

supporting systems in terms of institution

curriculum

resources

teachers and evaluation fail to keep pace with technological iteration

giving rise to multiple practical dilemmas in implementation. To advance preschool education empowered by digital‑intelligent technologies

the following paths should be adopted: strengthening policy guidance to establish and improve the regulatory framework for children's rights‑and‑interest protection in digital environments; reconstructing the curriculum system to foster young children's interdisciplinary knowledge integration and practical innovation capabilities; innovating resource‑sharing modes to build an open and cooperative digital resource platform for preschool education; reinforcing the teaching workforce to improve preschool educators' digital literacy and practical capabilities through training; optimizing the evaluation system and perfecting the data‑driven quality monitoring and assessment mechanism for preschool education.It can provide practical references for various regions to advance the construction of smart kindergartens and coordinate the digital reform of preschool education.

关键词

Keywords

references

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