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Article (journal) accessible via
URN: urn:nbn:de:0111-pedocs-299276
DOI: 10.25656/01:29927; 10.17899/on_ed.2021.12.6
URN: urn:nbn:de:0111-pedocs-299276
DOI: 10.25656/01:29927; 10.17899/on_ed.2021.12.6
| Title |
How the 'taming' of private education in China is impacting AI |
|---|---|
| Author |
Knox, Jeremy  |
| Source | on education. Journal for research and debate 4 (2021) 12, 11 S.  |
| Document | full text (268 KB) |
| License of the document |
|
| Keywords (German) | Künstliche Intelligenz; Politik; Privates Bildungswesen; China |
| sub-discipline | Intercultural and International Comparative Educational Research Media Education |
| Document type | Article (journal) |
| ISSN | 2571-7855; 25717855 |
| Language | English |
| Year of creation | 2021 |
| review status | Publishing House Lectorship |
| Abstract (English): | Following the theme of this issue of On Education, this paper suggests that one of the most significant and recent examples of ‘taming’ educational technologies occurred in China this year, involving national policy directives aimed at regulating both technology companies and the private education sector. This 'taming', it will be argued below, has particular and significant implications for the development of artificial intelligence (AI) for education in China, principally due to the way in which this burgeoning field has developed in relation to private educational provision. The following sections will outline key government policies, and assess the extent to which state regulation is impacting the ways such technologies are designed and deployed in the Chinese education system. (DIPF/Orig.) |
| other articles of this journal | on education. Journal for research and debate Jahr: 2021 |
| Statistics |  Number of document requests
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| Checksums | checksum comparison as proof of integrity |
| Date of publication | 06.11.2025 |
| Citation | Knox, Jeremy: How the 'taming' of private education in China is impacting AI - In: on education. Journal for research and debate 4 (2021) 12, 11 S. - URN: urn:nbn:de:0111-pedocs-299276 - DOI: 10.25656/01:29927; 10.17899/on_ed.2021.12.6 |
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