2025 年 12 月 5 日 | 英國倫敦
由全球中國學術(shù)院（GCA）主辦的以“全球教育治理”為主題的全球性峰會，于 12 月 5 日在倫敦著名的英國學術(shù)院（The British Academy）隆重舉行。本次對話在此前九屆成功舉辦的基礎(chǔ)上，再度匯聚全球教育與科技領(lǐng)域的領(lǐng)軍人物，共同探討政策協(xié)調(diào)、國際合作、教育公平、質(zhì)量提升與制度創(chuàng)新如何協(xié)同推動全球教育的可持續(xù)發(fā)展。
隨著人工智能（AI）、大數(shù)據(jù)等新技術(shù)持續(xù)重塑教育模式與學習生態(tài)，全球教育治理正面臨前所未有的挑戰(zhàn)與機遇。本屆對話圍繞跨國協(xié)作、多方參與和科技賦能如何促進全球教育體系發(fā)展、實現(xiàn)社會公平正義并推動共同繁榮展開深入討論。
全球中國學術(shù)院院長常向群教授表示，第十屆全球中國對話“為政策制定者、學者、教育者、企業(yè)界人士及國際組織提供了一個包容性的平臺，用于交流全球教育治理的新愿景、新機制與新路徑。”她指出，對話旨在通過比較視角深化對不同國家教育制度與治理文化的理解，推動互學互鑒，豐富全球教育治理的理論與實踐內(nèi)涵。
全球中國對話是全球中國學術(shù)院的重要旗艦品牌與高端平臺，學術(shù)院院士授予儀式也作為其年度標志性活動在此舉行。中國文化信息協(xié)會數(shù)字文化產(chǎn)融工委會會長，清華大學互聯(lián)網(wǎng)產(chǎn)業(yè)研究院前副院長林天強教授當選全球中國學術(shù)院院士，并以在線方式做《人工智能時代的教育范式革命與未來定義權(quán)》主題演講。
本屆對話的主題由四個互相關(guān)聯(lián)的板塊構(gòu)成：
治理創(chuàng)新與技術(shù)賦能 聚焦人工智能、大數(shù)據(jù)與數(shù)字平臺對治理模式的深刻影響；
教育公平、包容與質(zhì)量保障 探討如何通過權(quán)益保護、科研誠信、認證體系與教師培訓來維護公平與卓越；
全球教育政策與國際合作 強調(diào)政策框架、國際組織的角色及跨國大學聯(lián)盟和數(shù)字基礎(chǔ)設(shè)施促進合作的方式；
教育融資與可持續(xù)發(fā)展 關(guān)注多元化融資機制、國際援助，以及教育與科技、產(chǎn)業(yè)融合推動包容性增長和可持續(xù)發(fā)展的路徑。
西交利物浦大學執(zhí)行校長、英國利物浦大學副校長席酉民教授發(fā)表題為《全球思維、本土理解、國際行動：未來教育的探索》的主旨講話。他指出，全球高等教育體系正處于結(jié)構(gòu)性變革中，并以其中英雙重領(lǐng)導經(jīng)驗提出若干人工智能融入高等教育的模型。
席教授強調(diào)，人工智能不僅重塑高等教育，也正在挑戰(zhàn)整個人類社會的組織結(jié)構(gòu)，并深刻改變我們對“人才”的認知。他呼吁高校亟需重新思考未來教學與學習的方式，因為 AI 將長期成為其中不可或缺的組成部分。這些深遠影響需要跨部門持續(xù)反思、對話與合作，以確保高校培養(yǎng)適應(yīng)未來的學生。
對話還邀請了教育實踐者分享一線經(jīng)驗。教育公平藍圖 The Equity Blueprint 的創(chuàng)建者倫敦家長與兒童關(guān)愛機構(gòu) Every Parent & Child Every Parent & Child 的露西·羅賓 Lucy Robin 女士，展示了一個將公平包容嵌入治理體系的框架。她指出，教育不應(yīng)要求學生適應(yīng)制度，而應(yīng)推動制度轉(zhuǎn)向適應(yīng)學生，這是實現(xiàn)真正公平的重要方向。
首次參加全球中國對話的倫敦國王學院中文教育高級講師周宏芬博士表示，她從語言教育中的 AI 討論中深受啟發(fā)。作為語言教育者，她強調(diào)既要把握 AI 的優(yōu)勢，也要警惕其局限，確保“教師掌控工具，而非被工具牽著走”。她尤其贊賞劍橋大學魯珀特·韋格里夫 Rupert Wegerif 教授關(guān)于“雙重對話式教學法”的演講，認為此次會議讓不同學科背景的學者開展跨學科、跨文化對話，是難得的交流機會。
來自英國、中國、法國等國的約八十名嘉賓參加了本次盛會。與會者共同呼吁加強全球協(xié)作，應(yīng)對人工智能發(fā)展對社會各方面的深刻影響。紐卡斯爾大學候任副校長兼全球中國對話組委會聯(lián)席主席李利教授在閉幕致辭中宣布，第十一屆全球中國對話將聚焦“人工智能與數(shù)據(jù)治理”主題。
今年恰逢“雙十”重要時刻——第十屆全球中國對話暨連續(xù)成功舉辦十屆的紀念。中國駐英大使館王起公使、英國文化委員會英國文化委員會全球教育洞察部主任亞歷克西斯·布朗 Alexis Brown 博士、全球中國學術(shù)院院士馬丁·雅克 Martin Jacques 教授，凱利·布朗 Kerry Brown 教授、馬丁·阿爾布勞Martin Albrow教授、托尼·麥肯勒里 Tony McEnery 教授、羅蘭 Laurence Roulleau-Berger 教授、大衛(wèi)·帕金 David Parkin 教授和菲奧娜·摩爾 Fiona Moore 教授等分別在開幕式、閉幕式和晚宴致辭。
在茶歇、午餐和晚宴期間，大會播放了來自英國、美國、日本、韓國和中國十余位全球中國學術(shù)院院士的祝賀視頻。其中特別值得一提的是，國際社會學學會主席 杰弗里·普萊爾斯Geoffrey Pleyers 在致辭中指出，“全球中國對話已成為構(gòu)建知識共同體、促進相互理解，并深化我們對當代全球挑戰(zhàn)形成共同認知的重要平臺”。
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5 December 2025 | London
A global summit themed around Governance for Global Education is held on 5th December at the prestigious British Academy in London by the Global China Academy (GCA). Following the success of nine previous Forums, the 10th Global China Dialogue (GCD X) gathers global leaders in education and technology sectors to examine how policy coordination, international cooperation, equity assurance, quality enhancement, and institutional innovation can work together to advance the sustainable development of education worldwide.
As new technologies such as artificial intelligence (AI) and big data continue to reshape educational models and learning ecosystems, global education governance faces a new era of challenge and opportunity. The Dialogue addresses these transformations by exploring how cross-border collaboration, multi-stakeholder engagement, and technological empowerment can strengthen the global education, achieving social justice and fostering shared prosperity worldwide.
Prof Xiangqun Chang, President of the GCA, says that GCD X ‘offers an inclusive platform for policymakers, scholars, educators, business leaders, and international organisations to exchange insights on emerging visions, mechanisms, and pathways for global education governance.’ She adds that the Dialogue aims to provide a comparative perspective in understanding diverse national education systems and governance cultures, aiming to promote mutual learning, and enrich both theoretical and practical knowledge of global education governance.
The Global China Dialogue is an important flagship brand and high-end platform of the Global China Academy, and the ceremony for the awarding of academy fellows is also held here as its annual landmark event. Professor Lin Tianqiang, President of the Digital Culture Industry-Finance Committee of the China Culture Information Association and former Vice President of the Internet Industry Research Institute at Tsinghua University, was elected as an academician of the Global China Academy and delivered a keynote speech titled "The Paradigm Revolution in Education and the Power & Right to Define the Future in the Era of Artificial Intelligence" online.
The 10th GCD features centres around four interconnected themes. Governance Innovation and Technological Empowerment examines new collaborative governance models alongside the transformative impact of AI, big data, and digital platforms. Educational Equity, Inclusion, and Quality Assurance explores how rights protection, research integrity, and strengthened systems of assessment, certification, and teacher training can uphold fairness and excellence. Global Education Policy and International Cooperation focuses on policy frameworks, the roles of international organisations, and cross-border collaboration facilitated by university alliances and digital infrastructures. Finally, Education Financing and Sustainable Development highlights diverse financing mechanisms, the role of international aid, and the integration of education with technology and industry to support innovation, inclusive growth, and long-term sustainability.
Professor Youmin Xi, Executive President of Xi’an Jiaotong–Liverpool University, China, and Pro-Vice-Chancellor of the University of Liverpool, UK delivered a keynote speech “Think Globally, Understand Locally, Act Internationally: Exploration for Future Education’. In his address, Professor Xi outlined the structural transformation facing the global higher education system. Drawing on his leadership experience across both China and the UK, he offered a unique comparative perspective and proposed several models for integrating AI into higher education.
Professor Xi emphasised that AI not only reshaps higher education, but also challenges the organisational structures of human society more broadly, consequently transforming our understanding of “talent.” Speaking from the vantage point of senior university leadership, he argued that the higher education sector must urgently reconsider the teaching–learning process in which AI is, and will continue to be, an integral component. The profound implications of AI call for sustained reflection, dialogue, and collaboration in redesigning syllabi and curricula, ensuring that universities are preparing students for the future.
The Dialogue also featured experience-sharing from educators working in practice. Ms Lucy Robin, from Every Parent & Child and creator of The Equity Blueprint, presented a governance framework that embeds equitable inclusion through co-production, psychological safety, and cognitive diversity. Her talk highlighted how educators’ everyday actions can move education beyond equality towards true equity. The Equity Blueprint’s eight interconnected pillars shift the central question in education from “How do we make young people fit systems?” to “How do we make systems fit young people?”
Reflecting on her impressions of the conference, she noted, “I think there’s a lot about AI—not only the fantastic things it can do, but also how we need to exercise caution in applying it.” She especially enjoyed the session on language examinations, which explored choices and safe spaces are highlighted in language learning.
It was the first time Dr Hongfen Zhou, Senior Lecturer in Chinese Language Education at King’s College London, attended the Global China Dialogue. She said she felt deeply inspired by the discussions on AI in language education. As a language educator, Dr Zhou emphasised the importance of understanding both the advantages and limitations of AI. While AI provides irreplaceable benefits for learners and teachers alike, she noted that educators must remain in control of the tool rather than being led by it.
She shared with the GCA journalist that she was particularly inspired by keynote speaker Professor Rupert Wegerif from the University of Cambridge, whose talk on “double dialogic pedagogy” highlights education as both the teaching of thinking through dialogue and the induction of students into participating in the long-term, powerful dialogues of culture. “The conference offers a great opportunity for people from different disciplines to come together and build transdisciplinary and transcultural dialogue,” she said.
With around eighty attendees from the UK, China, France and several other countries, the tenth Global China Dialogue in 2025 concluded successfully with a call for strengthened global collaboration in addressing the timely issues of AI and its impact on societies worldwide. Professor Li Li, Incoming Pro-Vice-Chancellor of Newcastle University and Co-Chair of the Organising Committee of the Global China Dialogue, announced at the conclusion of her closing remarks that the 11th Global China Dialogue will focus on the theme “AI and Data Governance.”
This year marks a special “double ten” milestone—the 10th Global China Dialogue and the successful completion of ten consecutive Dialogues. Minister Wang Qi of the Chinese Embassy in the UK, Dr Alexis Brown, Director of Global Education Insights at the British Council, and GCA Fellows Professor Martin Jacques, Professor Kerry Brown, Professor Martin Albrow, Professor Tony McEnery, Professor Laurence Roulleau-Berger, Professor David Parkin, and Professor Fiona Moore delivered remarks at the opening session, closing session, and the dinner respectively.
During the coffee breaks, lunch, and the ceremony dinner, congratulatory video messages from more than a dozen GCA Fellows from the UK, the US, Japan, Korea, and China were played. Among them, Geoffrey Pleyers, President of the International Sociological Association, remarked that the “the Global China Dialogue has become a space for building a community of knowledge and mutual understanding, and for deepening our collective grasp of the challenges of our times.”
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