Under the background of the two-way empowerment of artificial intelligence (AI) and education development, this paper first sorts out the demands for high-quality development of education in China in the new era from the perspectives of educational equity, talent cultivation, and contradiction resolution. Then, it focuses on the vision of AI empowering the high-quality development of education, and points out that AI is spawning new patterns and characteristics from the aspects of students’ learning, teachers’ development, school construction, home-school cooperation, educational governance, educational evaluation, educational equity, etc., which has provided important driving force for the high-quality development of education. Finally, the paper proposes the paths of AI empowering high-quality development of education from the aspects of top-level design, educational reform, construction of intelligent education environment, improvement of intelligence education literacy, cultivation of innovative talent, construction of high-quality education resources, response to ethical risks, etc., to clarify the future direction for the deep integration and development of AI and education.

The high-quality development of education and a strong education system must be materialized through digital transformation in education. Smart education is the significant measure of this transformation that enjoys key features like cultivating students foremost, scenario perception, data-driven approach, and man-machine collaboration. Amid digital transformation in education, smart education can be generated in two approaches. One involves creating a smart learning environment through constructing an education private network, an education big data center, an integrated education cloud platform, and a smart campus. The other one is to empower core application scenarios like constructing educational resources, innovating teaching modes, reforming the educational evaluation system, improving the information competence of educators and students, and enabling intelligent education governance, which constitutes a basis for redesigning the educational process to support a high quality education system.

Intelligent technology will change the measures, concepts, and methods of teaching research which should be not merely precision but intelligent. Intelligent precision teaching research will become the new method and form of the development of teaching research in the era of intelligence. The paper brings forth the theoretical framework of intelligent precision teaching research, including its definition, characteristics, technological environment, and approaches, and designs the practice blueprint of “one center, two paths, three principles, four objectives, and five tasks.” It introduces the initial effects of the practice of intelligent precision teaching research and looks forward to the future prospects of this practice.

Under the background of rapid development of “digital China,” digital economy, and information technology, how to promote digital transformation in education is an important issue in education. Basic education is in urgent need of guidance for the paths to digital transformation. The paper analyzes the main connotation of digital transformation in education, classifies and summarizes the effects and problems of the exploration and practice of the national information based teaching experimental areas. On this basis, the paper brings forth the path of digital transformation with continuous iteration as the core concept: Basic education organizations should make clear of the objectives of education development, choose and determine specific paths and measures in terms of the construction of the institutional system and digital capabilities according to their own realities, and promote their implementation. After the implementation for a period, these organizations should, according to the objectives of their work, research and judge the effectiveness of the paths, promptly adjust the paths and measures, and continuously promote their implementation. Through continuous iteration and optimization, basic education organizations will effectively accelerate the process of digital transformation in education and incessantly march toward the objectives of educational work. Finally, the paper, through a case study of the administrative departments of basic education, proposes specific suggestions for stepping up high-quality development of basic education

Digital transformation has become a crucial part in the modernization of vocational education, gaining considerable attention. Presently, guided by relevant national policies and projects, digital transformation in vocational education has yielded remarkable outcomes, specifically in digital supporting conditions, innovative teaching and learning methods, digital teaching proficiency, digital governance frameworks and models, and digital systems and mechanisms. Nevertheless, digital transformation in vocational education is challenged by a multitude of demands. They include advancing students’ learning capability and initiative, further integrating information technology into teaching, updating and upgrading the essence and level of digital teaching proficiency, raising data-driven management and service abilities, leveling up digital supporting conditions, and improving digital systems and mechanisms. Thus, during the 14th Five-Year Plan period, a significant upgrade in digital vocational education should be made by enhancing the strategic comprehension and developmental stance of digital transformation, adopting a rational view on digital transformation, and elucidating the ideas and strategies pertaining to digital transformation.

During the current transformative development of postgraduate education, empowering the high-quality development of postgraduate education with digital technology is a critical, popular, and difficult challenge. It is also an inevitable trend for its future transformative development. This paper employs the technology, organization, and environment (TOE) framework to examine the logic reasoning of digital technology empowering the high-quality development of postgraduate education by technology, organization, and environment. Its key features include a shift in postgraduate education organization from “bounded” to “unbounded,” a move from uniform curriculum standards to personalized customization of teaching, a transition from following the industry to leading it in discipline construction, and a change in governance from a “vertical” to “grid” approach. With the empowerment of digital technology, it is essential to build a consensus on digital philosophy, train digital talent, implement digital governance, and innovate digital evaluuation for the high-quality development of postgraduate education.