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Admin: Realign EN-ZH Chapter 10: one row per paragraph

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Realign EN-ZH Chapter 10: one row per paragraph

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 | style="background:#eef;" | '''The university faces a paradox. As an institution, it is remarkably stable — its basic organizational form (departments, faculties, lectures, examinations, degrees) has changed less in a millennium than almost any other social institution. Yet the environment in which it operates has changed beyond recognition within a single decade. Students entering university today will graduate into a labour market in which an estimated 44 percent of workers will need to change their skill profile within five years (WEF 2023). They will use AI tools daily — 50 percent already use them at least weekly inside and outside the classroom (EDUCAUSE 2025). They expect hybrid learning options — 86 percent of residential undergraduate students prefer some combination of in-person and online courses (Rize Education 2025). And they will work in an economy where the institutions that train them — corporations, online platforms, bootcamps — increasingly compete with universities for the credential market.'''
-| style="background:#fee;" | '''当下大学面临一个悖论。作为一种机构，它异常稳定——其基本组织形式（系、学院、授课、考试、学位）在千年间的变化比几乎任何其他社会机构都小。然而，其运营环境在十年之内已经面目全非。今天入学的大学生将步入一个劳动力市场——据估计，44%的劳动者需要在五年内改变其技能结构（WEF 2023）。他们将每天使用人工智能工具——50%的学生已在课堂内外至少每周使用一次（EDUCAUSE 2025）。他们期待混合学习选择——86%的住校本科生倾向于面授与在线课程的某种组合（Rize Education 2025）。而他们将在一个培训机构——企业、在线平台、训练营——日益与大学争夺资质市场的经济体中工作。'''
+| style="background:#fee;" | '''当下大学面临一个悖论。作为一种机构，它异常稳定——其基本组织形式（系、学院、授课、考试、学位）在千年间的变化比几乎任何其他社会机构都小。然而，其运营环境在短短十年之内已经面目全非。今天入学的大学生将步入一个劳动力市场，据计算，44%的从业者需在五年内更新自身技能结构（WEF 2023）。他们将每天使用人工智能工具——50%的学生已在课堂内外至少每周使用一次（EDUCAUSE 2025）。他们期待混合学习选择——86%的住校本科生倾向于面授与在线课程的某种组合（Rize Education 2025）。而他们将在一个培训机构——企业、在线平台、训练营——日益与大学争夺资质市场的经济体中工作。'''
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 | style="background:#eef;" | '''This article examines how European and Chinese universities are navigating this transformation. It builds on the companion chapters in this volume that address specific dimensions of educational digitalization — AI in language learning, alternative learning forms, data protection, AI ethics, and sustainability — by addressing the overarching institutional question: what kind of university do we need for the AI age, and how are the world’s two largest educational systems working toward it?'''
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 | style="background:#eef;" | '''These responses illustrate the difficulty of regulating AI use in education. A 40 percent threshold is measurable in principle but difficult to enforce in practice — how does one determine the exact proportion of AI-generated content in a text that has been substantially rewritten by its human author? The deeper challenge is not detecting AI use but developing assessment methods that value the distinctly human contributions — original thinking, critical analysis, creative synthesis — that AI cannot replicate. This is where the philosophical traditions of European Bildung and Chinese 修身 (xiushen, self-cultivation) converge: both emphasize the development of the whole person, not merely the production of correct answers.'''
-| style="background:#fee;" | '''这些回应说明了在教育中规范人工智能使用的困难。40%的门槛原则上可衡量，但在实践中难以执行——如何确定一篇经人类作者大幅改写的文本中人工智能生成内容的确切比例？更深层的挑战不是检测人工智能的使用，而是开发重视独特人类贡献——原创思维、批判性分析、创造性综合——的评估方法，这些是人工智能无法复制的。这正是欧洲教养（Bildung）和中国修身（xiushen）哲学传统的交汇之处：两者都强调全人的发展，而非仅仅产出正确答案。'''
+| style="background:#fee;" | '''这些回应说明了在教育中规范人工智能使用的困难。40%的判定阈值在理论上可量化，但在实践中难以执行——如何确定一篇经人类作者大幅改写的文本中人工智能生成内容的确切比例？更深层的挑战不是检测人工智能的使用，重视人类独有的价值贡献即原创思维、批判性分析、创造性综合——的评估方法，这些是人工智能无法复制的。这正是欧洲教养（Bildung）和中国修身（xiushen）哲学传统的交汇之处：两者都强调人的全面发展，而非单纯追求标准答案的产出。
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 | style="background:#eef;" | ''''''5.4 Institutional Policy Landscapes''''''
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 | style="background:#eef;" | '''The practical manifestation of this vision is impressive in scale. From September 2025, AI education became compulsory in all primary and secondary schools — primary schools focus on AI literacy and exposure, junior high schools on logic and critical thinking, and senior high schools on applied innovation and algorithm design. At the university level, China‘s „Double First-Class“ university initiative (双一流) has created a tier of elite institutions that serve as laboratories for AI-enhanced pedagogy. Peking University, Tsinghua University, and Zhejiang University, among others, have established AI-specific research centres and integrated AI tools into teaching across disciplines.'''
-| style="background:#fee;" | '''这一愿景的实践体现在规模上令人瞩目。从2025年9月起，人工智能教育在所有中小学成为必修课——小学侧重人工智能素养和体验，初中侧重逻辑和批判性思维，高中侧重应用创新和算法设计。在大学层面，中国的"双一流"大学倡议创建了一级精英机构，作为人工智能增强教学法的实验室。北京大学、清华大学和浙江大学等建立了人工智能专项研究中心，并在跨学科教学中整合了人工智能工具。'''
+| style="background:#fee;" | '''这一愿景的实践体现在规模上令人瞩目。从2025年9月起，人工智能教育在全国所有中小学全面纳入必修课程：小学侧重人工智能素养和体验，初中侧重逻辑和批判性思维，高中侧重应用创新和算法设计。在大学层面，中国的"双一流"大学倡议创建了一级精英机构，它们成为人工智能赋能教学法的实践实验室。北京大学、清华大学和浙江大学等建立了人工智能专项研究中心，并在跨学科教学中深度融入人工智能工具。
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 | style="background:#eef;" | '''The advantages of this model are evident in scale and speed. No other educational system can deploy a platform serving 293 million learners within two years of launch, or mandate AI education in all primary and secondary schools within a single policy cycle. The near-universal broadband connectivity rate in Chinese schools (99.9 percent of schools connected at 100 Mbps or faster, per the Ministry of Education 2023) (achieved through the Education Informatization 2.0 Action Plan) provides a technological foundation that many European countries have not yet matched.'''
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 | style="background:#eef;" | '''China has responded to this challenge with characteristic directness, mandating AI literacy as a core competency from primary school onward and integrating „innovation and entrepreneurship“ (创新创业) courses into university curricula across all disciplines. The companion chapter on alternative learning forms (Woesler, this volume) documents how Chinese institutions are also embracing micro-credentials, competency-based education, and project-based learning as supplements to traditional degree programmes.'''
-| style="background:#fee;" | '''大学的转型不能自上而下强制推行——它必须由教职人员领导或至少共同领导。一篇关于高等教育中人工智能当前趋势的批判性反思认为，转型必须是"教职人员主导而非技术驱动"的（Ruano-Borbalan 2025）。教职人员是学科知识的承载者、课程的设计者，以及学生与机构之间的主要桥梁。他们的参与——或抵触——决定了技术创新能否转化为真正的教学质量提升。'''
+| style="background:#fee;" | ''
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 | style="background:#eef;" | '''European responses have been more varied but increasingly converge on a framework of „transversal competencies“ — critical thinking, creativity, collaboration, communication, digital literacy, and ethical reasoning. The EU’s Key Competences for Lifelong Learning framework (updated 2018) provides a reference point, but implementation at the institutional level remains inconsistent.'''
 | ''(zu übersetzen)''
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 | style="background:#eef;" | '''This brings us back to the Confucian-Enlightenment convergence noted earlier. Both traditions recognize that education must go beyond mere knowledge transfer to develop the whole person — the Confucian 君子 (junzi, exemplary person) and the Enlightenment ideal of the autonomous, critically thinking citizen. In an age of artificial intelligence, these humanistic ideals are not obsolete; they are more essential than ever. The distinctly human capacities that both traditions cultivate — moral judgement, aesthetic sensitivity, empathy, the ability to navigate ambiguity and complexity — are precisely the capacities that AI cannot replicate and that the labour market of the future will increasingly value.'''
-| style="background:#fee;" | '''这将我们带回前文提到的儒家-启蒙思想的会通。两种传统都认识到教育必须超越单纯的知识传递，培养完整的人——儒家的君子（junzi，模范人格）和启蒙理想的自主的、批判性思考的公民。在人工智能时代，这些人文主义理想并非过时；反而它们比以往任何时候都更为根本。两种传统共同培养的独特人类能力——道德判断、审美敏感、共情、驾驭模糊与复杂的能力——恰恰是人工智能无法复制的、未来劳动力市场将日益珍视的能力。'''
+| style="background:#fee;" | '''这将我们带回前文提及的儒家思想与启蒙思想的交汇内核。两大思想传统均认为，教育必须超越单纯的知识传授，实现人的全面发展——即儒家所倡导的君子（junzi，道德典范人格），与启蒙思想理想中具备自主意识、拥有批判性思维的公民。在人工智能时代，这些人文主义理念并未过时，反而比以往任何时候都更为重要。两大传统共同培育的人类独有素养——道德判断力、审美感知力、共情能力、应对模糊性与复杂问题的能力，恰恰是人工智能无法复刻、未来劳动力市场将愈发重视的核心能力。
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 | style="background:#eef;" | ''''''8. Conclusion''''''

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-'''Chapter 10 — Bilingual View (EN | ZH)''' — [[Rethinking_Higher_Education/Chapter_10|EN only]] · [[Rethinking_Higher_Education/Chapter_10/zh|ZH only]] · [[Rethinking_Higher_Education|Book Overview]]
+<span style="font-weight: bold;">Language:</span> [[Rethinking_Higher_Education/Chapter_10|<span style="color: #FFD700;">EN</span>]] · [[Rethinking_Higher_Education/Chapter_10/zh|<span style="color: #FFD700;">ZH</span>]] · <span style="color: #FFD700; font-weight: bold;">EN-ZH</span> · [[Rethinking_Higher_Education/en-zh|<span style="color: #FFD700;">← Book</span>]]
 </div>

Rethinking Higher Education/Chapter 10/en-zh - Revision history

Sun Xizhuo at 04:02, 17 May 2026

Admin: Realign EN-ZH Chapter 10: one row per paragraph

Sun Xizhuo at 12:46, 23 April 2026

Maintenance script at 06:06, 8 April 2026

Maintenance script at 03:52, 8 April 2026