Preconceptions Of Policies Strategies And Challenges In Education 5 0

Public Governance Practices in the Age of AI

Advances in digital technology have driven public administration from new public administration (public administration 3.0) to digital public administration (public administration 4.0). In the same way, advances in artificial intelligence (AI) technology have driven digital public administration (public administration 4.0) into super smart society (public administration 5.0). With official recognition of its existence as a separate era, it can be said that AI is an important condition causing significant changes to public administration. Therefore, understanding it both in theory and in practice is very important. Public Governance Practices in the Age of AI explores the evolution of public administration in the digital age, highlighting the shift from traditional governance models to AI-driven public administration 5.0. It examines the transformative role of artificial intelligence in shaping policies, decision-making, and service delivery, offering insights into both theoretical frameworks and practical applications. Covering topics such as local administrative organizations, public participation, and global digital education, this book is an excellent resource for public administrators, public managers, educators, researchers, professionals, scholars, academicians, and more.

Resources in Education

A New Representation of Chinese Learners

This book examines Chinese tertiary students' experiences of learning English in Sino-Australian programs in China. Using an institutional ethnography, the book examines one well-established Sino-Australian program based at a Chinese university. The book explores the ways that participant students used the Chinese words, tropes and their meanings to describe their English learning experiences with both local Chinese and foreign English teachers. This book introduces an innovative theoretical framework, “representation theory with a multilingual perspective”, to analyse how Chinese students' everyday experiences are constructed and mediated through language, discourse and identity. This framework also highlights graphic examples of how concepts are created in both Chinese and English, and thus serves as a powerful tool for deconstructing dichotomies between China and the West. The aim of this book is, then, two-fold: to show how a novel theoretical lens can help us to develop more nuanced understandings of Chinese students, and to propose a new methodological and theoretical framework through which one can challenge the monolingual subjectivity and parochial views of both Chinese and Western conceptions.