1 Introduction

The discussion highlights the role of educational digitization in driving educational transformation and emphasizes the importance of rationally understanding its impact. The article points out that the core driver of educational transformation lies in the dynamic changes of internal contradictions within education, rather than digital tools. Educational digitization merely represents a change in educational tools, influencing the evolution of educational ideas and methods but not fundamentally overturning existing education or altering its essence. The author cautions against overstating the role of educational tools and stresses the need to clarify the core drivers of educational transformation and the determinants of educational quality.

2 The Core Driver of Educational Transformation

It emphasizes that the core driver of educational transformation is not merely the application of digital technology but the contradictory dynamics of interpersonal relationships within education. Educational technology serves only as an auxiliary tool and cannot determine educational transformation. Educational transformation is a process of continuous movement of internal and external contradictions, with the emergence of new phenomena signifying progress. Educational development is influenced by societal and internal educational contradictions, necessitating a focus on the essential contradictory dynamics within education. The relationship between educators and learners constitutes the substantive internal contradiction of the educational process and represents a fundamental law of education. Changes in educational philosophy and systems reflect human progress amid relational conflicts, forming the core driver of educational transformation. The digitization of teaching tools and methods has not brought about fundamental changes to education, as technologies like artificial intelligence merely act as "helpers" in education, while the true creators of educational value remain humans.

3 The Determinants of Educational Quality

The discussion explores the determinants of educational quality, emphasizing that the progress of educators and learners is key. Educational digitization cannot determine the core content of education, nor can it undermine the leading role of educators or the agency of learners. The "complete transformation" theory poses educational risks and is unlikely to foster substantive progress in education. Digital technology is insufficient to overturn the essence of education, which is the activity of cultivating individuals—a process in which educators internalize societal essence within learners. Digital tools cannot change the essence of education but only alter perceptions of educational methods. Placing digital technology above education in an attempt to change its essence will inevitably backfire. Uniformly requiring teachers to use digital tools in teaching leads to rigid, inflexible, or monotonous instructional forms. The field of education faces numerous problems that cannot be solved with digital technology, and the use of such technology often generates new, intractable issues. Placing all hopes for educational development on the iterative updates of digital technology and relying entirely on tools for educational reform is to prioritize the trivial over the fundamental.

4 Guarding Against the Tendency to Overstate the Role of Educational Tools

It underscores the role of educational digitization in promoting educational transformation, noting that the "empowerment theory" respects the laws of educational development and emphasizes technology's support for human agency. Educational transformation should be guided by ideology, philosophy, thought, and methods rather than tools. The "disruption theory" overestimates the educational role of digital technology while neglecting critical factors such as educational motivation and teaching philosophy. The impact of educational tools on activity outcomes is limited, and their role should not be exaggerated. At the instructional level, digital technology alone cannot determine teaching effectiveness; its introduction should be based on practical teaching problems. In educational management and evaluation, overreliance on data should be avoided in favor of in-depth data mining, analysis, and judgment. In educational research, the risks of digital technology should be objectively assessed, and studies should explore the division of labor and collaboration between digital technology and human teachers to ensure the rational use of digital teaching tools by educators and learners.

5 Conclusion

The core of educational transformation lies in changes in interpersonal relationships, with social progress stemming from the growth of ideas and knowledge. Educational digitization is not the decisive force in educational transformation; while technological development influences educational concepts, it cannot surpass educational philosophy. Teachers should actively utilize digital tools and artificial intelligence to enhance digital teaching capabilities and promote students' holistic development, while maintaining a rational understanding of educational digitization and avoiding technological idolization.