سياسات التعليم في عصر ما بعد الرقمنة | ||||
| مجلة دراسات تربوية واجتماعية | ||||
| Article 1, Volume 31, Issue 3.3, March 2025, Page 890-908 PDF (691.24 K) | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/jsu.2025.425223 | ||||
 View on SCiNiTO | ||||
| Author | ||||
| نهلة سيد أبو عليوة* | ||||
| أستاذ ورئيس قسم التربية المقارنة والادارة التربوية كلية التربية -جامعة حلوان | ||||
| Abstract | ||||
| هدفت المقالة الحالية إلى التعرف على التحول في سياسات التعليم في عصر ما بعد الرقمنة؛ وللوصول إلى هذا الهدف تم تحديد المفهوم ونشأته و أن أول من قدمه واستخدمه الملحن الأمريكي كيم كاسكون Kim Cascone في نهاية القرن العشرين؛ وتم تناول أساسيات عصر ما بعد الرقمنة؛ وبالنسبة للسياسات التعليم تم تناولهت في اطار الجغرافيا السياسية وتم توضيح أنها مرت بثلاث مراحل وأخيراً تم الاشارة إلى بعض تحديات سياسات التعليم في عصر ما بعد الرقمنة The current article aimed to explore the transformation of educational policies in the post-digital era. To achieve this goal, the concept was defined, its origins were traced, and it was identified that the first to introduce and use the term was the American composer Kim Cascone at the end of the 20th century. The fundamentals of the post-digital era were also discussed. Regarding educational policies, they were examined within the framework of geopolitical considerations, highlighting that they have undergone three phases. Finally, some challenges facing educational policies in the post-digital era were addressed. | ||||
| Keywords | ||||
| عصر ما بعد الرقمنة- سياسات التعليم- الجغرافيا السياسية The current article aimed to explore the transformation of educational policies in the post-digital era. To achieve this goal; the concept was defined; its origins were traced; and it was identified that the first to introduce and use the term was the American composer Kim Cascone at the end of the 20th century. The fundamentals of the post-digital era were also discussed. Regarding educational policies; they were examined within the framework of geopolitical considerations; highlighting that they have undergone three phases. Finally; some challenges facing educational policies in the post-digital era were addressed | ||||
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