CHINA’S EDUCATIONAL ECOSYSTEM WITHIN THE NEW PARADIGM OF SPACE INTEGRATION

Abstract

The article examines the transformation of the educational system of the PRC under the influence of globalization, digitalization, the development of artificial intelligence, and intercultural communication, which determines the transition to an ecosystemic vision of education. The relevance of studying the experience of China is substantiated, where a large-scale modernization of the educational space is being implemented by combining national cultural traditions with the latest digital technologies.

The purpose of the article is to provide a theoretical and methodological substantiation of the new educational ecosystem paradigm in contemporary China, analyze the integration processes of its environments, and determine the mechanisms of continuity in the development of core individual competencies at various levels of education.

The methodological framework of the study is based on the systemic approach and the tools of comparative education. A complex of theoretical methods was applied: terminological, historical-pedagogical, systemic-structural, and comparative-pedagogical analysis of scientific discourse and reforms in the PRC (specifically the 2022 arts education standards); methods of pedagogical modeling, synthesis, and forecasting to construct a holistic ecosystem model.

Scientific novelty. From the standpoint of the ecosystem approach, the paradigm of space integration within the educational system of the PRC is conceptualized, and the end-to-end interconnection and continuity between different types of educational spaces and environments in the process of students' competency development are substantiated. Approaches to designing an integrated environment for the continuous development of competencies have been improved.

As a result of the study, the regularities of interconnection and continuity between the musical space of students in the compulsory education system and the educational environment of the university have been revealed. It is proved that the integration of physical, digital, and social environments provides continuous development of 21st-century competencies (creativity, leadership, communication, intercultural interaction, and self-development). It is substantiated that such an ecosystem forms an end-to-end trajectory of personal development from the school arts environment to the professional development of future managers.

The practical significance of the research findings lies in the possibility of adapting the Chinese experience for the strategic modernization of the Ukrainian educational system and the design of integrated educational environments in the context of global challenges.