From Technological Embeddedness to Ecological Reconstruction: The Logic and Practical Pathways for Developing Smart Curricula in Public Administration Discipline

Guanghua Tian; Zhehao Xu; Mingqiang Lv

doi:10.6918/IJOSSER.202603_9(3).0013

Authors

Guanghua Tian
Zhehao Xu
Mingqiang Lv

DOI:

https://doi.org/10.6918/IJOSSER.202603_9(3).0013

Keywords:

Smart Curriculum, Public Administration Discipline, Educational Digitalization, Technological Empowerment, Ecological Reconstruction

Abstract

The development of smart curricula represents a deepening practice of the educational digitalization strategy within the field of public administration and serves as a core lever for innovating talent cultivation models in the context of constructing the New Liberal Arts. Currently, the development of smart curricula in public administration faces structural dilemmas, including the superficial application of technology, fragmentation of teaching scenarios, insufficient digital literacy among faculty and students, and the closed nature of the curricular ecosystem. These dilemmas reflect deep-seated contradictions inherent in the stage of technological embeddedness that are difficult to overcome. Adopting an analytical perspective integrating technological empowerment and institutional synergy, this paper proposes that smart curriculum development must transition from technological embeddedness to ecological reconstruction. It constructs an integrated framework supported by three pillars: a smart curriculum system, a smart cultivation model, and a smart teaching ecosystem. Regarding practical pathways, this involves reconstructing curricular content logic through knowledge graphs, strengthening competency development via virtual simulation experiments, empowering personalized learning with generative artificial intelligence, and deepening the integration of industry and education guided by the goal of enhancing smart governance capabilities. This approach aims to achieve systemic synergy between technology and teaching, curriculum and ecology, and talent cultivation and societal needs. The underlying mission of developing smart curricula in public administration lies in cultivating talents capable of mastering digital intelligent technologies and responding to complex governance contexts. This necessitates transcending the limitations of technological instrumentalism and seeking a dynamic balance between technological rationality and public value.

Downloads

Download data is not yet available.

References

[1] Liu, S. Q. (2024). Research on the teaching reform of public administration in colleges and universities under the background of wisdom education. Shanxi Youth, (10), 78-80.

[2] Huang, J. H., & Ye, S. (2025). “Four-Dimensional Integration” Model of AI-Driven Public Administration Case Teaching. China Education of Light Industry, 28(05), 60-67.

[3] Zhang, F., Yao, S. Y., & Zhou, Y. L. (2025). Exploration of intelligent teaching mode of higher education based on artificial intelligence-taking public administration as an example. Survey of Education, 14(12),15-18.

[4] Qian, Q. Y. H., & Bai, Y. (2025). The application of virtual simulation technology in the teaching reform of public administration courses —— Based on the survey of 289 undergraduates majoring in public administration. Digital Economy, (Z2), 14-16.

[5] Lei, Y., Chen, Y. C., & Zhang, D. P. (2020). Reform and Practice of E-Government Teaching Mode Based on SECI Model. Journal of Nanchang Hangkong University (Social Sciences), 22(01),111-119.

[6] Liu, F., Mi, Q., Aria Abibula. & Jia, J. J. (2024). Research on the teaching mode of integration of theory and practice in public administration courses —— Taking municipal science as an example. Survey of Education, 13(22), 83-87.

[7] Wang, H. J. (2025). Exploring Practical Pathways for Digitally Empowered Talent Cultivation Models in Public Administration. Journal of Jining Normal University, 47(04), 100-103.