From Cognitive Progression to Competency Integration: Digital Innovation for Integrated Value Based Education - A Case Study of Digitally Driven Innovation in the Shanghai - Wanzhou Education Collaboration

Abstract

This paper employs ‘Unity of Knowledge and Action’ as our basic theoretical framework, from which we draw on the experience of implementing ‘Red + Digital Intelligence’ educational assistance by the ’Volunteer Teaching with Compassion, Shanghai - Wanzhou Bond’ practice team in Wanzhou, aiming at analyzing the framework’s advantages and significance. The model upgrades the red resources into the main chain of ideological and political teaching activities, such as immersive games for primary school students, situational debates for secondary school students and theoretical refinement for university students. The framework achieves tiered integration of Digital Intelligence competency (AI + Art Programming + Engineering). It realizes value internalization with an 'empathy, co-action, and co-creation’ action loop, as well as competency integration through a growth passport certification mechanism. It forms the Three-Dimensional Spiral Collaborative Mechanism among universities, primary or secondary schools, and governments, which breaks through the constraints of traditional unilateral practices to the greatest extent. This mechanism gives enlightenment about the dilemma of cognitive disconnection and resource fragmentation in the integration of ideological and political education at different levels of education.