【作 者】：
刘 骥， 苟丹琪
【关 键 词 】：
数字化赋能； 数字化转型； 学习型城市； 终身学习； 经合组织
【栏 目】：
历史与国际比较
【中文摘要】：
数字时代的国家与区域发展愈发表现为城市作为终身学习综合载体的潜力转化水平。经合组织作为学习型城市建设的倡导者，其学习型城市建设理念历经了概念启蒙、理念深化、区域推广等阶段。随着数字技术与社会现实的加速交融，经合组织提出终身学习的基础性、开放性与多样性特征，主张以个性化、专业化与平台化模式推进城市学习资源服务的数字化转型与再造。梳理国际经验发现，数字化赋能学习型城市建设聚焦学校、工作场所与社区的学习需求，围绕学习需求的高效适配开展数字实践。总结得到三方面启示：一是融合数字赋能优化学习型城市顶层设计，最大化发挥城市作为终身学习综合载体的泛社会效益；二是深化数字转型推进全民学习需求监测，加强城市对各类学习需求的适配满足；三是依托数字治理促进多元主体协同共治，助推学习型城市生态高质量发展。
【英文摘要】：
National and regional development in the digital age is increasingly characterized by the transformation level of the potential of cities as comprehensive carriers of lifelong learning. As an advocate for the construction of learning cities, the OECD's vision of learning cities has evolved through stages of concept enlightenment, concept deepening and regional promotion. With the accelerated integration of digital technology and social reality, the OECD puts forward the characteristics of lifelong learning in terms of fundamentals, openness and diversity, and advocates to promote the digital transformation and reconstruction of urban learning resource services in the mode of personalization, specialization, and platformization. Combing through international experience, it is found that the construction of digitally empowered learning cities focuses on the learning needs of schools, workplaces and communities, and carries out digital practices around the efficient adaptation of learning needs. Three insights are summarized: the first is to integrate digital empowerment to optimize the top-level design of learning cities, and maximize their pan-social benefits of cities as comprehensive carriers of lifelong learning. The second is to deepen digital transformation to promote the monitoring of the learning needs of all people, and strengthen the adaptation of cities to meet various learning needs. And the third is to rely on digital governance to promote synergistic governance of multiple subjects and boost the high-quality ecological development of learning cities.