【作 者】：
徐小容， 杨雨倩
【关 键 词 】：
空间正义； 区域教育； 教育数字化； 差异表征； 均衡逻辑
【栏 目】：
教育数字化
【中文摘要】：
随着数字化浪潮的到来，各区域在教育数字化转型探索中，因资源禀赋及主体能力结构性差异，在区域间、城乡间和校际衍生出中心—边缘空间分异格局，引发空间非正义难题。空间正义理论以地理空间均衡发展和空间主体权益保障为双重向度，为分析区域教育数字化转型中的非正义困境提供了适切理论支点。基于空间正义理论框架，将差异和均衡作为重要逻辑线索，揭示区域间、城乡间和校际教育数字化发展的差异表征，再立足教育数字化转型流程，沿着空间生产正义、空间分配正义与空间消费正义的发展轨迹，阐明区域教育数字化转型均衡逻辑。基于此，在空间正义理论指引下，通过重塑空间伦理秩序、内嵌空间共享理念、优化空间治理机制和实现空间协调发展等举措，推动区域教育数字化转型在空间维度合规律性、合目的性演进。
【英文摘要】：
With the advent of the digital wave, during the exploration of digital transformation in education across various regions, a central-peripheral spatial differentiation pattern has emerged among regions, urban-rural areas, and school systems due to the structural differences in resource endowment and subject capabilities, which triggers the problem of spatial injustice. The theory of spatial justice, grounded in the dual dimensions of the balanced development of geographical space and the protection of spatial subjects' rights, provides an appropriate theoretical foundation for analyzing the injustices encountered in regional digital transformation in education. Based on the theoretical framework of spatial justice, this study employs differentiation and equilibrium as important logical threads to reveal the disparities in digital development in education among regions, urban-rural areas, and schools. Furthermore, rooted in the process of education digitization, this study clarifies the balanced logic of regional digital transformation in education by following the developmental trajectories of spatial production justice, distribution justice, and consumption justice. Consequently, guided by spatial justice theory, this study promotes the lawful and purposeful evolution of regional digital transformation in education in the spatial dimension through measures such as reshaping spatial ethical order, embedding the concept of spatial sharing, optimizing the mechanism of spatial governance, and achieving coordinated spatial development.