(Re)Imagining the Future of Education: A Critical Discourse Analysis of Digital Transformation Policies in China and Denmark

This study presents a Critical Discourse Analysis of education digitalisation policies in China and Denmark, examining each country’s approach to digital transformation in education in the pursuit of equitable, high-quality education for all. The analysis reveals that while both countries’ education digitalisation strategies are significantly influenced by global neoliberalism, they also develop alternative practices that complement market-driven policymaking and implementation. By critically analysing the textual, discursive, and social dimensions of these national discourses within their cultural, political, social, and economic contexts, this study aims to reimagine the digital future of education by illustrating how national policies can move beyond standardised solutions to balance digital technology implementation with established educational values and local needs.