New Quality Productivity Development and Education Industry

The concept of "new quality productivity" has gained increasing prominence in the field of social sciences in China since 2024. It not only summarizes the experiences of reform and opening up, focusing on enhancing productivity and unleashing potential but also serves as an important macro-indicator for China's future development trajectory and innovation strategy. This concept embodies both historical continuity and future prospects. Simultaneously, the education sector is undergoing a crucial period of reform and innovation transformation as the cornerstone of national development. Educational methods and concepts are poised to undergo profound changes under the impetus of new quality productivity.

This article comprehensively reviews the development of new quality productivity in the education field with the aim of summarizing achievements and exploring future directions. Since 2024, 3,442 academic papers on new quality productivity have been published, with 330 specifically studying its impact on education; however, most studies remain at a theoretical level with relatively fewer empirical studies.

New quality productivity originates from historical scientific and technological revolutions—from mechanized production in the 18th century to the information technology revolution of the 20th century—each greatly enhancing human productivity and driving social progress. In pursuit of Chinese-style modernization in this century, continuous industry upgrading and innovative production modes are required; thus emphasizing that efficiency should be improved not only quantitatively but also qualitatively within educational processes and outcomes.

Furthermore, this article analyzes characteristics such as innovation, digitization, cross-border integration, high-quality development etc., associated with new quality productivity. In terms of impact on science & technology education as well as educational technology within the education field itself.