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Frontiers in Educational Research, 2023, 6(25); doi: 10.25236/FER.2023.062512.

Research on the Paradigm Transformation of Education Management under the Background of Education Modernization


Li Sizhuo

Corresponding Author:
Li Sizhuo

Guangxi Minzu University, 188 Nanning University East Road 530006, Nanning, Guangxi, China


This study aims to explore the impact of educational modernization on the paradigm shift of educational management, and analyze how the field of educational management responds to the constantly changing educational environment and needs. The modernization of education, as an important trend in the global education field, has raised doubts and challenges to the traditional paradigm of education management. Research has found that educational modernization is driving the evolution of educational management paradigms, making them more interdisciplinary, flexible, and adaptable. The emerging paradigm of education management emphasizes leadership, innovation, and sustainability in the field of education, with a greater focus on student participation, improvement of education quality, and global competitiveness compared to traditional models. Through case studies, demonstrate the strategies and best practices adopted by different countries and institutions in addressing the challenges of educational modernization. This study provides important insights for scholars, educational policy makers, and educational institutions in the field of educational management on how to adapt to the challenges of educational modernization, in order to promote continuous improvement and innovation in the education system.


Modernization of education; Education Management; The transformation of disciplinary paradigms; Paradigm of Education Management; Education Trends

Cite This Paper

Li Sizhuo. Research on the Paradigm Transformation of Education Management under the Background of Education Modernization. Frontiers in Educational Research (2023) Vol. 6, Issue 25: 63-69. https://doi.org/10.25236/FER.2023.062512.


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