国际网络教育学院（IIOE）发展报告2019

国际网络教育学院(IIOE)发展报告2019—2026InternationalInstituteofonlineEducation(IIOE)DevelopmentReport2019-2026作为联合国教科文组织高等教育创新中心（以下简称“创新中心”）的旗舰项目，国际网络教育学院造并整合优质课程资源，开展数字化与AI应用类赋能培训。同时，IIOE以国家中心、培训中心及区域中心为生态联盟网络已拓展至全球48个国家，汇聚了190余所伙伴院校及40技术引领是IIOE凝聚全球伙伴的核心支撑：面对数智化变革，IIOE将引领性的技术视野转化为赋能全球运营模式，不仅确保了IIOE培训与项目在制度层面的可持续性，更有效释放了联盟伙伴引领教育转型的自主多边合作是IIOE孕育发展硕果的坚实基础：IIOE致力于通过多利益相关方的深度集成与优势互补，释放协同效应的最大价值。从产学研协作下的基础设施底座与优质资源共建，到多边对话驱动下的区域政策共识与应用类微证书培训为核心抓手，将能力建设的对象由高等教育工作者进一步拓展至学生及相关从业者，培养面1.IIOE的时代回响：技术变革、教育演进、可持续发展目标11.1技术重塑全球高等教育生态 11.2SDG4与教育2030行动框架 1 22.IIOE的发展跃迁：技术引领、本土适配、多边合作42.1技术引领是IIOE凝聚全球伙伴的核心支撑 42.1.1在线学习平台:技术底座与资源共享 42.1.2微证书课程体系：基于“伙伴需求+前沿引领” 42.2本土适配是IIOE激发内生动力的根本源泉 62.2.1IIOE国家中心：培训与项目本地化运营的核心机制 72.2.2IIOE培训中心：链接优质教育资源，促进产业人才培养，辐射IIOE全球联盟 112.2.3IIOE区域中心与其他伙伴：加速资源共享，深化政策协同 122.3多边合作是IIOE孕育发展硕果的坚实基础 2.3.1企业合作:从基础设施夯实到优质资源共建 2.3.2多边对话:促成共同倡议与合作指南 2.3.3先锋案例奖:认可、激励与影响 3.IIOE的未来方向:技术赋能、多边协同、本土运营、互惠共赢18参考文献19 3 1.1技术重塑全球高等教育生态快速迭代而不断加剧。4建起契合未来社会需求的终身学习生态。1.2SDG4与教育2030行动框架1.联合国教科文组织:《生成式人工智能:教育与研究2021。22图1-1联合国可持续发展目标4:确保包容和公平的优质教育,让全民终身享有学习机会和"教育2030议程"1.3IIOE:以技术赋能推动教育公平作为联合国教科文组织高等教育创新中心(简称"创新中心")的旗舰项目,国际网络教育学院 图1-3共同发起设立国际网络教育学院的倡议书IOE是连接全球高等教育利益相关方的生态联21.2020-2026年IIOE轮值主席单位分别为:埃及艾因夏姆斯大学、巴基斯坦拉合尔工程技术大学、肯尼亚内罗毕大学、马来西亚博特拉大学、尼日利亚艾哈迈德·贝洛大学、印度尼西亚网络教育学院32.IIOE的发展跃迁:技术引领、本土适配、多边合作2.1技术引领是1IOE凝聚全球伙伴的核心支撑球伙伴的核心支撑。这种引领性主要体现在持续迭代的IIOE平台技术底座以及"伙伴需求+前沿引领"双驱合作伙伴驱动教育变革、拥抱数智时代的关键引擎。2.1.1在线学习平台:技术底座与资源共享加高效地开展后台管理和运营。图2-1IIOE在线学习平台升级路线图IIOE平台通过在线学习系统、数字资源管理系统及智能学习支持工落地的数字教育平台体系。图2-2IOE在线学习平台图2-2IOE在线学习平台2.1.2微证书课程体系:基于"伙伴需求+前沿引领"的课程体系建设55AI""AI+学科"与"AI+产业"的四大微证书课程类别。IIOE课程语言涵盖阿拉伯文、中文、英文、法文、图2-3IOE"教师数字能力"系列课程图2-4II图2-3IOE"教师数字能力"系列课程图2-5IOE"AI+学科"系列课程图2-5IOE"AI+学科"系列课程1.例如,IIOE印度尼西亚国家中心(印尼网络教育学院)开发了印尼语课程;IOE蒙古国家中心(蒙古科技大学)开发了蒙古语课程;哈萨克斯坦国家职业发展中心orleu开发了哈萨克语课程。5与教学活动组织等方面的能力。"高校教师生成式AI"课程(27门)主要用于解决教师在A教学设计、AI提示的创新融合。图2-71OE平台现有课程(部分)2.2本土适配是IIOE激发内生动力的根本源泉引领教育转型的自主动能。2.2.11IOE国家中心:培训与项目本地化运营的核心机制本地需求深度耦合、高效赋能的核心机制。图2-8IIOE国家中心、培训中心和区域中心表2-1IIOE国家中心2021南亚巴基斯坦拉合尔工程技术大学2021南部非洲赞比亚穆隆古希大学2022东亚蒙古国蒙古科技大学2022东南亚马来西亚马来西亚博特拉大学2022东南亚印度尼西亚印尼网络教育学院2022西非尼日利亚艾哈迈德·贝洛大学2022东非肯尼亚内罗毕大学2022北非埃及艾因夏姆斯大学2023中亚乌兹别克斯坦塔什干信息技术大学2023西非塞内加尔加斯顿·伯杰大学20232023北非摩洛哥卡迪·艾雅德大学2024东非埃塞俄比亚亚的斯亚贝巴大学2025西非加纳海岸角大学2025中东欧塞尔维亚贝尔格莱德大学2025中亚吉尔吉斯斯坦吉尔吉斯国立大学西非马里巴马科社会科学与管理大学南亚尼泊尔特里布万大学用能力建设的优秀实践。图图2-9IIOE埃及国家中心团队与创新中心毕小涵副主任合影图图2-10IOE埃塞俄比亚国家中心团队图图2-11IIOE蒙古国家中心开展高校教师数字化与AI应用能力培训图图2-121IOE尼日利亚国家中心开展培训图2-13I1OE赞比亚国家中心与本地院校签署伙伴协议以促进在微证书培训及其他契合国家教育发展需求的项目上的全面合作。图2-14IOE乌兹别克斯坦国家中心智慧教室使用培训IIOE高等教育工作者数字能力微证书项目在内的微证书体系在国家及区域层面的政策认可与协调。图2-15IIOE印度尼西亚国家中心举办国家级微证书政策对话会IIOE国家中心在联盟战略性项目的本地化实施中发挥主导作用。创新中心联合联合国教科文组织教育2.2.2I1OE培训中心:链接优质教育资源,促进产业人才培养,辐射IIOE全球联盟新加坡与法国培训中心,分别聚焦金融科技、健康生活方式、环境社会与治理(Environment,socialand图图2-16IIOE中国香港培训中心正式成立图图2-171IOE新加坡培训中心正式成立图图2-18IOE法国培训中心正式成立部非洲区域中心,预计2026年落地运营。图图2-19东非大学理事会与创新中心合作积极促进当地不同国家高校网络的交流哈萨克斯坦国家职业发展中心orleu将联合国教科文组织教育信息技术研究所和创新中心共同开发的"高图2-20哈萨克斯坦国家职业发展中心使用创新中心与联合国教科文组织教育信息技术研究所联合开发的课程资源为当地教师提供AI培训2.3多边合作是IIOE孕育发展硕果的坚实基础全维立体的协作赋能体系。这种协同精神确保了每一项创新教育数智化发展共同体。2.3.1企业合作:从基础设施夯实到优质资源共建表2-2智慧教室项目合作企业与落地院校伟东教育科技集团巴基斯坦拉合尔工程技术大学柬埔寨金边皇家大学斯里兰卡科伦坡大学埃及艾因夏姆斯大学吉布提吉布提大学埃塞俄比亚亚的斯亚贝巴大学中国教育信息化产业创新平台蒙古国蒙古科技大学印度尼西亚万隆理工学院乌干达马克雷雷大学肯尼亚内罗毕大学冈比亚冈比亚大学尼日利亚艾哈迈德贝洛大学视臻(香港)有限公司尼泊尔特里布万大学马来西亚马来西亚博特拉大学广州炫视智能科技有限公司吉尔吉斯斯坦吉尔吉斯国立大学乌兹别克斯坦塔什干信息技术大学武汉噢易云计算股份有限公司加纳海岸角大学合了学术理论与岗位需求之间的技能断层。创新中心也将与华大集团探讨为高校教师、教育管理者及继续教"AI+产业"课程矩阵在"人才培养"与"健康素养提升"两个维度上更为丰满。创新中心与中国服务贸易协会联合开赋能资源。图2-22IOE与产业界联合开发课程(部分)2.3.2多边对话:促成共同倡议与合作指南这些会议不仅为各方搭建了分享高等教育数字化领域良好实践、探讨技术创新路径与落地应用方案的专业交流供了坚实的合作支撑与实践指引。洲等区域。主题为"引领生成式人工智能与高等教育的高效融合"主题为"促进生成式人工智能驱动下的高等教育转型"主题为"推动人工智能时代高等教育战略实施"主题为"人工智能赋能高等教育新生态"主题为"推动高等教育中人工智能的创新融合与责任应用"2.3.3先锋案例奖:认可、激励与影响创新中心设立了由联合国教科文组织体系、高等教育机构、企业等领域的相关专家组成的国际评审委员字基础设施升级等方面的前沿成果。3.IIOE的未来方向:技术赋能、多边协同、本土运营、互惠共赢提供前沿的内容支撑与深度的智力保障异化且具备长效生命力的可持续运营模式。在全球高等教育数智化变革中的议程设置能力。原则,通过"技术引领、本土适配、多边合作"的创新路径,将SDG4关于包容和公平的优质教育愿景,切IOE将密切关注这些动态,并为勾勒2030年后的高等教育生态系统做出积极贡献higher-education-global-collaboration-visioning-and-action,2026.参考文献/en/lTU-D/statistics/pagesffacts/default.aspx,2025。/en/publications/oecd-digital-education-outlook-2026.062a7394-en.html,2026。/en/articles/transforming-higher-education-global-collaboration-visioning-and-action,2026./en/articles/2026-global-education-monitoring-report-access-and-equity-countdown-2030,2026./ark;/48223pf0000389069,2025.https;///en/africa-education-knowledge-platform/ai-competency-framework-teachers,2025。https://unesdoc.unesc/ork;/48223/pf0000382459/ark;/48223pf0000389912,2022.pf0000378648,2021.11.联合国教科文组织高等教育创新中心:《共建全球高等教育数字化转型生态系统——国际网络教育学院(IIOE)三年发展报告(2019—2022)》,https;/uploads/Download/2023-04-10/6433e008c9374,pdf,2023.lpublicationsfthe-future-ofjobs-report-2025/future-ofjobs-data-explorer-ExecutivesummaryAstheflagshipinitiativeoftheInternationalcentreforHigherEducationInnovationundertheauspicesofuNESCO(UNESCO-ICHEI),theInternationalInstituteofonlineEducation(IOE)wasjointlylaunchedinshenzheninDecember2019byuNESCO-ICHEI,15partnerinstitutionsfrom12countries,and9technologyenterprises.IIOEservesasanecosystemconnectingglobalhighereducationstakeholders.Leveragingitsonlinelearningplatform,IIOEdevelopsandintegrateshigh-qualitycourseresourcesanddeliverscapacity-buildingtrainingindigitalandartificialintelligence(AI)applications.supportedbyIIOENationalcentres,TrainingcentresandRegionalcentres,IIOEhasestablishedalocalisedoperationalmodelandamultilateraldialogueandcooperationmechanism.lIOEhasconsistentlyadheredtotheprincipleof"extensiveconsultation,jointcontribution,andsharedbenefits",focusingoncountriesoftheGlobalsouth.Throughmeticulouslydesignedandimplementedtrainingprogrammes,IIOEenhancesthedigitalandAIcompetenciesofhighereducationprofessionals,promotesthedigitaltransformationofhighereducationinstitutions,anddeepensindustry-academiacollaborativetalentdevelopment.AsofMay2026,theIIOEecosystemnetworkhasexpandedto48countriesworldwide,bringingtogetherover190partnerinstitutionsandmorethan40enterprises.TheIIOEplatformhasregisteredover27,000usersand283institutionsacrossAsia,Africa,LatinAmericaandotherregions,andhascumulativelyofferedover700massiveopenonlinecourses(MOOCS).Furthermore,IIOE'sdigitalandAIapplicationmicro-certificationtraininghasempowerednearly14,000highereducationpersonnelandhasbeenintegratedintotheteacherprofessionaldevelopmentsystemsofpartnerinstitutionsinEgypt,Ethiopia,Mongoliaandothercountries.TechnologicalforesightconnectsIIOE'sglobalpartners.InthefaceofdigitalandAl-enabledtransformation,IIOEtranslatesforward-lookingtechnologicalvisionintotangibletoolsandproductsthatempowerglobalhighereducation.ThisforesightisprimarilymanifestedinthecontinuouslyiteratingIIOEonlinelearningplatformanda"partnerneedstfrontiertrends"dual-drivencoursesystem.Throughtechnologicalfoundationandcutting-edgecontent,IIOEhasbuiltadeeplinkbetweeneducationsupplyandindustrydemand,becomingakeyengineforpartnerstodriveeducationaltransformationinthedigitalandAlera.LocaladaptationfuelsI1OE'ssustainedgrowth.Byestablishingamulti-tieredoperationalsystemofIIOENationalcentres,TrainingcentresandRegionalcentres,IIOEintegrateshigh-qualityglobalresourceswiththespecificpolicyframeworks,teachingandlearningcontexts,andindustryneedsofeachcountry.ThislocalisedoperotionalmechanismnotonlyensurestheinstitutionalsustainabilityofIIOEtrainingsandprogrammes,butalsoeffectivelyactivatespartners'initiotiveinleadingeducationaltransformation.MultilateralcooperationyieldsIIOE'sfruitfuloutcomes.IIOEiscommittedtomaximisingsynergybyleveragingthecomplementarystrengthsofmultiplestakeholders.Fromtheco-constructionofinfrastructurefoundationsandhigh-qualitytrainingresourcesthroughindustry-academiacollaboration,tothefosteringofregionalpolicyconsensusandpracticalguidancethroughmultilateraldialogue,andtotherecognitionofoutstandingpracticesandglobalexchangeofexperiencesinspiredbypioneercases,IIOEshapesawin-wincollaborativecommunityforthedigitalandAl-enableddevelopmentofhighereducation.Thecoreoftechnologyempowermentliesintalentdevelopment.Guidedbyatechnology-driven,people-centricapproach,IIOEwillcentreon"Al+Discipline"and"AIl+Industry"technologyapplicationmicro-certificationtraining,expandingthetargetofcapacitybuildingfromhighereducationprofessionalstostudentsandrelevantpractitioners.Insodoing,IIOEwillcultivatefuture-readyindustrialtalent.Itwillalsocontinuetopromotemultilateralcollaboration,localizedoperation,andmutualbenefit,translatingthevisionofsustainableDevelopmentGoal4(SDG4)oninclusiveandequitablequalityeducationintoendogenousmomentumthatempowersthedigitalandAl-enabledtransformationofhighereducation.22contentscontentsExecutivesummary1.1IOE'SResonancewiththeTimes:Technologicalchange,EducationaTransformation,andthesustainableDevelopmentGoals25 1.31IOE:AdvancingEducationalEquitythroughTechnologyEmpowerment262.I1OE'SDevelopment:TechnologyForesight,LocalAdaptation,andMultilateralcooperation 282.1TechnologicalForesightconnectsIOE'SGlobalpartners 2.1.1onlineLearningplatform:TechnologicalFoundationandResourcesharing 2.1.2Micro-certificationcurriculumFramework:courseDevelopmentDrivenby"partnerNeeds+FrontierTrends" 2.2LocalAdaptationFuelsIIOE'ssustainedGrowth 2.2.1IIOENationalcentre:corTrainingsandprogrammes 2.2.21IOETrainingcentre:IntegratingHigh-QualityEducationalResources,pTalentDevelopment,andBenefitingIIOEMembersworldwide 232.2.31IOERegionalcentreandotherpartners:AcceleratingResourcesharingandDeepeningpolicycoordination 2.3MultilateralcooperationyieldsIIOE'SFruitfuloutcomes 2.3.1Enterprisecooperation:FromInfrastructureEnhancementtoHigh-QualityResourceco-Development 2.3.2MultilateralDialogue:FacilitatingJointInitiativesandcooperationGuidelines 2.3.3pioneercaseAward:Recognition,Inspiration,andInfluence 3.IIOE'SFutureDirections:TechnologyEmpowerment,Multilateralcollaboration,Localisedoperation,andMutualBenefit45References472425251.1IOE'SResonancewiththeTimes:Technologicalchange,EducationalTransformation,andthesustainableDevelopmentGoals1.1TechnologyReshapesHigherEducationTheadvancementoftechnology,suchasgenerativeartificialintelligence(GenAl),istriggeringdisruptivechange,reshapingteachingandlearninginhighereducation.Thistransformationisshiftingthefocusofeducationfromoutcomeassessmenttoprocess-orientedguidance,increasinglyhighlightingtheirreplaceablevalueofsoftskillssuchascriticalthinking,communication,andcollaboroatime,theextensiveadoptionofdigitaltechnologiesisenrichinginterpersonalinteractionwithinvirtualenvironmentsanddrivingonlineandhybrideducationmodalitiesfromacrisisresponseduringtheCOVID-19pandemictoanorInthistechnology-lededucationaltransformation,thedigitaldividepervadesdifferentcountriesandsocialgroups.Forinstance,high-incomecountriesareapproachinguniversalInternetusage,with94percentofthepopulationusingtheInternet;incontrast,only23percentofthepopulationinlow-incomecountriesusestheInternet.High-incomeeconomieshaveachievedmobilephonepenetrationratesexceeding95percent,whereasinlow-incomeeconomiesonly53percentofthepopulationagedGroupswhoareunabletoaccessandapplynewtechnologiesarenotonlydeprivedoftheopportunitiesbroughtbytheeraoftechnologybutalsoriskbeing"silenced"inthevastdatasetsonwhichmachinelearningdepends.Thisleadstotheirinterestsbeingfurthermarginalisedinthedigitalage.Thedigitaldivideisfundamentallyamanifestationofstructuralinequalityandmaycontinuetointensifywiththerapiditerationoftechnolosimultaneously,Alisprofoundlyreshapingtheglobalindustriallandscape,underscoringtheurgentdemandforfuture-readytalentinthelabourmarket.5Toensurethatlearnersandworkersremaincontinuouslycompetitiveandadaptablewithinaropidlychangingeconomicstructure,itisimperativetoacceleratethestructuraltransformationofeducationandtrainingsystemsandbuildalifelonglearningecosystemalignedwithfuturesocietalneeds.Againstthisbackdrop,thedigitalandAl-enabledtransformationofhighereducationrequiresactivelybridgingthemulti-dimensionaldigitaldivide,fullyunleashingthepotentialoftechnologyempowerment,andbuildingatalentdevelopmentmodelthatisdeeplyconnectedwithindustryneeds.1.2SDG4andEducation2030FrameworkforActionIntheunitedNations2030AgendaforsustainableDevelopment,sustainableDevelopmentGoal4(SDG4)explicitlycallsforensuringinclusiveandequitablequalityeducationandpromotinglifelonglearning1.UNESC0,"GuidanceforGenerativeAlinEducationandResearch,"UNESCO,2023.25opportunitiesforall,opportunitiesforall,includingthat"by2030,ensureequalaccessforallwomenandmentoaffordableandqualitytechnical,vocationalandtertiaryedutheEducation2030AgendoUNESCO,intheEducation2030FrameworkforAction,furtheremphasisesthatcountriesshouldacceleratethedigitalisationandinclusivedevelopmentoftheireducationsystemsthroughvariousmeanssuchascapacitybuilding,technologyapplication,andinternationalcooperation.2withinthiscontext,advancingtechnologyempowermentandresourcesharingthroughmultilateralcooperationisbecominganimportantpracticaldirectionfortheinternationalcommunityinimplementingtheEducation2030agenda.1.3I1OE:AdvancingEducationalEquitythroughTechnologyEmpowermentAstheflagshipinitiativeoftheInternationalcentreforHigherEducationInnovationundertheauspicesofuNESCO(UNESCO-ICHEI),theInternationalInstituteofonlineEducation(IOE)wasjointlylaunchedinshenzheninDecember2019byuNESCO-ICHEI,15partnerinstitutionsfrom12countries,and9technologyenterprises.GuidedbysDG4andtheEducation2030FrameworkforAction,IIOEaimstoaddresscapacity-buildingchallengesinthedigitalandAl-enabledtransformationofhighereducation,advancingeducationalequitybyenhancingthetechnologyapplicationcapabilitiesofhighereducationprofessionalsandinstitutions.loEServesasanecosystemallianceconnectingglobalhighereducationstakeholders.Leveragingitsonlinelearningplatform,IIOEdevelopsandintegrateshigh-qualitycourseresourcesanddeliverscapacity-buildingtrainingindigitalandAIapplications.supportedbyIIOENationalcentres,TrainingcentresandRegionalcentres,IIOEhasbuiltalocalisedoperationalmodelandamultilateraldialogueandcooperationmechanism.Intermsofgovernancestructure,theIIOEsecretariatperformsoverallcoordinationfunctions,whiletheRotatingpresidencyunitrotatesannuallyamongpartnersindifferentregions,3providingstrategicguidanceandsupportofhighereducation.2.Education2030:IncheonDeclarationandFrameworkforActionfortheimplementationofsustainableDevelopmentGoal4:EnsureInclusiveondEquitableQualityEoucotionaforAl(zambia).lIOEhasconsistentlyadheredtotheprincipleof"extensiveconsultation,jointcontribution,andsharedbenefits",focusingoncountriesoftheGlobalsouth.Throughmeticulouslydesignedandimplementedtrainingprogrammes,itenhancesthedigitalandAICompetenciesofhighereducationprofessionals,promotesthedigitaltransformationofhighereducationinstitutions,anddeepensindustry-academiacollaborativetalentdevelopment.AsofApril2026,theI1OEecosystemnetworkhasexpandedto48countriesworldwide,bringingtogetherover190partnerinstitutionsandmorethan40enterprises.TheIOEplatformhasregisteredover27,000usersand253institutionsacrossAsia,Africa,LatinAmerica,andotherregions,andhascumulativelyofferedover700massiveopenonlinecourses(MOOCS).Furthermore,IIOE'sdigitalandAIapplicationmicro-certificationtraininghasempowerednearly14,000highereducationpersonnelandhasbeenintegratedintotheprofessionaldevelopmentsystemsofpartnerinstitutionsinEgypt,Ethiopia,Mongoliaandothercountries.IIOECatalysestechnology-enablededucationaltransformationandoffersacollaborativeparadigmforeducationalequityandinclusivegrowth.ASaglobalpublicgoodforsDG4,IIOEhaspioneeredadynamicmodelofmultilateralcooperation.2.1IloE'SDevelopment:TechnologyForesight,LocaAdaptation,andMultilateralcooperation2.1TechnologicalForesightconnectsIIOE'SGlobalpartnersInthefaceofdigitalandAl-enabledtransformation,IIOEtranslatesitsforward-lookingtechnologicalvisionintotangibletoolsandproductsthatempowerglobalhighereducation.ThetechnologicalforesightismainlyembodiedinthecontinuouslyiteratingIIOEonlinelearningplatformanda"partnerneeds+frontiertrends"dual-drivencoursesystem.Throughtechnologicalfoundationandcutting-edgecontent,IOEhasbuiltadeeplinkbetweeneducationsupplyandindustrydemand,becomingakeyengineforpartnerstodriveeducationaltransformationinthedigitalandAlera.2.1.1onlineLearningplatform:TechnologicalFoundationandResourcesharingIn2020,UNESCO-ICHEI,incollaborationwithJikerAcademy,launchedtheIIOEonlinelearningplatform().Thisplatformiscommittedtoprovidinghigh-qualityonlinecoursesanddigitalcapacity-buildingresourcestopartnerinstitutions,promotingthedigitaltransformationofhighereducation,andenhancingthedigitalandAIcapabilitiesofhighereducationprofessionals.In2022,UNESCO-ICHElandplatformserviceproviderzhixueyunconductedacomprehensiveupgradeandlaunchedIIOE2.0,whichsupportssixofficialuNlanguages.In2023,theplatformfurtherintegratedchatGPTandreleasedIIOE3.0withtheintelligentteachingassistanti-TA,effectivelyenhancinguserlearningexperiences.In2025,IIOE4.0launchedwithanoperationaldatadashboardfunction,enablingpartnerstoplanoperationsmoreefficiently.TheIIOEPlatformprovidesaneffectivedigitallearningenvironmentforhighereducationinstitutionsthroughitsonlinelearningsystem,digitalresourcemanagementsystem,andintelligentlearningsupporttools.TheIIOEplatformsupportsmultilingualcoursepublishingandlearningtomeettheneedsoflearnersfromdifferentcountriesandregions.concurrently,withtheadvancementofAItechnology,theIIOEplatformcontinuouslyexplorestheapplicationofintelligentlearningassistants,learningdataanalytics,andothertechnologiesinteachingandlearningsupport,whichenhancesthelearningexperienceandteachingefficiency.TheIIOEPlatformalsoprovidesautonomousoperationandmanagementfunctionsforIloENationalcentresandpartnerinstitutions.ThisenablesthemtocarryoutlocalisedcoursedevelopmentandtrainingprogrammesundertheIIOEtechnologicalframework,therebyformingadigitaleducationplatformsystemcharacterisedbyglobalsynergyandlocalimplementation.Furthermore,thecontentresourcesontheI1OEplatformundergocontinuousdevelopmentanditeration,withacumulativeofferingofover700massiveopenonlinecourses(MOOCS)coveringkeyareassuchasonlineandblendedteaching,ICTfundamentals,cloudcomputing,bigdata,andAl.I1OEhastherebyformedamultidisciplinaryandmulti-thematiclearningresourcerepository.AsofMay2026,theI1OEplatformhasover27,000registeredusersand283registeredinstitutionsacrossAsia,Africa,LatinAmericaandotherregions,demonstratingtheplatform'sextensiveconnectivityandinfluenceintheglo2.1.2Micro-certificationcurriculumFramework:courseDevelopmentDrivenby"partnerNeeds+FrontierTrends"Relyingona"partnerneeds+frontiertrends"dual-drivensystem,I1OEhasprogressivelyestablishedfourmicro-certificationcoursecategories:"HigherEducationTeachingpersonnelDigitalcompetency","GenAIforHigherEducationprofessionals","AI+Discipline",and"Al+Industry".I1OECoursesareavailableinArabic,chinese,English,French,Russian,spanish,andotherlanguages1Theactorsincoursedevelopmentandlocalisationareincreasinglydiverse,includingIIOENationalcentres,partnerinstitutions,enterprises,andinternationalorganisations,significantlyenhancingthelocaladaptabilityofcoursesasopeneducationalresources.EducationprofessionalscourseseriesEducationprofessionalscourseseriesDigitalcompetencycourseseries1.Forexample,therearecoursesinDevelopment"orlue",kazakhstan.TheIIOEmicro-certificationcourseseffectivelyfillthegapinqualitydigitaleducationresourcesinmanydevelopingcountries.TheyhavebeenembeddedintotheteacherprofessionaldevelopmentsystemsofsomeI1OEPartnerinstitutions,achievingtheinstitutionalisationofcapacity-buildingprogrammes.The"HigherEducationTeachingpersonnelDigitalcompetency"and"GenAlforHigherEducationprofessionals"coursesaredevelopedbasedoncompetencyitemswithintheIIOEHigherDigitalcompetencies"series(comprising21coursesasofMay2026)targetsfoundationalgapsindigitalteachingandunfamiliaritywithdigitaltools.Itaimstoenhanceteachers'capabilitiesinblendedteaching,resourcedesign,andinstructionalmanagement.The"GenAIforHigherEducationprofessionals"series(27courses)primarilyaddresseseducators'skillgapsinAl-integratedinstructionaldesign,AIpromptengineering,andtoolapplication.Aftercompletingthecourses,educatorsareempoweredtointegrateGenAIintoteachinginnovationandcontentcreation,resultinginimprovedteachingcapabilities.The"AI+Discipline"series(10courses)explorestheapplicationofAlinacademicdisciplinesandempowershighereducationprofessionalstodrivetheinnovativeintegrotionofAIwithdisciplinaryteachingandresearch.Amidthecontinuouslyexpandingglobaltalentgap,the"AIl+Industry"coursesbridgesthedividebetweenhighereducationandindustryneeds.Thisseriesaimstoaligntalentcultivationpreciselywiththereal-worlddemandsofeconomicdevelopmentinthedigitalandAlera.The"Al+Industry"coursesshiftfromadisciplinaryperspectivetoanindustryperspective,andfromaknowledge-centredapproachtooneorientedaroundindustryworkflowsandjob-specificcompetencies.ThismarkstheextensionofIIOE'scoursesystemfromtheeducationsidetotheindustryside.1.FormoreinformationontheIIOEHigherEducationTeachi"IcoursecoursesonIloEplatform(partial)currently,IIOEhaspartneredwiththechinaAssociationofTradeinservices,BGIGroup,anduniversitiputraMalaysiatodevelopindustry-alignedsystematiccourseson"AI+cross-BorderE-commerce","Al+Lifesciences",and"AI+AgriculturalTechnology".Buildingonexistingachievements,IIOEisactivelyplanningforcoursesinfrontierfieldssuchas"Al+LOW-AltitudeEconomy","Al+cleanEnergy",and"Al+EmbodiedIntelligence".Bybroadeningitspartnerships,IIOEwillcontinuetodiversifythecurriculumframeworktomeetfutureindustrydemands.2.2LocalAdaptationFuelsIloE'ssustainedGrowthTheexpansionoftheglobalnetworkestablishesthebreadthofIIOE,whilelocaladaptationtapsintothedepthandsustainabilityofitsdevelopment.onlybybeingrootedinthelocaleducationalecosystemcandigitalandAl-enabledtransformationrealisetheshiftfrom"externallydriven"to"endogenousgrowth".Byestablishingamulti-tieredoperationalsystemofIIOENationalcentres,TrainingcentresandRegionalcentres,I1OEintegrateshigh-qualityglobalresourceswiththespecificpolicyframeworks,teachingandlearningcontexts,andindustryneedsofeachcountry.ThislocalisedoperationalmechanismnotonlyensurestheinstitutionalsustainabilityofIIOEtrainingsandprogrammes,butalsoeffectivelyactivatespartners'initiativeinleadingeducationaltransformation.2.2.1IIOENationalcentre:coreMechanismfortheLocalisedImplementationofIIOETrainingsandprogrammesUNESCO-ICHEIhasjointlyestablishedIIOENationalcentreswithpartnerinstitutionsin17countries.withthesupportofnationalhighereducationauthorities,IIOENationalcentresbuildnationwidenetworksofhighereducationinstitutions,organiselocalisedtrainingprogrammesandrelatedactivitiesviatheOEonlinelearningplatformandcourses,comprehensivelyenhancethedigitalandAIcompetenciesofhighereducationprofessionals,andleadandpromotethedigitaltransformationofhighereducationatthenationallevel.AspivotalhubsfortheimplementationoftheoEinitiative,eachNationalcentreplansitsoperationalobjectivesandactionplansaccordingtothelocaldevelopmentstageofhighereducation.TheyserveasthecoremechanismtoensurethematchingofIIOE'sglobalresourcesandlocalneeds.Table2-1ListofIOENationalcentres2021southAsiapakistanuniversityofEngineeringandTechnology,Lahore2021southernAfricazambiaMulungushiuniversity2022EastAsiaMongoliaMongolianuniversityofscienceandTechnology2022southeastAsiaMalaysiauniversitiputraMalaysia2022southeastAsiaIndonesiaIndonesiacyberEducationInstitute2022westAfricaNigeriaAhmaduBellouniversity2022EastAfricakenyauniversityofNairobi2022NorthAfricaEgyptAinshamsuniversity2023centralAsiauzbekistanTashkentuniversityofInformationTechnologies2023westAfricasenegalGastonBergeruniversity2023NorthAfricaMoroccocadiAyyaduniversity2024EastAfricaEthiopiaAddisAbabauniversity2025westAfricaGhanauniversityofcapecoast2025centralandEasternEuropeserbiauniversityofBelgrade(centrefor