“数字鸿沟”到“价值鸿沟”：数智时代思想政治教育公平性的风险逻辑与治理路径

From the Digital Divide to the Value Divide: The Risk Logic and Governance Pathways of Fairness in Ideological and Political Education in the Digital Intelligence Era

While the deep integration of digital-intelligent technologies into ideological and political education enhances teaching efficiency and personalization, it also harbors the complex risk of reshaping educational equity. This paper proposes that this risk follows a three-stage transmission logic, evolving from a “digital divide” to a “value divide.” Initially, regional and group disparities in infrastructure and platform access form the material premise of inequality. The critical juncture lies in the interactive rupture between “digital-intelligent literacy” and “ideological-political literacy,” where disadvantaged groups, despite potentially gaining technical access, exhibit a systematic lag in information filtering, content critique, and value internalization, creating an insurmountable “literacy divide.” Ultimately, the risk culminates in a deep polarization at the level of value identification, leading to a substantive split in the acceptance degree and quality of mainstream ideology among different groups, thereby shaking the foundation of social consensus. Furthermore, this paper reveals the underlying mechanisms: the squeeze of commercial capital on the public nature of education, implicit biases in algorithm design, and the “Matthew Effect” of technological iteration collectively constitute the structural drivers of inequality. To address these challenges, it is imperative to construct a systematic governance approach that coordinates technology, institutions, and humanistic elements. By promoting inclusive technology design, strengthening policy guidance, regulatory assessment, and comprehensively enhancing the digital-intelligent and ideological-political literacy of both teachers and students, fairness and justice can be anchored throughout the entire process of digital-intelligent empowerment, thus achieving a dialectical unity of technological rationality and educational value.

数智技术深度赋能思想政治教育在提升教学效率与个性化水平的同时，亦潜藏重构教育公平的复杂风险。本文提出，这一风险呈现为由“数字鸿沟”向“价值鸿沟”演化的三级传导逻辑：初始阶段体现为基础设施与平台接入的区域性、群体性差异，构成不公平的物质前提；关键环节在于“数智素养”与“思政素养”的交互断裂，弱势群体虽或实现技术接入，却在信息甄别、内容批判与价值内化层面存在系统性能力滞后，形成难以逾越的“素养鸿沟”；最终风险落脚于价值认同层面的深度分化，即不同群体在主流意识形态接受程度与认同质量上出现实质性割裂，动摇社会共识根基。进一步揭示其生成机理，商业资本对教育公共性的挤压、算法设计中的隐性偏见以及技术迭代的“马太效应”共同构成不公平的结构性动因。为应对上述挑战，亟需构建技术—制度—人文协同的系统治理路径，通过推进普惠性技术设计、强化政策引导与监管评估、全面提升师生数智思政素养，将公平正义锚定于数智赋能的全过程，从而实现技术理性与教育价值的辩证统一。