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JIANG Jingjing
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DOI:10.17265/2161-623X/2026.09.002
Shanghai Jiao Tong University, Shanghai, China
Integrating information technology into university teaching involves decisions about classroom use, resource organization, staff development, and feedback. This paper examines Shanghai Jiao Tong University (SJTU)’s educational technology work since 2015 through four areas: classroom facilities, digital platforms, teaching resources, and educational data. It traces the emphasis on simple, practical classrooms, the coordination of teaching and support systems, the analysis of recorded content, and the provision of teaching and learning information. It then considers how these developments can inform five pathways for deeper integration: (1) designing connected learning environments around everyday use; (2) reorganizing resources around course knowledge; (3) strengthening digital literacy; (4) developing teaching practices within courses; and (5) linking evaluation to feedback and follow-up. Each pathway relates university experience to a continuing development need and relevant research, with attention to generative AI (artificial intelligence), teacher development, and student participation. Together, the pathways show how technical provision can inform teaching and learning decisions and be refined through teachers’ and students’ experiences. They also identify teaching practices, student participation, and learning outcomes as priorities for subsequent evaluation.
technology integration, higher education, smart classrooms, digital learning platforms, digital literacy, learning analytics
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