With the rise of digitalization, advanced technologies such as artificial intelligence are redefining the global educational landscape. However, the issue of the digital divide remains a serious concern, especially in countries of the Global South, where the digitalization process has exacerbated educational inequalities. The roots of this divide are complex and include national differences, lack of global consensus, conflicts of interest, and geopolitical tensions.
Since the mid-20th century, countries in the “Global South” have promoted economic growth through regional cooperation and technological collaboration, playing a prominent role on the international stage. In the era of digitalization and artificial intelligence, these countries must intensify technological cooperation and resource exchange to reduce educational inequalities and improve the quality of education.
Educational collaboration in the digital sphere between Latin America and the Caribbean (LAC) and China has become a model example for the world. In 2023, the China-LAC Digital Technology Cooperation Forum was held in Chongqing, where the “Chongqing Initiative” was presented, aimed at deepening cooperation between the two sides in key areas such as education, health, and agriculture.
In November 2024, during the 31st Informal Leaders’ Meeting of the Asia-Pacific Economic Cooperation (APEC) Forum in Lima, the President of the People’s Republic of China, Xi Jinping, urged countries to join the “Global Cooperation Initiative for Cross-Border Data Flow,” promoted by China, to ensure a safe and efficient data flow that enables the benefits of digitalization to reach the entire world.
Achievements in Digital Educational Cooperation
First, we must consider the Global Alliance for Online Education and MOOCs. In 2020, the Ministry of Education of China led the creation of the Global Alliance for Online Education and MOOCs, launching international online teaching platforms “iCourse” and “XuetangX.” These platforms offer courses in multiple languages and promote integrated global educational programs, enabling students to participate in online learning experiences and explore mutual credit recognition. In 2024, the Monterrey Institute of Technology in Mexico, after the University of Chile, joined the alliance, further expanding its impact.
Second, we can consider the Luban Workshops, which constitute a well-known international vocational education program driven by the Chinese municipality of Tianjin. These programs adopt a collaborative model between government, educational institutions, and businesses. This approach combines the transnational integration of education and industry, involving bilingual teachers and technical experts to achieve a balance between internationalization and local adaptation. By 2024, 21 Luban workshops had been established in 20 countries across Asia, Europe, and Africa. In December 2024, the National University of San Marcos in Peru formalized an agreement with the Chongqing Open University and the Chinese company CETC International Co., Ltd. to operate the first Luban Workshop in South America, strengthening cooperation in digital infrastructure and economy.
Third, we can highlight Huawei’s “Seeds for the Future” program, which is part of Huawei’s corporate social responsibility for young people and aims to develop talent in information and communication technologies (ICT), especially among women, through scholarships, academic competitions, and online training. Since its launch in LAC in 2014, it has reached around 20 countries in the region and trained over 2,100 students. Huawei has also collaborated with more than 450 universities in the region, offering certification courses and excelling in global ICT competitions.
Challenges and Prospects for Educational Cooperation
Despite the achievements, differences in regulatory systems and stages of development between LAC countries pose challenges for the coordination and implementation of policies. Disparities in regulations concerning data protection and cybersecurity, as well as uneven digitalization in educational governance, make cooperation difficult.
To address these challenges, LAC and China must continue strengthening their collaboration through technological cooperation and knowledge transfer. This includes promoting inclusive and adaptable digital technologies to support digital educational transformation in LAC countries.
Another relevant proposal is the creation of cooperation platforms that would allow the establishment of regional or international platforms for research and application of digital technologies, concentrating scientific resources and offering intelligent educational solutions.
Finally, it is essential to promote participation in the creation of global standards. This means actively participating, under the framework of the Global South, in the formulation of standards for smart education, developing autonomous data governance systems, and strengthening the voice of Southern countries on the international stage.
Through these initiatives, China and LAC will be able to jointly bridge the digital divide, promote educational equity and quality, and build a sustainable future in the digital age.
This text was originally published on the REDCAEM website.
*Machine translation proofread by Janaína da Silva.
