From "No Development Growth" to "Ecological Development": Reflection on the Paradigm of Digital Technology Assisting Education to De-Involution

Abstract

This study first traces the anthropological origins of "involution" to clarify its core meaning as "growth without development." It then demonstrates that contemporary educational involution represents a systemic crisis where industrial-era educational paradigms, amplified by digital technologies, have become self-locking systems. The inherent logic of digital technologies—data quantification and efficiency supremacy—has exacerbated systemic refinement and internal resource depletion. The conclusion analysis suggests that genuine "de-involvement" requires paradigmatic reflection aligned with prevailing trends, necessitating coordinated efforts across philosophical, institutional, and technological dimensions. By transforming digital technologies' empowering potential into foundational drivers for paradigm shifts, we can construct a new educational ecosystem centered on "diversity and symbiosis," achieving a qualitative leap from "involution" to "de-involvement."