The advancement of emerging information technologies has positioned smart classrooms as critical infrastructure for educational digitalization. However, empirical evidence indicates that smart classrooms frequently demonstrate limited integration with pedagogical practices, resulting in suboptimal educational outcomes despite substantial policy support and market expansion. This study examines the development trajectory, core characteristics, and functional models of smart classrooms. It identifies three core challenges hindering their effective implementation: (1) the misalignment between technology orientation and educational essence, (2) the mismatch between system complexity and governance capability, (3) the value conflicts between technology empowerment and educational equity. To address the aforementioned challenges, this study constructs the future development path of smart classrooms from four dimensions: educational orientation, systematic governance, equitable collaboration, and ecological innovation, aiming to provide an operable theoretical reference for subsequent research and practice.
Zhuo Sun (Thu,) studied this question.