A Comparative Study of Domestic and Foreign Educational Informatization Policies

In today's era of globalization, the competition among countries is increasingly fierce, and talent is the key to competition. Educational informatization can improve the quality and efficiency of education, cultivate high-quality talents with innovative spirit and practical ability, and thus enhance the core competitiveness of a country. Therefore, countries around the world have regarded educational informatization as an important part of their national strategies, increasing policy support and investment to gain an advantageous position in international competition. This paper aims to conduct a comprehensive comparative analysis of domestic and foreign educational informatization policies, explore their differences and commonalities, and provide references for the optimization of China's educational informatization policies. By reviewing relevant literature, it is found that there are many differences in policy objectives, key measures, and guarantee mechanisms between domestic and foreign policies, and there are also areas for mutual learning. Foreign policies focus on infrastructure construction, teacher professional development, and the promotion of innovative education models, while domestic policies have achieved remarkable results in promoting educational equity, facilitating deep integration, and "Internet + Education" innovation practices, but also face some challenges. Based on this, it is proposed that China should strengthen policy systematization, accurately enhance teacher capabilities, and optimize resource supervision and evaluation to promote the development of educational informatization.