FROM STATE SUPERVISION TO INTERNATIONALIZED AND TECHNOLOGY-DRIVEN EDUCATION

This paper examines the evolution of education from a state-supervised model to an internationalized and technology-driven educational reality. With a focus on exploring how educational reforms impact social justice, the study analyzes the function of education as a tool for reproducing social inequalities. It investigates the influence of internationalization and technology on educational policies, as well as the management of education systems, while exploring how contemporary reforms shape school operations and the educational process in a global environment. Emphasis is placed on the transition from state supervision, where educational policies and decisions were primarily national and local, toward a system increasingly guided by international organizations such as the OECD, economic actors, and technological advancements. Through a critical analysis of international educational policies and their impact on national education systems, along with a literature review and an examination of shifts in goal-setting processes and the orientation of educational practices, the paper highlights the role of technology and globalization in reshaping the educational landscape. It also considers the changing relationships between states and educational institutions, as well as the influence of economic and political factors in shaping modern educational strategies. Despite the opportunities that technology offers for enhancing education, the research suggests that the trend toward internationalized and technology-driven education may exacerbate inequalities between countries and educational systems while limiting local and national autonomy.