The WPR Analysis of Digital Transformation Policy Discourse in Education

Objectives This study aims to analyze the policy discourse surrounding the digital transformation of education, with a particular focus on the aspects that are emphasized and those that are overlooked during the policy implementation process. By critically examining this discourse, the study seeks to identify the elements that have been neglected and to propose key considerations that should be taken into account in the digital transformation of education. Methods Employing Bacchi’s “What’s the Problem Represented to Be” (WPR) framework as an analytical lens, this study examines the discourse on digital transformation policies in education. The analysis is structured around three key dimensions: the historical origins of problematization and shifts in problem representation, the socio-educational phenomena resulting from problematization, and the reinterpretation of the constructed problem. Results The discourse on the digital transformation of education in South Korea is predominantly framed as an educational innovation narrative, emerging in response to perceived limitations of the existing education system. This discourse is materialized in the form of AI-driven digital textbooks, which serve as the primary policy instrument. However, the process of problem representation is underpinned by technocentric assumptions, an uncritical belief in the omnipotence of AI digital textbooks, and a compliance-based approach to technological integration. As a result, AI digital textbooks are positioned as a panacea for various educational challenges, with their implementation driven by state authority through legislative and administrative mechanisms. However, this policy trajectory fails to sufficiently incorporate the perspectives and participatory engagement of key educational stakeholders. Furthermore, discussions concerning the structural transformation of the educational system—particularly the evolving dynamics of the educational ecosystem—remain largely absent. Conclusions The digital transformation of education is an inevitable and structural shift driven by broader societal transformations. However, the mere adoption of AI and digital technologies does not inherently equate to educational innovation. To facilitate an effective and sustainable transition, broad-based stakeholder engagement and active participatory governance are essential. A more nuanced and balanced policy approach is required—one that moves beyond a technology-centric paradigm to incorporate critical reflections on the fundamental purposes of education, as well as institutional frameworks that support the meaningful integration of digital technologies within pedagogical and educational contexts.