Digital Education Transformation and Educational Equity Promotion: An Analysis Based on KH Coder Text Mining Tool

Taking the promotion of educational equity by digital educational transformation as the research theme, this paper adopts the KH Coder text mining tool to systematically analyze the digital education policy texts of typical countries in the recent decade, and combines with the theoretical framework of policy tools to discuss in depth the realization path of educational equity in the context of digital transformation. The study adopts the text analysis method and discusses the three policy tool dimensions of demand-based, supply-based and environment-based through the technical means of word frequency statistics, co-occurrence network analysis and multi-dimensional scale analysis. The study finds that, firstly, differences in digital information literacy exacerbate educational inequity, and the cultivation of teachers’ and students’ digital competence needs to be strengthened; secondly, the uneven distribution of high-quality digital resources constrains educational equity, and the allocation of resources needs to be optimized; and lastly, the uneven construction of digital infrastructure affects the transformation process, and the government's leading role needs to be strengthened. As a result, this paper puts forward policy recommendations in three areas: first, improve the digital literacy of the whole population and develop a personalized learning support system; second, optimize the resource allocation mechanism and implement a dynamically adjusted allocation policy; and lastly, strengthen the infrastructure support and build an open and shared education ecosystem. This study aims to provide a theoretical basis and policy reference for the digital transformation that promotes educational equity and promotes the development process of educational modernization.