Journal of Teaching Innovation and Evaluation
JTIE, Vol. 1, No. 1, 2026, pp.1-15.
Print ISSN: 3107-1848; Online ISSN: 3107-1856
Journal homepage: https://www.tiejournal.com
DOI：Https://doi.org/10.64058/jtie260101wddid
——基于2018-2024年中美生成式人工智能教育研究的可视化比较
王剑锋（Wang Jianfeng），苏 娉（Su Ping）
摘要：本研究借助CiteSpace可视化分析工具，剖析2018至2024年WOS数据库中中美生成式人工智能高等教育领域文献的发文量、发文机构、关键词共现、聚类及时间线等特征。研究结果显示，中国在该领域的研究呈快速发展态势，依托政府驱动的协作网络，聚焦技术实用主义，侧重基础技术向教育场景应用的迅速转化；美国在该领域的研究则更加注重系统化构建与社会性反思，覆盖从技术哲学到算法实现的全方位探索，关注用户体验、数据安全等社会技术维度。中美研究路径分化体现核心差异：中国以“效率突破”为优先，致力于通过技术实现教育的跨越式提升；美国则以“系统稳健”为核心，强调技术与伦理、社会接受度之间的平衡。未来，双方在该领域兼具竞争与合作潜力，需携手探索技术助力教育变革的多元路径，推动高等教育高质量发展。
关键词：生成式人工智能；高等教育；CiteSpace可视化分析
作者简介：王剑锋，华南理工大学外国语学院硕士研究生，研究方向：国别与区域研究。电邮：wangjianfeng4032@163.com。苏娉（通讯作者），华南理工大学外国语学院教授，博士生导师；研究方向：加勒比文学与文化研究、岛屿文学与文化研究、移民文化研究。电邮：928951639@qq.com。
Title: Why Do Digital-Intelligence-Driven Higher Education Transformations Diverge? — A Visualized Comparative Analysis of China-U.S. Generative AI in Education Research (2018–2024)
Abstract: This study employs the CiteSpace visualization analysis tool to conduct an in-deep examination of publications from the Web of Science (WOS) database between 2018 and 2024 concerning generative artificial intelligence (AI) in higher education within China and the United States. The analysis focuses on publication volume, contributing institutions, keyword co-occurrence, clustering, and timeline characteristics. The findings reveal distinct national research trajectories: China demonstrates rapid development in this domain, underpinned by a government-driven collaborative network and emphasizing technological pragmatism. Chinese research prioritizes the swift translation of foundational technologies into practical educational applications. Conversely, research in the United States places greater emphasis on systematic development and societal reflection, encompassing a broad spectrum from the philosophy of technology to algorithmic implementation. US research also consistently addresses socio-technical dimensions such as user experience and data security. This divergence in research pathways reflects China’s prioritization of “efficiency breakthroughs”, aiming for leapfrog educational advancements through technology, while the US focuses on “system robustness”, emphasizing the balance between technology, ethics, and social acceptance. Looking ahead, competition and cooperation coexist between China and the US in the field of generative AI for higher education. Collaborative efforts are essential to jointly explore diverse pathways where technology can drive educational transformation, thereby fostering the high-quality development of higher education.
Keywords: Generative Artificial Intelligence; Higher Education; CiteSpace Visualization Analysis
Author Biographies: Wang Jianfeng, Master’s Student, School of Foreign Languages, South China University of Technology. Research Interests: Regional and Area Studies. E-mail: wangjianfeng4032@163.com. Su Ping (Corresponding author), Professor at the School of Foreign Languages, South China University of Technology, Doctoral Supervisor. Research Interests: Caribbean Literature and Culture Studies, Island Literature and Culture Studies, Migration Culture Studies. E-mail: 928951639@qq.com.
Received: 08 Feb 2026 / Revised: 20 Apr 2026 / Accepted: 21 Apr 2026 / Published online: 30 Apr 2026 / Print published: 30 May 2026.
