Abstract
Background: Digital transformation, artificial intelligence (AI), climate uncertainty, demographic change, and widening inequality are reshaping the goals, structures, and governance requirements of contemporary education systems. Policy arrangements designed around institutional stability, standardized provision, and periodic reform are increasingly inadequate for supporting continuous, equitable, and resilient learning. Objective: This study reimagines educational policy through the concept of sustainable learning and develops an integrated framework for governing education in the digital era. Methods: A qualitative conceptual policy analysis was combined with a structured synthesis of international scholarship and policy documents, focusing on recurring principles related to digital education, AI governance, lifelong learning, inclusion, institutional resilience, and sustainable development. Results: The study proposes a Sustainable Educational Policy Innovation Model (SEPIM), comprising five mutually reinforcing dimensions: values-based policy leadership, inclusive digital innovation, collaborative governance, institutional adaptability, and continuous evaluation. The model demonstrates that technology contributes to educational sustainability only when embedded within public purposes, human agency, equitable capacity building, and accountable feedback mechanisms. Conclusions: Sustainable learning requires a shift from technology-centered modernization toward human-centered adaptive governance. Educational policy should conceptualize digital infrastructure as a public learning resource, safeguard rights and professional autonomy, strengthen institutional capacity through sustainable financing, and evaluate long-term educational value rather than short-term technology adoption. SEPIM provides a practical analytical framework for educational policy design, implementation, and comparative research in the context of digital transformation and sustainable development.
References
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