دانلود کتاب یادگیریِ برحسبِ نیاز برای آموزشِ مادام‌العمر و پاسخگو: دیدگاه‌های فلسفی، فناورانه و عملی

I am Dejian Liu, from the Smart Learning Institute at Beijing Normal Univer- sity. My work has focused on smart learning environments and design methodology. One core question has guided much of this work: How can technology improve the way people learn, work, and develop? This question gradually led to the concept of On-Demand Learning, the central focus of this book. Education is shaped by many forces—social, economic, institutional, and cultural conditions all define what is possible in different contexts, and in many parts of the world, far more basic chal- lenges remain. Yet across these diverse contexts, the rapid advancement of artificial intelligence is raising questions that no education system can afford to ignore. These changes are happening quickly, and many of our existing educational models must evolve to meet them. I would first like to express my sincere gratitude to all the authors who contributed to this book. They brought knowledge, experience, and different points of view to a fast-moving field. Their work has made this book much richer than I first imagined. I also thank the editorial and publishing teams. Their guidance and patience helped turn an early idea into an international project. I would also like to acknowledge the reviewers, colleagues, and collaborators who offered thoughtful advice during the preparation of the book. The chapters cover a wide range of subjects. They include educational philosophy, artificial intelligence, vocational education, public policy, and Global South perspec- tives on equity and development. Together, they show that On-Demand Learning is not a single teaching method. It is part of a wider change in the relationship between education, work, and technology. Learning is no longer limited to class- rooms, semesters, or degree programs. It now takes place across digital platforms, workplaces, and everyday life. It is becoming more flexible, more personal, and more closely linked to real tasks. Within this broader transformation, On-Demand Learning offers a different way to think about the individual learning experience. It starts with the idea that people may not need to master every technical process before they can act. With the support of AI, they can complete many tasks while focusing their learning on higher levels of understanding and decision-making. This invites us to ask not only how people should learn but also what knowledge and capabilities remain uniquely important for people in an age of AI. This does not make learning less important. It changes its focus. Learners still need sufficient knowledge to understand problems, set goals, evaluate results, identify errors, and take responsibility for their decisions. They will increasingly work with AI to complete tasks and solve problems, learn how to guide intelligent systems, assess their outputs, and integrate different forms of support. At the same time, these new possibilities also require careful attention to risks: loss of foundational skills, diminished learner autonomy, and new forms of dependency. It is equally important to preserve human agency, ethical judgment, and critical thinking. In this setting, communication, creativity, critical thinking, ethical judgment, and collaboration become even more important. These changes will also affect educational institutions. Schools, universities, and training providers may need to reconsider what they teach and how they assess learning. Traditional knowledge and professional expertise will remain essential. At the same time, learners will need new opportunities to develop practical skills in working with AI. Educational institutions may also need to make thoughtful use of emerging teaching technologies to help learners build the knowledge, judgment, and skills required in an AI-rich environment. The ways in which these changes unfold will inevitably differ across contexts, depending on local infrastructure, resources, policy priorities, and community needs. On-Demand Learning may widen access to knowledge and professional support. However, these benefits will not be shared equally unless questions of access, governance, culture, and inclusion are taken seriously. The chapters in this book examine these opportunities and challenges from different perspectives. Together, they show that On-Demand Learning is not simply a new use of technology. It is part of a broader reconsideration of knowledge, compe- tence, work, and the purpose of education. As the first editor of this volume, I hope the book contributes to a thoughtful discussion about what people should learn, what they can do with the support of AI, and what educational institutions should provide in response. I hope this book encourages readers not only to better understand On-Demand Learning, but also to critically reflect on the broader educational futures now being shaped across different societies and contexts. More importantly, I hope it opens space for continued dialogue among researchers, educators, policymakers, industry leaders, and learners seeking to create learning systems that are not only flexible and innovative, but also equitable, sustainable, and deeply human-centered.