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<p>Educational platform could fundamentally transform traditional learning landscapes and institutional boundaries. Drawing on Actor-Network Theory (ANT), this study examines how the Guangdong Academic Credit Bank’s Information Management Platform (GACB-IMP) reshape certification practices and governance. Employing qualitative case study approach that combines platform analysis, stakeholder interviews, and document review, we analyze how technical and social functions interact to reconstruct learning practices and institutional relationships. The findings show that GACB-IMP operates as socio-technical assemblages in which academic credits function as non-human actors, creating new social configurations across participant, operational, and systemic levels. In this process, technological infrastructures and user practices continuously negotiate and redefine institutional boundaries.Theoretically, this study contributes to Science and Technology Studies (STS) by conceptualizing educational platforms as socio-technical assemblages in which technical infrastructures and social relations co-produce new forms of educational governance. Practically, it provides insights for developing more inclusive digital learning ecosystems that bridge formal and informal education.</p>

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Reconstructing the Educational Field with Digital Platforms: A Case Study of Guangdong Academic Credit Bank in China from an ANT Network Perspective

  • 期刊论文

  • 发表日期：

    2026年3月6日

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  • Siyu Zhao,
  • Wenqing Liu,
  • Xuechan Li,
  • Xianchun He

摘要

Educational platform could fundamentally transform traditional learning landscapes and institutional boundaries. Drawing on Actor-Network Theory (ANT), this study examines how the Guangdong Academic Credit Bank’s Information Management Platform (GACB-IMP) reshape certification practices and governance. Employing qualitative case study approach that combines platform analysis, stakeholder interviews, and document review, we analyze how technical and social functions interact to reconstruct learning practices and institutional relationships. The findings show that GACB-IMP operates as socio-technical assemblages in which academic credits function as non-human actors, creating new social configurations across participant, operational, and systemic levels. In this process, technological infrastructures and user practices continuously negotiate and redefine institutional boundaries.Theoretically, this study contributes to Science and Technology Studies (STS) by conceptualizing educational platforms as socio-technical assemblages in which technical infrastructures and social relations co-produce new forms of educational governance. Practically, it provides insights for developing more inclusive digital learning ecosystems that bridge formal and informal education.