State-Engineered Pedagogy: Deconstructing China's "AI+" Action in a New Era of Geopolitical Competition

Abstract

This paper provides a systematic deconstruction of the education-focused provisions within China's 2025 State Council directive, the "AI+" Action (Guo Fa No. 11). It introduces and develops the theoretical framework of "state-engineered pedagogy"—the deliberate, top-down use of technology by a state to systematically reshape teaching and learning processes to align with national economic and strategic objectives. Utilizing a methodology of policy text analysis, comparative policy mapping, and illustrative case studies substantiated with independent evidence, this paper argues that China's strategy aims to construct a new human-machine collaborative learning paradigm with a dual purpose: to drive domestic educational reform and to cultivate a future workforce capable of securing long-term technological self-reliance and shaping global standards. Through a multi-layered analysis of the policy's architecture, historical evolution, international context, and ethical risks, this paper contends that while the "AI+" mandate promises unprecedented personalization, it also introduces profound risks related to data privacy, algorithmic governance, and the creation of an "algorithmic panopticon." The execution of this policy thus serves as a critical case study in 21st-century statecraft and the global contest over the future of technology and society.