A Framework for High-Quality Management of Homework in the Context of Digital Education
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Published
Nov 28, 2025
Abstract
The deepened understandings of the Double Reduction policy have instigated a transition from focusing on reduction in homework quantity to emphasizing homework quality in Chinese basic education. The digital transformation in education offers new opportunities to address the current issues with homework management, such as unscientific design of homework, a lack of process tracking, and low efficiency in homework marking. This article aims to explore a successful pathway for high-quality homework management by proposing a framework of digitally enabled homework management (DEHM), which highlights homework design and assignment, homework completion tracking and recording, and homework feedback and remedies as the three basic steps of the DEHM process; integrates initial homework data, homework completion data, homework results data, homework intervention data, and homework progress data; and involves teachers, students, parents, and school administrators as DEHM actors. The study underscores the roles of DEHM in ensuring the traceability and accountability for homework quality, reducing teachers’ workloads, promoting personalized learning in students, and providing data-based evidence for educational governance.
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Keywords
Homework Management, Digitally Enabled Homework Management, Theoretical Framework, Digital Education, Double Reduction Policy
Supporting Agencies
No funding sources declared.
References
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Yang, X. (2021). Solving the dilemma of “Burden Reduction”: An exploration of successful experience in homework management and improvement. School Administration, 2021(10), 13-17. Available at: https://kns.cnki.net/kcms2/article/abstract?v=iSoVlldxB1NgrEkyoEXVbTtjzxjPrwJL-_3lGLH3Y5E9xzywDnjfjJ5MTZAdo7adtU5ndreFVZgdlmwJ5-M6qJ0q2IKWdTr6qU2xW2ti0lxkUaX69Jg4lhHYHbTVFz72VXpl1NmUVknbyRxBhQEjdEsdbAJGUDfNOXtegJ3diTU=&uniplatform=NZKPT&language=CHS
Zeng, S. & Xu, H. (2022). Digitally enabled homework management: Significance, challenges, and pathways. Educational Research and Experiment, 2022(6), 102-106. Available at: https://kns.cnki.net/kcms2/article/abstract?v=iSoVlldxB1PfWSI9U77MBlhfSpM0OcpOA7IW6-cYM8k4BEpg0NxDxYD2YNx1GNsCu_V1v7rcItp7hEJ3Lk5nLFBNKXWzqlY5BUQkzBRL7I5OddWMew-6PXNiSSc7kXlMO-kimnKh4DJS1OCLQcF4FC4mqTPBB1G1e3QbCxUGx1o=&uniplatform=NZKPT&language=CHS
Zhang, K., & Du, J. (2021). From management to governance: Connotations, framework, and pathways for homework governance in basic education. China Education Science, 4(5), 98-107. DOI: https://doi.org/10.13527/j.cnki.educ.sci.china.2021.05.011
Jiang, G. & Ma, J. (2025). Challenges in the implementation of homework reduction policies: Causes and coping measures. School Administration, 2025(8), 28-31. Available at: https://kns.cnki.net/kcms2/article/abstract?v=sUPs6kfIqsbg1BrBNkE4ko_KCbv9zVNaLAw2n6c1TtQ_irhSCX_ZTvgfR9aiv_svN_O6oHDXI46m24lrVVY2HaWq2o4F6oFBimpEROT4czGRYtitWG_6S8oeOBK0FVcUcInzQuDTS9UpUH101hZJ9wPu9ADqfFHCVqrbY7JqSt4=&uniplatform=NZKPT&language=CHS
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Ke, Q., Bao, T., & Lin, J. (2022). The supply of digital educational resources and service innovation in the context of the Double Reduction policy. China Educational Technology, 2022(1), 17-23. Available at: https://kns.cnki.net/kcms2/article/abstract?v=uXGtp3S0eCA-OE_58bUlTOUw--KBIQlLAUnvDqvLT66VDlfBxsj2t0braUxCilAmndxygyqDjF3Sg1CkNTj5mpWTWcgg3syCKKy7YCUagUwifedw17hbr6qpgu_S3a_6LLDd-IISqdC11E9r4__3sqv2dms5SIjmTjqJNUl04oV4Jl3sFH1dug==&uniplatform=NZKPT&language=CHS
Lin, L., Le, N., Chen, K., Zhang, J., Chen, W., & Wen, S. (2022). Leveraging digital technology to support the implementation of the Double Reduction policy: Theoretical and practical explorations of the digital process of homework management. China Educational Technology, 4, 34-39. Available at: https://kns.cnki.net/kcms2/article/abstract?v=ZHE1803t14vUCXj_C_TVI3q037fenE81mY0-f0yOcFLE1aN6bg4j8b2vV-PpjDOtBM3uxJ8uCfTAvxJtJEjsztpPzUg3i16B3Hy-V5HLuqzUs-03Z1zLxQwOUrGo1TCBPUSXnUclWwvhCxajL5zFml-egsA7h9bRghTpYlml0UM=&uniplatform=NZKPT&language=CHS
Liu, H. & Shen, G. (2024). The digital transformation of homework in primary and secondary education: Significance, challenges, and solutions. Curriculum, Teaching Materials, and Methods, 44(2), 89-96. DOI: https://doi.org/10.19877/j.cnki.kcjcjf.2024.02.013
Ministry of Education of China (2022). 2022 Government Work Points of the Ministry of Education. Available at: http://www.moe.gov.cn/jyb_sjzl/moe_164/202202/t20220208_597666.html
Ministry of Education of China (2025). Circular on Implementing the Action Plan for Promoting Teacher Development Leveraging Digital Technology. Available at: http://www.moe.gov.cn/srcsite/A10/s7034/202507/t20250704_1196586.html
Qi, Z., Yu, Q., & Zhang, J. (2023). Has the homework burden on students eased under the Double Reduction policy? An empirical study based on a survey of 1786 students from 11 provinces in western China. China Educational Technology, 2023(10), 73-81+88. Available at: https://kns.cnki.net/kcms2/article/abstract?v=ZHE1803t14s5bhVXtNoAFsyocd84O6DGJXZ57AstrYSLXw7SJBIUQrHuuyyiHA55hKeJ_G3vSbawewy-2KpI3194Ok-nkHhacGA8IfVGAUo0C7CkLhU6RE4owKOYNH3jCC_YvMWHK-rQt0ahepqsCwhwtxoel--IDQxQvdeGaBo=&uniplatform=NZKPT&language=CHS
State Council of China. (2021). Opinions on Further Reducing the Burdens of Homework and Off-Campus Training on Compulsory Education Students. Gazette of the State Council of China, 2021(22), 14-19. Available at: https://kns.cnki.net/kcms2/article/abstract?v=uXGtp3S0eCBP391Nx_Ex5gzOsDedK8tlTKJGW08dLuJbir9L-XppTtaUkDqXgVrrqrY8eldMcrwmmOwf7vUSGjpHBCNeFtQT_5HfPBzn6DsGBuBzM7Keub1Ltu8xSr7GBbzktkxbCQcDGmQjdyYZ5JHaJYzyeGQREXjR1Cf2BKsiBsWFMaAqSQ==&uniplatform=NZKPT&language=CHS
Tang, X., Zhang, Y., & Zhang, G. (2023). AI-enabled automatic homework assessment based on a smart homework ecosystem. China Educational Technology, 2023(4), 115-121. Available at: https://kns.cnki.net/kcms2/article/abstract?v=29aDaWKg40ER_0WaWV16Y7pp2e0e6aXWaGQWyoT1GvmK3v7eZYhNwb-RnZTj8JvD291J84QwJiAmG5l_4jYZ83o_zL4SeXan9LAa4_poq4tVhzxb5yI6ILxp5KJv-2mjabyi-68f3lMdOSVQu5lYK0OzScjHyR5tnXXZeyNZJtI=&uniplatform=NZKPT&language=CHS
Yang, X. (2021). Solving the dilemma of “Burden Reduction”: An exploration of successful experience in homework management and improvement. School Administration, 2021(10), 13-17. Available at: https://kns.cnki.net/kcms2/article/abstract?v=iSoVlldxB1NgrEkyoEXVbTtjzxjPrwJL-_3lGLH3Y5E9xzywDnjfjJ5MTZAdo7adtU5ndreFVZgdlmwJ5-M6qJ0q2IKWdTr6qU2xW2ti0lxkUaX69Jg4lhHYHbTVFz72VXpl1NmUVknbyRxBhQEjdEsdbAJGUDfNOXtegJ3diTU=&uniplatform=NZKPT&language=CHS
Zeng, S. & Xu, H. (2022). Digitally enabled homework management: Significance, challenges, and pathways. Educational Research and Experiment, 2022(6), 102-106. Available at: https://kns.cnki.net/kcms2/article/abstract?v=iSoVlldxB1PfWSI9U77MBlhfSpM0OcpOA7IW6-cYM8k4BEpg0NxDxYD2YNx1GNsCu_V1v7rcItp7hEJ3Lk5nLFBNKXWzqlY5BUQkzBRL7I5OddWMew-6PXNiSSc7kXlMO-kimnKh4DJS1OCLQcF4FC4mqTPBB1G1e3QbCxUGx1o=&uniplatform=NZKPT&language=CHS
Zhang, K., & Du, J. (2021). From management to governance: Connotations, framework, and pathways for homework governance in basic education. China Education Science, 4(5), 98-107. DOI: https://doi.org/10.13527/j.cnki.educ.sci.china.2021.05.011
How to Cite
Yu, H. (2025). A Framework for High-Quality Management of Homework in the Context of Digital Education. Science Insights Education Frontiers, 31(1), 5005–5019. https://doi.org/10.15354/sief.25.re599
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