Artificial Intelligence-Enhanced Digital Educational Resources in Chinese Higher Education: From Resource Availability to Quality Governance

Abstract

Digital educational resources have become a central component of Chinese higher education, but the policy and institutional focus is shifting from resource availability to quality, adaptability, and governance. This review article examines how artificial intelligence can support the development, organization, recommendation, classroom use and evaluation of digital educational resources in Chinese higher education. Drawing on policy documents, international guidance and studies on digital competence, learning analytics and artificial intelligence in education, the article uses a resource life-cycle perspective to analyze opportunities and risks. It argues that artificial intelligence can improve resource matching, formative feedback and inclusive access, but these benefits depend on human review, pedagogical alignment, transparent platform governance, data protection and student artificial intelligence literacy. The article proposes a quality governance framework covering resource standards, teacher professional support, student competence development, platform accountability and iterative evidence-based evaluation. The study provides a practical reference for universities seeking to transform digital resource systems from repositories of content into learning-centered, responsible and continuously improved educational infrastructures.