Abstract: To comprehensively promote China’s education modernization, it is necessary to first clarify the logical relationship and structural pattern between digitalization and the modernization of education in China so as to define the specific application scope of digitalization and analyze the current maturity. Based on the logical mainline of history-policy-development, this paper constructs an overall framework with the practice scope of subject, resources, governance, and guarantee, focusing on the impact and role of digitization on the modernization of education; Based on the Triadic Reciprocal Determinism, it constructs a dimensional framework for digital application, with digital environment, digital capabilities, and digital behavior as the main elements; Based on the reference of the Capability Maturity Model and following the historical and developmental mainline, it constructs a maturity model for the digital application. This will provide theoretical guidance and direction for the application level and capability of digitalization in building China’s education modernization, as well as for promoting the in-depth development of education modernization. By searching, screening, coding, and analyzing CSSCI journals and Chinese core journals (CNKI) with key words such as “educational elements” and “digital dimensions”, the study finds that the maturity of digitalization in promoting modernization of various educational entities is uneven: the maturity varies in different fields, and it differs even in the same field. Such finding provides practical guidance to systematically promote the modernization of education in a planned, step-by-step, and phased manner.

Key words: digitalization of education, modernization of education, Chinese modernization, maturity