Abstract: In the process of the digital transformation of the education system enabled by digitalintelligencetechnology,the inherent contradiction between the paradigm of technology applicationand the demands of educational ethics gives rise to derivative ethical risks such as the quantitativeprocessing of emotions,the erosion of subjectivity,and the manipulation of values.The mechanismsbehind these risks can be traced to the obscuring of the essence of education by technological standardmonopolies,educational alienation under the data power structure,and the crisis in the reconstructionof subjective cognitive frameworks,which poses a grave threat to the“whole-person education”system constructed by social-emotional learning. In light of these ethical concerns,a“technologyinstitution-humanity”linkage governance paradigm should be established based on social-emotionallearning:algorithm governance enhanced by social-emotional learning should optimize the valuesystem of technological logic;an emotional barrier system should be constructed to resist the erosionof data power;and return to humanistic cultivation of emotional competence so as to reshape thehumanistic value of education. This will enable digital-intelligence-enabled education to return from thedimension of efficiency to the dimension of life,and establish a comprehensive implementationsystem that balances academic rigor and practicality from the perspective of “cultivating a complete personality.”

Key words: digital-intelligence-enabled education, social-emotional learning, ethical risk, algorithm governance, emotional sovereignty, human-machine collaboration