"Elite Ladder" vs. "Universal Inclusion": A Comparative Study of Educational Values and Ideal Childhood Construction Reflected in Chinese and British Digital Education Advertisements

Abstract

In the digital age, educational advertising has transcended its commercial function to become a significant medium for transmitting socio-cultural values and participating in the construction of the paradigm of "ideal childhood." This study employs a Multimodal Critical Discourse Analysis (MCDA) approach, selecting representative digital education brand advertisements from China (e.g.Yuanfudao, Zuoyebang) and the UK (e.g.Atom Learning, BBC Bitesize) as cases to meticulously analyze their narrative frameworks, visual symbols, and emotional appeals. The analysis reveals that Chinese advertisements tend to construct an imagery of childhood under "competitive collectivism," reflecting values of education as a key tool for social mobility by emphasizing efficiency, discipline, and academic achievement. British advertisements, however, exhibit a "stratified-guidance" characteristic, with narratives coexisting between the "ambition" orientation of elite education and the "fun" orientation of inclusive education, mirroring the dual-track tradition of its education system and liberal ideals. This research unveils the deeper function of digital education advertisements as a cultural "prism," provides practical insights for the cross-cultural communication of educational brands in a globalized context, and sparks societal reflection on how digital media shapes educational perceptions among youth worldwide.