In the digital-intelligence era, deep interaction, personalized perception, and scenario adaptation in knowledge learning have become key focuses for textbook innovation and development. A core issue for achieving high-quality growth in educational publishing is how to transform electronic textbooks—simple digital replicas of print textbooks—into new-form digital-intelligence textbooks supported by intelligent technologies. This transformation emphasizes user-centered learning needs and aims to provide diversified and multi-layer educational services. This paper aims to explore the reconstructed paradigms, innovative forms, and developmental pathways for textbook construction, thereby providing reference for the sustainable and high-quality advancement of educational publishing.

The study analyzes and compares the paradigm shifts in textbook construction under digital-intelligence conditions from four dimensions: elements, product, transmission, and function. It proposes that the constituent elements of textbook construction have shifted from being led by knowledge units to being driven by data factors. Textbooks are evolving from static knowledge containers into digital lifeforms with self-evolving capabilities. In the product dimension, textbooks have progressed through stages of digitization, enrichment with multimedia, intelligentization, and adaptive intelligence, evolving from books to intelligent agents. In terms of transmission, textbooks have moved from a unidirectional pathway of "subject experts → standardized knowledge → teachers → learners" to an open, interconnected dissemination mechanism involving "multiple agents and multiple channels." Functionally, learners have changed from passive recipients to active explorers of knowledge, and textbooks have correspondingly transformed from learning tools to cognitive-guiding partners.

The study proposes four novel forms of textbook construction in the digital-intelligence era, respectively, ① collaborative digital textbooks co-constructed by multiple agents, breaking the limitation of "only usable" textbooks; no longer "completed books", but continuously evolving knowledge ecosystems; ② feedback-responsive interactive digital textbooks, enabling not only interpersonal interactions among teachers and students but also human-machine interactions among teachers, students, textbooks, environment ("person-object environment), and AI systems; ③ process-supportive companion-style digital textbooks, upgrading digital textbooks from interactive tools to virtual learning partners equipped with contextual intelligence, cognitive guidance, and emotional support, and ④ scenario-driven immersive digital textbooks, integrating immersive scenarios and interactive experiences so learners can engage in knowledge exploration and skill training in virtual worlds with a sense of presence.

Based on these findings, the study further outlines new developmental pathways for textbook construction. It emphasizes the need to strengthen the deep integration of technology, content, and user needs, advancing from functional textbooks to integrated digital textbook intelligent agents. Simultaneously, it highlights the importance of vigilance against ethical risks and hallucination issues associated with digital intelligence technologies to ensure the credibility and accuracy of digital textbook content.