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?? ????? ????(agency)? ?? ???, ??? ??? ???? ??. agency? ?? ??? ??? ???? ??? ??? ???-??? ??? ?? ???? agency? ?? ???? ??? OECD? ¡¸?? 2030¡¹ ??? ???? ? ? ??. ??? ??? agency? ??? ??? ????? ??? ????. agency? ??? ????? ???? ???? ??? ??? ? ??? ??? ???? ??(ÏÈÔÚ)?? ???? ??? ???? ???? ??? ?? ?? ??? ? ???? ??? ¡®???? agency¡¯? ?? ?????, ??? ¡®????? agency¡¯? ?? ????. ? ?? ????? agency?? ???? ???? ?? ?? ? ??? ???? ??? ???? ??? agency? ??? ????, ???? agency?? ?? ??? ??? ???? ?? ???. ?? ?? ? ?? ??? ????. ??, ???? ??? ???? ?? ???? ¡®??¡¯? ¡®????¡¯? ???? ????, ??, ???? ??? ???? ??? agency? ??? ??? ??? ????, ??, ???? agency? ??? ?? ???? ????. ???? agency? ???, ???, ???, ??? ??¡¤??? ?? ??? ????. ??? ???? ?? agency?? ????, ????, ????, ??? ???¡¤???? ??? ??? ??? ????, ??? ????? ???? ?? ???, ??? ???? ????.

The theoretical and practical interest in agency within education has increased in recent years. This trend can be attributed to the spread of various post-theoretical approaches and the Organization for Economic Cooperation and Development(OECD)¡¯s ¡°Education 2030¡± report, which positions agency as a pivotal concept. This interest raises a critical question: How should we conceptualize agency? Should it be understood as the autonomous and independent subjectivity of individuals, or as something inherently relational¡ªa product of entanglements that preexist individual entities? The former view aligns with a "traditional perspective on agency," whereas the latter suggests a "post-traditional perspective on agency.¡° This article seeks to investigate agency as conceptualized in Karen Barad's agential realism in Meeting the Universe Halfway, which provides a post-traditional framework for understanding agency, and analyze its educational implications. The inquiry was structured around the following three core objectives. First, we examine Barad¡¯s agential realism, particularly through the lenses of entanglement and intra-action. Second, we explore the meaning and distinctive characteristics of agency within this framework. Third, we analyzed the educational implications of Barad¡¯s concept of agency. According to Barad, agency is relational, distributed, performative, and material in nature. This perspective on agency has far-reaching educational implications. It introduces a fresh outlook on educational phenomena and policy, redefines the concept of accountability/responsibility within education, underscores the creative and liberatory functions of education and proposes pedagogical approaches that respect the subject's passivity.