This chapter explores the historical retrospect of China’s participation in global education governance. Since the middle of the twentieth century, human society has ushered in the third and fourth industrial revolutions. The Third Industrial Revolution, marked by the invention and application of atomic energy, electronic computers, space technology and bioengineering, has greatly promoted the development of social productive forces and the transformation of social and economic structure. The fourth Industrial Revolution, with digitization, networking and intelligence as its core, has further accelerated the process of global economic integration and informatization. These technological revolutions have not only changed the mode of production and lifestyle, but also had a profound impact on international relations and global governance. In the context of global integration, mankind is faced with the challenges of governance such as poverty, disease epidemic and environmental pollution, and the political life of mankind has gradually changed from “independence and competition among countries” to “cooperation and joint solution of problems in various fields”. Many scholars believe that with the advancement of global integration, the center of gravity of the human political process is experiencing “from government to governance”, “from good government to good governance”, “from government to governance without government”.