In China, the term “educational modernization” first appeared in Zhang Pengchun’s 1922 doctoral dissertation, Education for Modernization in China. In this work, he elaborated on the necessity for China to undertake educational modernization reforms and proposed criteria for curriculum reform under the guidance of this concept. Zhang regarded educational modernization as a crucial means to achieve national modernization, positing that its overarching goal was to facilitate China’s transformation into a modernized nation that meets the required standards. The essence of educational modernization, according to him, was to cultivate talent with “modern capabilities,” encompassing scientific and cultural knowledge, an innovative spirit, collectivism, leadership skills, and robust physical health. To realize this educational aim, Zhang also designed and established standards and principles for a modern curriculum structure, focusing primarily on reforming traditional curricula and reshaping the school environment. Zhang’s ideas on educational modernization share significant common ground with China’s Education Modernization 2035 in terms of overall objectives, fundamental principles, and implementation pathways. As an early exploration of educational modernization in China, his thought embodies practical significance through its emphasis on distinctive Chinese characteristics, the integration of Chinese and Western wisdom, continuous innovation, and a people-oriented approach. Consequently, it offers valuable insights for the ongoing construction of Chinese educational modernization today.