在注意力經濟的挑戰下，數位平台透過演算法影響個體的認知資源，使教育現場面臨數位干擾危機。本研究旨在分析芬蘭於2025年正式施行的《基礎教育法》修正案（HE 212/2024），探討其如何透過制度化力量重建學生的「注意力主權」。本研究採文件分析法，分析對象涵蓋芬蘭修法文本、官方資料、PISA與DigiVOO研究報告，以及《兒童權利公約》（Convention on the Rights of the Child, CRC）法理文獻。研究發現如下：一、國家透過法制介入重新界定載具邊界，將限制措施從行政裁量轉向標準化法律程序。二、治理邏輯由「數位自律」轉向「國家預防性保護」，藉由「心智防禦」機制守護注意力主權。三、重建注意力主權是落實CRC義務之核心，並於受教權與隱私、表達自由間取得權衡。四、芬蘭經驗啟示臺灣應將守護學生的心智完整性視為國家的積極法治義務。

Under the challenges of the attention economy, digital platforms utilize algorithms to influence cognitive resources, leading to a crisis of digital distraction in educational settings. This study aims to analyze the 2025 amendment to the Finnish Basic Education Act (HE 212/2024) and explore how it reconstructs students’ “attention sovereignty” through institutional power. Adopting the method of document analysis, research materials include Finnish legislative texts, official documents, PISA and DigiVOO reports, and jurisprudential literature on the Convention on the Rights of the Child (CRC). The research findings are as follows: (1) The amendment represents a shift toward state legal intervention to redefine the boundaries of device usage through standardized procedures. (2) Governance has shifted from “digital self-regulation” to “state preventive protection,” establishing a “mental defense” mechanism to safeguard attention sovereignty. (3) Reconstructing attention sovereignty is essential to fulfill CRC obligations by balancing the right to education with privacy and expression. (4) These experiences suggest that Taiwan should treat the protection of cognitive integrity as a proactive legal obligation of the state.