<span>Digital transformation in global higher education: A review of literature and implications for Vietnamese universities</span>

Over 36 years of implementing renovation and integration, Vietnamese higher education has achieved important results, contributing to the socio-economic development of Vietnam. From the philosophical approach, social philosophy, philosophy of education, through the research and analysis of documents of previous studies and other related documents, the article analyzes and clarifies the basic content related to digital transformation in higher education in Vietnam today. The result shows that to adapt to the changes and impacts of science and technology and the 4.0 industrial revolution, the Government of Vietnam has determined to develop digital transformation in general and higher education in particular. The process of applying digital transformation in higher education in the current stage of Vietnam today also encounters barriers and challenges, including Conditions for ensuring the quality and the quality of the assessment; The process of completing legal documents and internal regulations of higher education institutions; Habits of educational administrators, lecturers, and employees in higher education institutions; The data obtained by higher education institutions is sometimes inaccurate and unreliable, forcing leaders in higher education institutions to make strategic forecasts and implement new educational measures to be able to receive continuous, fast, accurate and structured data; System adaptability; The process of approaching digital transformation at local higher education institutions faces many difficulties; A comprehensive change from reallocation of job responsibilities, goals, strategies, roles in higher education institutions; The establishment of a digital culture in the foundation. The article also offers solutions to develop digital transformation in higher education in Vietnam today. The study also points out the basic solutions to develop digital transformation in higher education in Vietnam today, which are expressed through raising awareness and determination about digital transformation, considering human the center, selecting and applying technology, and improving the legal system, policies, and regulations on digital transformation in higher education.

Digital transformation is a critical continuum that significantly reshapes the management processes, operational functions, and educational methods of higher education institutions (HEIs). As such, effectively managing digital transformation processes in these institutions is crucial. This study aims to investigate the challenges faced during digital transformation in higher education and the role of digital leadership in addressing these challenges. Data for this research were collected from articles focused on digital leadership and digital transformation in higher education, indexed in the Web of Science (WOS) and Scopus databases, and analyzed using the systematic literature review method. The findings reveal that the main obstacles to digital transformation in higher education include deficiencies in technological infrastructure, lack of digital skills and competencies, financial limitations, and resistance to change. Moreover, it was found that digital leadership plays an essential role in navigating the digital transformation process. The study also highlights several strategies that can be employed to overcome these challenges, such as improving internal communication, fostering a culture of innovation, and enhancing digital literacy training. By providing insights into the effective management of digital transformation in higher education, this study aims to assist educational institutions in adapting more effectively to emerging technological, managerial, and educational needs.

The implementation of digital transformation has been carried out in various industrial sectors, including the higher education sector. Many countries have considered changing their education system by doing digital transformation. Although digital transformation has the potential to improve the education system, developing countries still find it difficult to reap the benefits caused by certain barriers. The purpose of this study is to investigate the barriers faced when implementing digital transformation in higher education, in this case in Indonesia. The results of the questionnaire survey ensured that of the twenty-two barriers identified based on a literature review, eleven barriers significantly affecting the implementation of digital transformation in Indonesian higher education. This study contributes by revealing initial set barriers of digital transformation in the higher education sector. The findings of this study will help identify barriers that influence the direction of decision strategies for implementing digital transformation in higher education institutions in Indonesia.

Understood as one of the most important disruptive events in recent history, the COVID-19 pandemic has facilitated and accelerated initiatives to ensure the provision of higher education (HE) in digital-mode, partly accompanied by research. While scholars have studied single dimensions of digital transformation (DT) in HE, to our knowledge digital transformation in higher education (DTHE) has not been investigated in a holistic way. A literature search for the first period of the pandemic revealed that a dynamic research field has already developed, spread across several disciplines. To get an overview over this dynamic and fragmented research field and to describe knowledge gaps, we have undertaken a scoping review of international literature on DTHE published during the first year of the pandemic. To capture the complexities and dynamics related with transformation processes we use the concept of “digital transformations” in plural (Laterza et al., Nordic Journal of Digital Literacy 15:225–233, 2020). Drawing on the assumption of a rapidly developing research field, we aim to examine the extent, range, and nature of research activity, identify knowledge gaps and synthesize the literature on DTHE from the perspective of COVID-19 as a driver for DTHE.

SDG4 calls for ensuring inclusive and equitable quality education while promoting lifelong learning opportunities for everyone. To achieve this, there’s a need to advance digital education to support personalized and lifelong learning by broadening access to high-quality educational resources. Higher education models are continually evolving to seize new opportunities that facilitate the deep integration of digital technology with education. Chinese government holds high expectations for digital education, aiming to foster comprehensive individual development and contribute to the United Nations 2030 SDGs. This paper clarifies the distinction between the concepts of digital transformation in higher education and visualized analyses of academic achievements in this area. By utilizing bibliometrics and knowledge graph technology, this paper examines the general trends, evolutionary features, and frontier topics related to digital transformation in Chinese higher education. The analysis is based on relevant literature sourced from the CNKI database, covering the period from 2000 to 2023. Furthermore, this paper combines with the CIPP model to propose a comprehensive theoretical framework and practical guidance for digital transformation in higher education, addressing the aspects of context, input, process, and progress.

This study aims to conduct a systematic literature review on digital transformation and organizational performance in higher education.By reviewing 183 publications obtained from the Scopus database, this study identified research trends and key focus areas in digital transformation and organizational performance in the higher education sector.Key findings include the increase of trend research on this topic, identification of the most influential journals, most active researchers, identification of core focus areas, geographical distribution of research in these studies.The results not only show an increased interest in digital transformation in higher education but also highlight the dominating research areas within the scope of this study.In conclusion, this study highlights the relevance of digital transformation in higher education by providing insights into the trends and areas that are the main focus of current research.

The aim of study is to determine the conceptual framework of digital transformation and digital transformation in higher education. In line with this aim, the document analysis method, which is a qualitative research method, was used in the study. The keywords "digital transformation" and "digital transformation in higher education" were searched in Turkish and English with Google Scholar, Scopus, and Web of Science databases. As a result of the search, 54 studies contain definitions related to the relevant concepts were included in the research. These studies were analyzed using content analysis method. In addition, a further search was conducted on Scopus database for bibliometric analysis. 2,707 studies on digital transformation and 327 studies on digital transformation in higher education were analyzed. As a result, framework consisting of individual, technology, strategy, product, culture, model, process, services, and organization components was formed for digital transformation. Similarly, a framework consisting of individual, education, technology, strategy, research, model, capability, process components was formed for digital transformation in higher education. Similar components were found in both frameworks. Differences can be attributed to institutional structure. Furthermore, it is recommended to use the framework for further development with more studies and different data sources, and guide institutions.

Purpose This study aimed to utilize Epistemic Network Analysis (ENA) for a thorough evaluation of policy documents concerning the digital transformation in Vietnam's higher education sector. Design/methodology/approach Adopting a quantitative ethnography approach, this research employed ENA to analyse a curated collection of 21 documents that specifically addressed higher education (HE) and digital transformation within Vietnam. The study also incorporated qualitative content analysis, utilizing the constant comparison method as outlined by Onwuegbuzie et al. (2009), for data coding. ENA facilitated the examination of connections among various policy aspects. Findings The study revealed a consistent overarching theme in Vietnam's digital transformation policies during and post-pandemic, focusing on key areas such as ADMINISTRATION, VISION, QUALITY, and INFRASTRUCTURE. However, a temporal shift in emphasis was observed: during the pandemic, policies were more focused on ADMINISTRATION and INFRASTRUCTURE, while post-pandemic, there was an increased emphasis on COLLAB, VISION, and TEACH_LEARN. Originality/value This research represents one of the initial efforts to showcase the utility and significance of ENA in analysing policy documents. It underscores ENA's potential in elucidating the complex interplay of policy elements in the context of digital transformation in higher education, particularly within a developing country setting.

The digital age comes with new demands and challenges for talent cultivation within the higher education system. The digital transformation in higher education has emerged as a critical element in addressing these challenges. This paper aims to develop an integrated qualitative model that advocates how digital transformation as a propelling force could be applied by university faculty and students during teaching and learning progress within the higher education institutions. An analysis of literature was performed to have a grasp of conceptual basis of digital transformation in higher education. Qualitative, in-depth case studies from Harvard University, Tsinghua University, and the University of Melbourne were engaged in to explore the transformation framework for university faculty and students. The study: 1) Proposes a triple logical framework comprising value logic, technological logic, and practical logic; 2) Examines four practical dilemmas encountered in advancing digital transformation within higher education teaching and learning environments based on logical framework, including both psychological and objective challenge for university teachers and students; 3) Outlines six implementation approaches to digital transformation in higher education, addressing aspects such as teaching concepts, teaching models, teaching resources, teaching scenarios, and evaluation systems. Finally, an illustrative digital SECI-based multimodal teaching model is suggested.

In the era of digital economy, the digital transformation of higher education institutions is an important measure to promote the development of higher education.Digital education deeply affects the future development of human society, and promoting digital education is an inevitable trend that conforms to the development of the times.At present, with the advocacy of building a new ecosystem of smart education, the realization of the goal of digital transformation and upgrading in higher education institutions has become a focus of attention for schools, society, and even the country.This article analyzes the overall digital transformation of higher education from three dimensions: problems in the process of digital transformation, and optimization paths for digital transformation and upgrading.Using literature analysis and case study methods, this study first analyzed the digital development process and research status of domestic and foreign universities, and found that the digital transformation and development of higher education are very rapid and constantly exploring and improving, which is conducive to achieving high-quality development of higher education; But there are also certain problems, such as digital dependence, the transformation of major contradictions in education, the differentiation of educational information space, ethical and legal challenges, etc. Subsequently, a theoretical analysis of the optimization path for digital transformation in higher education institutions was conducted, and finally, the previous text was summarized, proposing optimization strategies for digital transformation and upgrading in higher education institutions.This study can provide reference opinions for achieving digital transformation and upgrading of higher education institutions in the era of digital economy.

The purpose of this study is to highlight the barriers which need to be considered when implementing digital transformation in higher education based on literature and real case. First, a systematic literature review on the barriers to digital transformation in higher education was conducted to identify the barriers. Second, to categorize the findings of the literature review, this study implemented a reference barrier model which consists of four categories (contextual barrier, social barrier, technical barrier, and cultural barrier). Finally, an exploratory case study in the specific context of digital transformation in higher education was carried out to validate the contextualized barrier framework. This study provided a contextualization barrier framework that outlines 22 barriers. Through an evaluation, the relevance level of all barriers was assessed and obtained between 2.88 and 4.00 (scale of 1-5), which means that the finding of the literature review in this study was valid and able to capture the real situations. The result of this research can give a framework for further research in the effort to minimize the effect of each barrier. In addition, the proposed framework was an initial step to standardize the description of barriers and could be used as a starting point to the effectiveness of the formulation of strategies and policies that will be applied.

As digital transformation reshapes higher education globally, questions of equitable access and readiness have become increasingly urgent, particularly in regions marked by structural inequality. This study investigates gender-based differences in digital readiness among higher education stakeholders in Algeria, using data from a large-scale national survey. Eight dimensions of readiness were examined, including digital infrastructure, skills, e-learning engagement, and institutional support. Results reveal statistically significant gender differences in key domains, with male participants reporting higher levels of perceived readiness in infrastructure, skills, and overall preparedness. Other areas, such as administrative support and e-library services, showed no significant disparities. These findings highlight both persistent gaps and emerging areas of parity, calling for more targeted, gender-sensitive interventions in institutional planning. The study contributes to global digital equity literature by providing disaggregated, context-specific insights from North Africa and offers practical policy recommendations to support inclusive digital transformation in higher education.

The present study offers a model for digital transformation in higher education through a meta-synthesis approach. The research is applied in terms of purpose and qualitative with an exploratory approach in terms of nature. The research population consists of articles related to digital transformation in higher education, either jointly or separately. The data collection method is documentary-library research using the meta-synthesis method, and the sampling method was selected based on inclusion and exclusion criteria in the PRISMA method. To address the research questions, 65 articles were reviewed and analyzed, resulting in the extraction of 15 categories and 95 meaningful codes. The synthesis of findings, after obtaining the opinions of university experts (five educational management professors), was classified into seven dimensions (advanced educational platforms with artificial intelligence, automated administrative processes, immersive learning environments, data-driven decision-making, sustainability and scalability, data privacy, and assessment and evaluation) and 33 categories. Digital transformation in higher education, as one of the most significant global trends, plays a crucial role in improving the quality of education, increasing access to scientific resources, and transforming learning methods. With the advancement of modern technologies such as artificial intelligence, big data, machine learning, the Internet of Things, and blockchain, traditional higher education systems are facing numerous challenges that necessitate fundamental revisions and changes in educational structures and methods.

Objectives: The primary aim is to evaluate how digital transformation can contribute to sustainable development within Algeria's higher education system, specifically through the implementation of a digitalization guideline. Theoretical Framework: This study investigates the role of digital transformation in the higher education sector of Algeria and its relationship with sustainable development. It addresses the importance of integrating digital initiatives to foster sustainability in educational practices. Method: The research involves a comprehensive analysis of Algeria's higher education experience in digitalization, focusing on the effectiveness of the Ministry of Higher Education's master plan for 2022-2024, which encompasses seven strategic axes, 16 programs, and 102 operational initiatives. Results and Discussion: By September 2024, 43 digital platforms have been developed under this framework, indicating a notable push towards digitization in the sector. However, the study reveals significant shortcomings in the digitization process that hinder its effectiveness. Research Implications: This study aims to provide and evaluate data and statistics related to the digital transformation strategy in the higher education sector in Algeria, especially the implementation of the digital master plan, which provides researchers in this field with reliable data to build their future research, evaluate the success of the strategies followed, and suggest future improvements. Originality/Value: The scientific value of this study is to expand the knowledge base related to the reality of digital transformation in higher education in Algeria, because there are no previous studies that focus on the digital master plan within the framework of digital transformation in the higher education sector in Algeria. The results of this study can also be used to evaluate government policies related to digital transformation in higher education, and to propose the necessary amendments to develop them, with the aim of improving the quality of education and contributing to achieving sustainable development.

This paper presents a study of developing a framework using Interpretive Structural Modeling (ISM) for the barriers to digital transformation in higher education in a particular context: Indonesia. This study has identified 55 contextual relationships between the 11 key barriers and has developed five levels of the structure hierarchy. This study also proposed a four-phase strategy that will guide us to improve the strategy of the implementation of digital transformation in higher education in Indonesia. This research gives contribution by providing a better understanding of barriers and the interrelationships among barriers in the implementation of the digital transformation in the higher education domain.