Management of Strategic Transformation in Higher Education: Artificial Intelligence and the Smart Universities

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.

The reasons, mechanisms and consequences of transformations of higher electrical engineering education in Russia are considered. The transformations are analyzed in socio-historical and economic aspects. Extensive mechanisms of higher education transformations connected with a growing number of students and higher schools, and with the fact that new classes and strata of the society are involved in education are considered along with intensive mechanisms related to reformatting the education system itself: joining the Bologna Process or commencing the education digitalization process. The effect the economic factors have on the transformation of education under the conditions of increasing the expenditures for it (during the Nicholas and Stalin rises) and reducing them in the 1990s is pointed out. The bureaucratization and its influence on the electrical education environment are specially noted. The transformations of education in the 21st century and, above all, its digitalization are subjected to a special analysis. The US practices of analyzing higher education are given. It is concluded that the transformations of higher education are natural stages and mechanisms of its development.

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.

Digital transformation in higher education has become a common trend in the pursuit of a sustainable education system in the future. This trend fosters higher education institutions to implement teaching, learning and research activities in an innovative and creative way. Globally, universities are making efforts to boost digital transformation application as a way to maintain their competitive advantages. This literature review aims to discuss digital transformation in global higher education, elaborate types of digital transformation, digital transformation frameworks for universities and put forth implications for Vietnamese higher education. It is hoped that this paper will provide insights into digital transformation in higher education in the world so that educators, policy makers and university leaders can collaborate and take proper actions to enhance the effectiveness of digital transformation application.

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.

This article presents an unusual concrete insight to African higher education transformation. The purpose is to examine the roles of African women mainly Charlotte Maxeke, a South African, in the transformation of higher education and to identify the legacy these transformation offerings translate into for women. It is organized as follows: first, the origin of transformation in higher education systems to global massification of education in the background section is traced. Second, in an attempt to understand as a means of examining the roles of women in the transformation of higher education, existing literature as evidence is engaged. Two crucial issues—challenges for African higher education transformation and women’s role in higher education development in Africa—were reviewed analytically toward transformation of higher education. Third, empowerment theory, as suitable theory for the reasonable accomplishment of the purpose of this article, is presented. Last, the theory was applied to the discussions justifying the conclusion. The methodology used is both descriptive and exploratory. The article divulges that women had always being fanatical about empowerment of themselves and others because women had at some points in history contributed to developmental alterations of African higher education given their enormous offerings or contributions. Obviously, as revealed in this article, while risking their lives in an Apartheid/colonial regime where death could visit anyone who opposes the government at any time, their offerings or roles include financial commitment; empowerment advocacy and knowledge enchanting.

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.

Transformation is often loosely defined. We argue that the reason for this is its inherent complexity. Paradoxically, its lack of definition is an asset, which provides an opportunity to rethink and research transformation in higher education, rather than an urgent problem to be solved. In this article, the possibilities for researching and rethinking transformation are based on an exploration of transformation in higher education and the policy directives that influenced its development in South Africa. A meta-study was used to determine the national publishing trends in the South African Journal of Higher Education and the way transformation in higher education is situated in some of the articles in this journal. The population of the study comprised 1050 articles published between 2005 and 2015 in the South African Journal of Higher Education. These were analysed to determine the broad national publishing trends. Thereafter, an in-depth analysis was conducted on 30 of these articles to determine the approach to transformation in higher education and the context in which it was discussed. Based on the findings of the analysis, we recommend future directions for rethinking and researching transformation in higher education.

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.

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.

The article highlights the main directions of innovative transformations in pedagogy. The methodological concept of research based on the following provisions is highlighted: implementation of a complex of approaches of a scientific and methodological direction in the professional training of future specialists; organization of the main directions of innovative transformations in higher education; determination of the principles of functioning of the educational process; determination of essential properties and features of the studied object of innovative transformations in higher education; determination of prospects for the development of the main directions of innovative transformations in higher education. The main directions of innovative transformations in higher education have been clarified. The essence of the content of innovative pedagogical technologies was considered, and the essential features and ways of development of pedagogical innovations were listed, divided into intensive and extensive. For the purpose of effective training of education seekers, the conditions for their innovative activities have been formulated. Distance learning is presented in the article as a set of information technologies that students need to: ensure the volume of material for their competitiveness in the labor market; for use in the learning process of interactive interaction of students and teachers; to enable students to work independently in order to master the material; for assessment during training and monitoring of their knowledge and skills.

The aim of the article is to examine the economic and value-related aspects of digital transformation in higher education within the context of forming a digital society. The article analyzes the characteristics of the transition from an information society to a digital society, which is accompanied by profound changes in the technological, social, and educational environment. The article outlines the impact of digitalization on the modernization of higher education and identifies the university’s role as an institution responsible for professional activity in a global digital environment. The article explores how digital technologies alter the structure and content of the educational process, transform the role of the teacher, promote the development of new forms of learning and communication, and contribute to the cultivation of flexible skills needed in the 21st century. The article focuses on the economic effects of digitalization in higher education. The article examines the impact of implementing digital technologies such as artificial intelligence, machine learning, Big Data, blockchain, and virtual and augmented reality on the efficiency of managerial decisions, cost optimization, process automation, and the competitiveness of universities. Examples are provided of the economic growth of educational institutions thanks to digital distance learning platforms, new revenue streams, and the commercialization of research. The substantiation for creating a unified digital ecosystem within the university that integrates educational, administrative, and financial processes is presented. The article also highlights the contradictory nature of digital transformation, particularly the risks of digital inequality, fragmentation of the academic space, and threats to the formalization of educational activities. The value tension between traditional educational principles (academic freedom, personal development, service to science) and administrative-digital practices oriented toward metrics, reporting, and quantitative measures has been analyzed. The experience of higher education institutions transitioning to a remote format during the pandemic as a catalyst for digital transformation has been examined. It has been demonstrated that effective use of digital technologies is possible if the humanistic orientations of education are preserved. It is concluded that digital transformation in higher education should be regarded as a strategic response to the challenges of the digital age, involving not only infrastructural changes but also a profound rethinking of the university’s roles, educational content, and organizational mechanisms. An effective integration of digital tools with traditional academic values ensures the sustainable development of higher education and its capacity to act as an active agent in shaping a digital society.

The integration of Artificial Intelligence (AI) into service-learning represents a significant transformation in higher education, offering innovative ways to enhance student engagement, experiential learning, and instructional efficiency. While AI has been increasingly utilized in various educational contexts, its application within service-learning frameworks remains underexplored, particularly in Vietnam. This study conducts a systematic literature review (SLR) to analyze existing research on the opportunities and challenges of AI-driven service-learning, focusing on its implications for Vietnamese higher education institutions. Adopting a structured SLR methodology, this research examines peer-reviewed studies published between 2014 and 2024, sourced from Scopus, Web of Science, IEEE, Springer, and Taylor & Francis. The selected literature is categorized based on key themes, including AI applications in service learning, institutional barriers to AI adoption, faculty readiness, and policy considerations. Through a critical synthesis of existing studies, this review identifies both the transformative potential and the persistent challenges associated with AI integration in community-based learning environments. The findings indicate that AI can facilitate personalized learning experiences, automate assessment processes, and improve real-time feedback mechanisms, thereby enriching the service-learning experience. However, institutional inertia, digital infrastructure limitations, and faculty skepticism present significant barriers to AI adoption. Additionally, the absence of standardized frameworks for implementing AI in service-learning programs hinders its widespread integration into university curricula. This study concludes that for AI to be effectively incorporated into service-learning in Vietnam, universities must develop comprehensive institutional policies, invest in faculty development, and establish adaptable pedagogical frameworks. By synthesizing current research, this study contributes to a deeper understanding of AI’s role in service-learning, providing practical insights for policymakers and educators seeking to navigate digital transformation in higher education.

Background: The use of digital technology in higher education is overwhelmingly positively assessed in most recent research literature. While some literature indicates certain challenges in this regard, in general, the emphasis is on an encouragement and promotion of digital technology in higher education. While we recognised the positive potential of the use of digital technology in higher education, we were cautious of an instrumentalist and disembodied understanding of (digital) technology and its potential impact on higher education – as a sector of education and as a body of students. Aim: To re-conceptualise the way in which technology is understood for its use in the higher education sector, as is argued, would be of benefit for transformation in higher education. Setting: South African Higher Education sector. Methods: Phenomenology of embodiment. Results: An embodied understanding of technology through the embodied phenomenology of Merleau-Ponty and an explication of its potential for transformation in higher education via the working concept of the Embodied Screen leads to a full understanding of the student as embodied and socially-embedded individual. Conclusion: A more holistic and embodied understanding of digital technology serves to supplement transformation in higher education, especially if transformation is itself understood in concrete social and bodily terms as is the case in the South African context.

CITATION: Becker, A. 2020. A reflective analysis of articles published in the journal of Transformation in Higher Education (2016–2020) : beyond transformation? Transformation in Higher Education, 5:a98, doi:10.4102/the.v5i0.98.