MEMBANGUN EKOSISTEM PENDIDIKAN DIGITAL DI PESANTREN: BUKTI EMPIRIS DARI TMI AL-AMIEN PRENDUAN

Background: Digital transformation refers to applying digital technology in various fields of society. In the last 5 years, digital transformation has spread to most areas of social life, including education. However, research on digital transformation in education is still fragmented. Objectives: The aim of the study was to present a comprehensive review of studies on digital transformation in education using bibliometric analysis. Methods: We searched the Scopus database from inception to 1 January 2023 using the search terms ‘digital transformation’ AND ‘education’ within abstracts, keywords, or titles of journal articles or conference papers written in English. The retrieved articles were analysed using VOSviewer and Biblioshiny tools. Results: A total of 1329 relevant studies were retrieved. Although the first paper in this field was published in 1999, the number of publications has increased rapidly only in the past 4 years. The most influential countries in this field are the developed countries (Russian Federation, Germany, and the United States), but scholars from the developing countries (Indonesia and Thailand) are among the most productive. Papers on digital transformation are frequently published in journals with lower rankings within the Scopus database. Using VOSviewer for keyword co-occurrence analysis, we classified the research topics related to digital transformation in educa-tion into four main groups: digital transformation in higher education under the impact of the coronavirus disease pandemic 2019 pandemic, applying the technolo-gies of the Fourth Industrial Revolution to education, digitization and digital compe-tence in education in the context of digital transformation, and learning forms using technology (for example, e-learning, m-learning, and blended learning) in higher-education institutions. Conclusions: Four research trends related to digital transformation in education were identified. These trends may also change as digital transformation continues to develop.

This chapter explores the challenges and opportunities during teaching and learning in digital transformation, specifically focusing on Tanzanian teachers. To address the challenges facing the traditional model of delivering education, this book chapter explains how the infrastructure and resources and their accessibility during the digital transformation in teaching and learning are most important. The chapter highlights some opportunities and skills resulting from digital transformation in education, and those opportunities can be personalized learning, global accessibility, and innovation of teaching methods. Also, despite these opportunities, this chapter illuminates challenges that can arise during the digital transformation in teaching and learning. Document analysis and semi-structured interviews helped us collect many opinions and suggestions. Therefore, the chapter aims to contribute valuable insights to educators and policymakers since they can understand the complexities involved and guide future efforts toward an effective digital transformation in Tanzanian education.

Digital transformation in educational management has emerged as a major catalyst for systemic change across educational institutions. This study examines the role of digital transformation in driving managerial innovation, identifying implementation challenges, and assessing its influence on overall school quality. Employing a qualitative approach through an extensive literature review, the article synthesizes insights from ten reputable international journals relevant to the field of digital education transformation. The findings indicate that digitalization has stimulated a wide range of innovations, including the use of big data for performance evaluation, interactive platform-based learning models, and predictive analytics to support evidence-based policymaking. Moreover, digital transformation enhances transparency, accountability, and stakeholder engagement throughout the educational process. Despite these benefits, several persistent challenges continue to hinder its effective implementation, such as the digital divide, resistance stemming from organizational culture, limited digital literacy among educators, and concerns regarding data privacy and security. Nevertheless, schools that strategically integrate digital transformation demonstrate substantial improvements in managerial efficiency and educational quality. Such progress is largely influenced by adaptive digital leadership and an organizational culture that embraces continuous change. Strengthening digital infrastructure, providing ongoing professional development, and fostering cross-sector collaboration are therefore essential components for achieving sustainable digital transformation in education. This study offers important implications for policymakers, school leaders, and education practitioners seeking to design context-appropriate and long-term strategies for effective digital transformation. Keywords: Digital Transformation, Education Management, School Innovation, Education Quality, Digital Leadership.

Digital transformation in education has become imperative to keep abreast of accelerating developments and meet the needs of learners in the digital age. Vision 2030 aims to make education more efficient and effective by taking advantage of the potential of digital technology, but this development is not without the risks that must be made aware of and finding appropriate solutions. The current research aims to know the risks of digital transformation in the education sector and the extent to which it affects the outcomes of education in Saudi Arabia. The concept of digital transformation was highlighted and the most important features of digital transformation in public education in Saudi Arabia and its impact on education outcomes and also touched upon the definition of the concept of digital transformation risks in education, the causes of the risks, the types of digital risks, the means followed, and the solutions proposed to avoid the impact of digital hazards. The descriptive curriculum of this study was used, and statistical work was done through the digital transformation risk identification tool forms, which included teachers and teachers (104) General education sector in Medina region as well as students and students (76) And parents (72). The study was the first area of general data and the second area about digital risks, their types and the most harmful from their perspective. The study resulted in identifying the most influential digital risks at the general levels of education. Appropriate solutions were provided to address digital risks.

PurposeIn the so-called digital age, there is a basic assumption that digitalization entails rapid and dramatic change in schools, education and society. However, a challenge for educational research is to clarify what digitalization precisely means. This paper aims to develop, test, and validate a digital transformation scale (DTS). More specifically, the aim is to validate digitization, digitalization and digital transformation as hierarchical levels of sociocultural learning in school and education by using cultural-historical activity theory (CHAT) as a framework.Design/methodology/approachAn exploratory factor analysis (EFA), with principal-axis factoring as an extraction method, was used to examine the number of factors underlying the data.FindingsResults show that the three dimensions in the DTS questionnaire explain 68% of the variance and that all dimensions show high internal consistency (a >0.87). This means that the internal structure of the DTS corresponded to the internal structure of the theory.Research limitations/implicationsThe results show that the internal structure of the DTS corresponded to the internal structure of the theory and may be used quantitatively to analyze digital transformation in school organizations. However, further research is needed in other contexts and larger samples with the use of confirmatory factor analysis to develop knowledge in this area and the use of DTS.Practical implicationsThis tool and theoretical construction could be used to discuss digital transformation in school and education, both local and in general. Seeing digitalization from a sociocultural perspective makes possible to conceptualize and discuss this as a process ranging from small technology investments on an individual level to digitalization as strategic and organizational development.Originality/valueThis DTS can be used quantitatively to study and analyze digital transformation in educational contexts and provides educational researchers with additional tools to articulate what they mean by digitalization.

Islamic Religious Education (PAI) teachers in Indonesia face both challenges and opportunities in adapting to the rapid digital transformation in education. The integration of digital technology in Islamic education raises concerns regarding its alignment with Islamic values, disparities in digital literacy, resistance to change, and limited technological infrastructure. Previous studies have highlighted these challenges but have not comprehensively explored effective strategies for managing digital adaptation while preserving the integrity of Islamic teachings. This study employs a descriptive qualitative approach, utilizing interviews, observations, and document analysis involving PAI teachers from various Islamic educational institutions in Indonesia. The findings indicate that successful adaptation to digital transformation requires structured management strategies, including continuous professional development, contextual integration of Islamic values into digital learning, collaborative learning networks, and the development of well-curated digital content. Furthermore, this research proposes a digital-based Islamic education model that emphasizes institutional support, structured technology training for teachers, and the development of Islamic digital learning platforms. The study concludes that the success of digital transformation in Islamic education depends on the collaboration between teachers, educational institutions, and policymakers to ensure that digital learning remains effective and aligned with Islamic educational principles.

History teaches us that crises reshape society. While it is still uncertain how COVID-19 will reshape our society, the global pandemic is encouraging and accelerating innovation and advancement, especially in the digital sphere. This chapter focuses on the impact of the COVID-19 pandemic on the education service, which is typically classified as a service industry in industrial classifications. Digital transformation in the education sector has attracted significant attention recently. The current education system in Japan is based on a structure that was institutionalized in the industrial age. Although education has seen innovation since then, it is one of the sectors wherein innovation occurs at a slow pace, and therefore, it does not meet the sector’s expectations and demands. The COVID-19 pandemic is, however, accelerating digital transformation in education: Not only in Japan, but globally too, educators, students, policymakers, and other role players are now actively undertaking efforts to bring about digital transformation in this sector. This chapter reviews the rapid expansion of digital transformation in the education service and explores, in detail, the two main trends in digital transformation in the education service in Japan. These trends are the expanding of distance education and increasing innovation in educational technologies. The discussion further reflects on prior studies questioning the impact of digital transformation on education; it also anticipates and explores the effects of and concerns about the digital transformation in the education service. Finally, the chapter includes a discussion on how to address these concerns and maximize the digital impact. It indicates three concerns of the digital transformation in the education service: (1) poor motivation management, (2) negative effect of IT devices usage in education, (3) educational inequality by digital divide. They can be overcome by changing roles of instructors and further investment in ICT infrastructure in the education service. The discussions in this chapter give insight into how the education service might evolve after the COVID-19 pandemic. The distance education is becoming a new normal in the education service. However, the education community in general is not ready to maximize the merits of distance learning. We need to change the role of instructors from a knowledge teacher to a learning motivator and progress manager. In addition, we need more investment in ICT infrastructure in the education service to enhance educational effects.

Digital transformation has become a prominent aspect of modern education, with emerging trends and best practices shaping educational landscapes across borders. This article explores the implications of digital transformation in education through a qualitative examination of literature and library research. By analyzing various studies and reports, this research aims to identify emerging trends and best practices in digital transformation across borders. The findings reveal several key themes, including the integration of digital technologies into teaching and learning, the use of data analytics for personalized learning experiences, the importance of digital literacy and skills development, the role of artificial intelligence and machine learning in education, and the impact of digital transformation on educational equity and access. Furthermore, this article discusses the challenges and opportunities associated with digital transformation in education, such as the digital divide, privacy concerns, and the need for professional development for educators. By synthesizing existing literature and research, this study provides insights into the current state of digital transformation in education and offers recommendations for policymakers, educators, and stakeholders to navigate and leverage the potential of digital technologies in shaping the future of education.

The outbreak and spread of COVID-19 have directly impacted public health systems and government finances, causing great losses to the economy. The effect of COVID-19 has been such that it is leading many corporations from various sectors to bankruptcy. Faced with this framework, universities must respond, adapt and make decisions to maintain them and overcome the crisis stage, that is, to become a resilient institution.Focusing on digitalization, recently it has become a fundamental and strategic activity for the performance of higher education institutions where universities have been forced to immerse themselves in innovative initiatives that allow them to promote their growth. In this way, the pandemic has led companies, and particularly higher education institutions, to reinvent themselves through digital transformation.Currently, universities have great opportunities at hand through digitalization. Recently, COVID-19 restrictions, regulations, and the capacity to release staff time for mandatory training were drivers for this project. In this regard, digitalization in higher education institutions is still a controversial issue within the academic community and poses some unique challenges for educational leaders and managers. The distinctive nature of higher education institutions results in a complex influence on the digital transformation in education. But evidence has shown that a crisis can act as either a catalyst of or an inhibitor to innovation in higher education institutions, and therefore the crisis context and resulting strategic responses create important and interesting questions for educational scholars. Even though its importance, there are few studies that focus on the effect of COVID-19 in higher education institutions.This study contributes to the growing literature on how higher education institutions innovate in times of the unique crisis produced by COVID-19 analysing: 1) the leader and manager profile in higher education institutions, 2) the type, private or public character of the institutions, and 3) the pandemic impact. We shed light on the confusing and puzzle findings in the literature regarding the profile and personal status of leaders and managers in higher education institutions, together with evidence on the unequal impact on digitalization at universities. The authors conducted an exploratory research through interview method to 81 leaders and managers focusing on Latin American institutions from September 1 to October 30 at 2020 matching procedures to test the hypotheses. With the aim to measure the digital transformation in higher education in times of crisis in Latin America, the data collection was divided into two separate consultations: (1) leaders in higher education institutions, and (2) representatives across the institution (that is, comprehensive consultation) because they could facilitate information from as many different sectors as possible within institutions involved in activities related to digital transformation.For this, after reviewing the literature, we will present our theoretical framework and analysis of the hypotheses being tested in our study. We describe the variables used in our analysis in the data and variables section. Next, we present the empirical method used and the results. Finally, in the Discussion section we discuss the main findings and their implications. Also, in the Conclusion section, we summary the main ideas of our paper.

For countries to remain competitive in the global knowledge economy, digital transformation of education is becoming increasingly important. As a developing nation, Vietnam recognizes this importance and is adopting policies to integrate digital technology into its education system. This study investigates how teachers in Vietnam are prepared for digital transformation in education using the Unified Theory of Acceptance and Use of Technology. An online survey involved 403 teachers across 22 Vietnamese provinces. Its purpose was to understand their readiness and perspectives on digital tech integration in education. The collected data underwent descriptive and inferential statistical analyses. The findings revealed that teachers in Vietnam demonstrated a moderate degree of readiness to integrate digital transformation into their teaching practices, along with a moderate level of acceptance of its implementation (mean = 3.67 and 3.65, respectively). The survey indicated teachers' positive views on digital education transformation (average rating: 3.28) and its user-friendliness (average rating: 3.42). Preparedness, usefulness perception, and ease of use affected 86.1% of teachers' digital transformation acceptance. As a result, it is possible to assume that Vietnamese teachers intend to implement digital transformation in their teaching. Based on the data gathered, the study concludes that targeted interventions and support are critical to assisting Vietnamese teachers in overcoming the challenges of digital transformation in education. Possible interventions encompass better tech access, enhanced training, fostering innovation in classrooms, and professional development. The study's insights can shape education policies and practices, and enrich literature on digital transformation in developing nations

The book examines when, where, how, and why artificial intelligence and digital transformation in general can boost innovation and transform the economy, society, and democracy. It provides a holistic approach on the promotion of knowledge economy, knowledge society and knowledge democracy through digitalization. Developing around the Cyber-D4 nexus (Cyber-Defense, Cyber-Development, Cyber-Democracy, and Cyber-Diplomacy) different aspects of digital transformation in economy, society, democracy, and education are discussed. In this context, knowledge and innovation are considered crucial for the evolution of economy, society, and democracy. The handbook is organized in six parts covering different aspects of cyber-security, cyber-democracy, Society 5.0, Economy 5.0, and digital transformation in education. The chapter address current and critical issues regarding the collaboration between industries, governments, universities, and the civil society to adopt and adapt in knowledge sharing environment.

The article aims at outlining challenges and prospects of digital transformation in Ukrainian higher education (HE) in the landscape of European integration prospects. Based on content analysis and system approach, it is demonstrate that digital transformation in education goes far beyond digitalization and covers organizational behavior and business processes architecture. Accordingly, attempts to introduce advanced digital solutions into the organizational landscape of higher education institution (HEI) in many cases leads to failure or at least does not bring full range of expected results. Special attention is paid to the concept of digital maturity as the notion, most fully describing the essence of digital transformation. Based on the cases of Hungary and Norway as two opposite examples of HE digital transformation effectiveness, the prospects for Ukrainian HE in this domain are outlined.

Digital transformation is the key to success in the VUCA era, including the education sector. This study aims to measure digital transformation in the education sector, particularly in higher education. This study uses a quantitative approach to address the research questions. Data collection was carried out through a survey of all employees of Universitas Terbuka via WhatsApp and email. Data analysis is carried out using SEM-PLS. The results of the study show that resources, information systems, and organizational structure and culture influence the success of digital transformation and the quality of education services. Factors that have an important role are the structure and culture of the organization. Organizational culture has a significant role in changing patterns of educational services. The implications of the study show the need to carry out similar research at several levels of education, such as digital transformation in primary, secondary, and tertiary education on face-to-face learning.

The digital transformation in education has become a key pillar in addressing the challenges of 21st-century learning. The integration of educational technologies such as Learning Management Systems (LMS), online learning applications, artificial intelligence (AI), as well as virtual and augmented reality (VR/AR), has fundamentally reshaped teaching and learning paradigms across various educational levels. This study aims to analyze the implementation of digital technologies in educational settings and examine their impact on the effectiveness of the teaching and learning process. The research employs a literature review and surveys conducted among educators and students across several educational institutions in Indonesia. The findings indicate that the use of educational technologies significantly enhances student engagement, broadens access to learning resources, and enables more personalized and adaptive learning approaches. However, this transformation also faces several challenges, including limited infrastructure, the readiness of human resources, and the digital divide across regions. Therefore, a comprehensive strategy involving the government, educational institutions, and other stakeholders is necessary to ensure equitable and sustainable digital transformation in education. This study provides strategic recommendations for policy development and the enhancement of digital capacity within the national education sector.

The problem of distance between the processes of world transition to a new technological platform, information technologies, to the digital economy and digitalization of various spheres of activity, including education, on the one hand, and not sufficiently deep studies of the phenomenon of digital transformation, including the digital transformation of education, on the other hand, is studied. Lack of elaboration of the essence of digital transformation provokes the free and often marketing use of the concepts of digitalization, digital technologies, and digital transformation of education, and in practice leads to low efficiency of actions taken to implement projects and programs of digital transformation. The lack of strict assumptions leads to a lack of meanings, a multiple increase in the managerial and organizational complexity of implementing the actual practice of digital transformation in education, and as a result, there is an imitation or formal implementation of promising projects. The purpose of the study is to substantiate the General model of digital transformation and to specify it in relation to the digital transformation of education, demonstrating all the elements of the structure of the transformed object and the nature of the cardinal transformations. The hypothesis being tested — the transformation process covers not only the means of educational activity, in particular, digital technologies, but also other elements of it — the goal, object, subject, changing the essence of the educational activity itself, contrasting it with the processes of training and preparation. The system-based research methodology is used. Research methods: main — theoretical analysis and synthesis of existing scientific positions, observation of practical artifacts of digital transformation of education; accompanying — experimental method for testing the results of research. The main results were: distinguishing digital transformation projects, highlighting their unique properties and characteristics that differ from projects of optimization, improvement, development; substantiating the model of digital transformation of education, including proof that in the process of transformation, not only the means (digital technologies), but also the content of the educational process, its goals, subjects and methods of communication between them change dramatically. This suggests a new approach to changing the education process under the influence of digital transformation, its distance from the processes of education and training, which will become a starting point in the self-organization of teams of projects of digital transformation of education. The results will be useful to heads of education authorities at all levels, managers and development teams of educational organizations of basic and additional education, who are planning or implementing digital transformation projects.