Students' Psychosocial Well-Being in the Digital Education System: National Challenges and International Trends

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.

Differences in stress levels between junior high school students and college students during online learning

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 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.

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.

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 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.

The objective of this paper is to identify the key challenges of digital transformation in higher education, based on the practice of the University of Ruse “Angel Kanchev”. The issues are to present the experience of the Faculty of Business and Management (FBM) in distance learning and conduct a comparative analysis of students' opinions. Overall, the students perceive the educational process organization in the Faculty as striving for optimal quality at minimal costs. However, it is observed that some respondents are not familiar with basic academic terms, despite the University of Ruse's efforts in providing resources such as “First-year Students Guide” and support from the academic staff. The identified key challenges of digital transformation in higher education, particularly within the Faculty of Business and Management at the University of Ruse, are primarily due to human factors rather than technical, technological, or other ones.

This article aims to trace the dimensions of the digital transformation that is taking place in modern knowledge societies to analyze the essence of digital transformation and the ways in which it becomes possible. A specific environment of digital transformation is education and in particular university education, which also changes under the influence of digitization. The most active digital transformation in university education was dictated by the Covid-19 pandemic, which the world community has experienced in the last year—2020. In practice, all university education is being restructured following the principles of digitization and carried out in an online environment. This article focuses on students’ reactions, their assessments, and views on ongoing online learning and its formatting. Methodology is based on qualitative methods, under the national project “Digital Media Literacy in the context of “Knowledge Society”: state and challenges”, № КП-06-H25/4, 2018, funded by National Science Fund—Bulgaria.KeywordsDigital transformationOnline educationCovid-19Digital literacyDistance education

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.

Industry 4.0, especially the application of digital transformation, changes the nature and operation of many organizations. It makes many companies change to adapt and keep up with the new trend in the digital age. The field of higher education is no exception to the general trend of applying digital transformation. Although digital transformation plays an important role for universities, there are still not many previous studies about applying digital transformation in lecturers’ teaching activities, specifically in the eduaction program of Human Resource Management major. Because of understanding the importance of applying digital transformation in higher education and the research rationale about applying the digital transformation in education programme of Human resource management major, the authors decide to choose the topic “Solutions for applying the digital transformation to improve the quality of teaching activities of lecturers in the education programme of Human management management major at the University of Economics and Finance”. Based on the research, the authors identify the strengths and limitations existing in the teaching methods of the education program of the Human Resources Management major at UEF, thereby proposing some recommendations to develop this major in the future.