Abstract
Digital transformation in the education sector has implied the involvement of sustainable management, in order to adapt to the changes imposed by new technologies. Trends in global research on this topic have been analyzed and studied, during the 1986–2019 period. To achieve this purpose, a bibliometric study of 1590 articles from the Scopus database has been applied. The results provided data on the scientific productivity of authors, journals, institutions, and countries that contribute to the development of this research area. The evidence reveals an exponential trend, with special interest in the last five years. The main categories are Social Sciences and Environmental Science. The most productive journal is Sustainability. The author with more articles is Mulder, from The Hague University of Applied Sciences. The most productive institution is Delft University of Technology. The USA is the country with the most academic publications and international collaborations in its studies. The main keywords used in the articles are “sustainability”, “sustainable development”, “higher education”, “innovation”, “technology”, “environmental technology”, “technological development”, and “environmental management”. Global research has followed a growing trend, with optimal publication levels in recent years.
Highlights
In recent decades, universities have been experiencing a set of important changes, induced by technological and social trends towards digitalization
The purpose of this research is to study the trends on the digital transformation (DT) of higher education (HE), in order to analyze what has been the effect of the adoption of new technologies by higher education institutions (HEIs)
The results showed the contributions in this area of research, allowing the recognition of the main authoring agents, their research tendencies, and revealing certain critical knowledge gaps
Summary
Universities have been experiencing a set of important changes, induced by technological and social trends towards digitalization. The adoption of technologies by universities is related to a paradigm shift, where technology is conceived as a complex and interconnected environment that enables digital learning [4]. In this way, the interest is focused more on the students than on the technology itself, in addition to the learning experiences it allows. The interest is focused more on the students than on the technology itself, in addition to the learning experiences it allows In this context, digitalization is a necessity in higher education institutions (HEIs) capable of attracting more and better students, improving the experience of courses, teaching materials, and the training process in general [5,6]. Reluctance to understand and take advantage of the opportunities to move towards this digital environment persists
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