Digital Transformation In Higher Education Research Articles

Digital transformation in higher education: Key to enhancing Cambodia’s higher education sector

The COVID-19 pandemic has accelerated digital transformation in higher education in Cambodia. This phenomenon provides a great opportunity for Cambodian higher education to transform and enhance the integration of information and communication technology (ICT) in the classroom. This article discusses how digital transformation in higher education can improve Cambodian higher education by bringing at least three benefits to the sector, namely increased opportunities for blended learning, better adoption of ICT in education, and greater opportunities for institutional collaboration. The article calls for concerted efforts to build on this momentum and makes recommendations for concerned stakeholders in Cambodian higher education to support higher education digitalization. The article concludes with suggestions for future research.

Задача формирования цифровых компетенций в условиях университетского образования

The issues of the formation of digital competencies of specialists in the conditions of university education are considered. The legal documents regulating the process of digital transformation of higher education are analyzed. The concept of “digital competencies” is characterized as an integral characteristic relating not only to the professional and activity, but also to the social and personal sphere. The following are considered as the main directions for the formation of digital competencies in the conditions of university education: the introduction of progressive digital technologies into the educational process, organizing individual learning trajectories with the inclusion of self-control systems for the level of mastering knowledge and skills; creation of digital university management systems and organization of retraining and advanced training programs for all participants in the educational process. The characteristics of the main components of the information educational environment are given on the example of the Orenburg State University, the statistics of the development of the university’s own electronic educational resources are considered. It is concluded that the introduction of modern digital educational resources, network technologies, as well as computerized university management systems is a necessary condition for the formation of digital competencies in future specialists and the efficiency of universities.

A model for developing cross-curricular digital competences of higher education students in non-core areas it areas in the process of additional education

Introduction. One of the urgent tasks in the implementation of the federal project "Workforce for the Digital Economy", which is part of the national digital economy programme, the transition to the digital economy is the development of professional competencies for workers in various sectors in the field of end-to-end digital technology. The digital competencies are developed in response to the requirements of society, the state, and the labour market for the individual in the digital society.Materials and Methods. The analysis, generalization and systematization of scientific research, and personal experience of formation and development of digital competences allowed us to identify their universality and the end-to-end principle of mastering them, which allowed us to draw a conclusion about the feasibility and necessity of developing a pedagogical model for forming end-to-end digital competences of higher education students in non-core IT disciplines.Results. The research defines the concept of «transversal digital competences» (TDC) at the stage of digital transformation of higher education; presents components, criteria, indicators and indices of formation of transversal digital competences of students; presents a pedagogical model for shaping transversal digital competences of students of non-profile IT fields in a classical university in the process of additional professional education. The stages of formation of end-to-end digital competences of students are considered in detail, the purpose of pedagogical model, tasks, principles, factors and organizational and pedagogical conditions of formation are defined, the results of research are presented.Discussion and Conclusions. This pedagogical model was developed in the process of studying the conditions for the formation of digital competences and skills of using digital technologies in students at Kemerovo State University. Partially the results of this study were presented in the report «Basic principles of formation of end-to-end digital competences in students in the process of mastering additional professional programmes» at the II All-Russian scientific-practical conference with international participation «Digital humanities and educational technologies - DHTE 2021» (organizer - FSBEI VPO "Moscow State Psychological and Pedagogical University").

Digital Transformation of Higher Education System

Abstract Digital transformation of higher education undergoes cultural, mental, and technological change as an overall process. The present paper represents a correlation of the current literature that brings to light the key pillars aspects of the digital transformation of higher education. The objective of this research study was to outline a model of digital transformation strategy applicable to the Romanian academic environment. The original contribution of this study lies in establishing the key pillars elements and necessary stages for the implementation of digital transformation strategy for higher education which should be focused on students and effects.

Возможности и проблемы преподавания профессиональных модулей в период цифровой трансформации

Introduction. Digitalization has become firmly established in the world practice of higher education. Universities transform the process of teaching professional modules, replenish the educational environment with digital technologies and resources. Digital transformation in higher education contributes to the achievement of educational effects and personalization in training. 
 Aim. The purpose of the article is to study the possibilities and problems of teaching courses in the context of digitalization of education in the form of professional modules. 
 Methods. literary and bibliographic review and analysis of sources, terminological analysis, survey of students and teachers, monitoring of digital resources.
 Results. The analysis of resource provision and monitoring of digital educational platforms, web applications and instant messengers was carried out, which revealed a large number of digital platforms that enable teachers to widely use digital tools. Surveys of students and teachers have shown great interest and a high need for online learning. 
 Scientific novelty. The novelty of the results obtained lies in the expansion of interdisciplinary knowledge about the possibilities of digital educational platforms and tools, innovative technologies. 
 Practical significance. The results obtained can be useful for developing ideas about the possibilities of Web resources, digital tools and choosing ways to solve these problems.

Digital transformation of higher education in Australia: Understanding affordance dynamics in E-Textbook engagement and use

This paper addresses digital transformation in higher education by exploring the engagement and use of e-textbooks through an affordance theory lens. Drawing on the insights from in-depth interviews (n = 18), focus group discussions (n = 15), a pilot survey (n = 83) and the main survey (n = 344) in Australia, we developed and validated an affordance actualisation model for the engagement and use of e-textbooks. The partial least squares (PLS) technique was used to validate the dimensions of affordance actualisation and its relationship with e-textbooks engagement and affordance effect. The findings indicate the efficacy of the two affordance constructs, as well as the significant mediating effect of engagement. An important lesson for the e-textbook industry is that firms need to consider affordance actualisation dimensions (i.e., portability, accessibility, searchability, highlighting, copying, browsing, hedonic and utilitarian value) when enhancing digital engagement and use of e-textbooks.

Assessment of the digital activity of universities: Russian educational platform of the «Yuryat»

The problem of the modern system of higher education in Russia and the world is the search for an adequate and high-quality digital model for enhancing professional training in higher education using the remote access system. The pandemic has exacerbated and hastened finding an answer. Russian universities have found an answer in the use of digital educational platforms. One of the most widespread and adequate to the needs of higher education was the «Yuryat» platform. The goal is to assess digital educational activity in Russian universities from 10/26/2020 to 10/25/2021. The research is based on the primary data of «Yuryat.Statistics» and published empirical data. Statistical and quantitative methods were used to study the problem., in particular, the integral index of digital educational activity (IDEA) was used in general form, calculated as an additive convolution of its constituent sub-indices. In turn, each sub-index Ii allows quantitatively characterize different types of digital activity when using the resource, they were calculated using the formula for linear scaling of Pi values. The main result of the study was based on the indicators developed by the authors on the state of digitalization of higher education in Russia from 10/25/2020 to 10/26/2021. conclusion about the lack of digital educational activity of universities according to the data of «Yuryat.Statistics». The average IDEA value = 0.082 means that the average digital activity is 8.2% of the maximum level equal to 1. The country is characterized by low student activity in the use of tests and media resources (ISKK and IUEM sub-index), as well as in the creation of digital courses (IPDC sub-index) on average across Russian universities The study carried out in this work on 318 universities in Russia made it possible to conclude that there is high interuniversity differentiation in terms of the level of development of digital transformation of the educational process, both in terms of individual characteristics and on a territorial basis. The results of the study proved that the main centers of digital transformation of higher education are Moscow, St. Petersburg and Yekaterinburg. It is obvious that the system of professional training in the country in the university sphere is faced with the question of strengthening work on the formation of technologies and platforms for remote access.

Digital transformation: basic approaches to defining the notion

Problem statement. Changes in society in connection with the diversity of the use of information and communication technologies, has led to the active use of the concept of digital transformation. A complex polysemic notion describes a multifactorial phenomenon, which necessitates an interdisciplinary approach to the analysis of the concepts content. Methodology. This study used bibliometric analysis of the Russian electronic database with built-in analysis tools. The quantitative and qualitative characteristics of open sources on the topic of Digitalization of education were analyzed using closed search systems and machine analysis of large texts, such as Microsoft Academic Graph and Dimensions.ai. Content analysis and thematic monitoring were carried out using the keywords digitalization of education, digital transformation, and digital transformation of higher education. The assessment of the level of interest in this topic was carried out according to the statistics of queries using the wordstat.ru resource. Results. The term digital transformation analyzed in a broad context. Digital transformation is defined using philosophical and cultural approaches. The axiological approach sets a broad framework for discussion and requires additional research. Conclusion. A sample of both Russian and foreign works on the problem of digital transformation was made using various means of statistical analysis. Three approaches to the analysis of digital transformation are considered, definitions are formulated and the need to study the transformation of education using an anthropological approach is substantiated.

How Open Source Tools Could Help Remote Learning during the First Lockdown in Hungary? – Case Study of University of Public Service

This paper analyses how these open source tools could help remote learning at the University of Public Service during the spring semester in 2020 and how their usage rise significantly compared with the previous period.
 Covid-19 has had serious consequences in all aspects of people's everyday life – including higher education. Forced emergency responses made a significant impact on the digital transformation of higher education. In Hungary, the University of Public Service switched from attendance education to remote learning within ten days.
 Using case study methodology, this paper analyses how open source software usage changed at the first lockdown. The transformation period was between 12-22 March 2020, and online education started on 23 March 2020. The end of the examined period is the end of the 2020 autumn semester. The examined institute is the University of Public Service. This research focuses only open source tools, including the already utilized accessed Moodle course management system.
 This paper is highlighting the relevance of the usage of open source software in the given timeframe. The "public money – public code" principle is also emphasized as one which could be an especially key issue in the University of Public Service as this institute prepares students to work as public servants in the future.

Цифровая трансформация высшего образования с позиций междисциплинарного подхода: обзор гуманитарных исследований

The purpose of the study is to identify the actual problems in the field of digital transformation of higher education, studied by modern scientists – teachers, psychologists, sociologists, philosophers, economists. A theoretical and methodological review of the authors' positions and interpretations of the problems under study related to the process of digitalization of education in a digital society is presented. The advantages and risks of the digital transformation of higher education are assessed. The scientific novelty lies in the fact that the author has analyzed the latest (2019-2021) Russian scientific sources in the humanities and pedagogy from the standpoint of an interdisciplinary approach. As a result, key areas of research of digitalization processes in education were identified, aimed at updating the content, forms and methods of professional training in higher education in the context of digital realities.

From dual digitalization to digital learning space: Exploring the digital transformation of higher education

Inspired by the fast digitalization during the Covid-19 crisis, we investigate a key aspect of digital transformation of higher education – the emergence of a digital learning space.In developing our analysis, we focus on two streams of digitalization in higher education; digitalization of education and digitalization of subjects. We call this dual digitalization, which has been an obstacle for digital transformation of the sector, and made it challenging to develop a shared digital space.Our research question is, how can we develop a shared digital learning space in higher education?We conducted our study at the University of Oslo, where we analyzed three phases of digitalization. We identified three underlying forces of the digital learning space. First, the alignment of digital education and digital subjects provided a technical foundation. Second, the digital learning space was enacted and harnessed by redefinition of roles between students and teachers, allowing for new and deeper learning forms. And third, the digital learning space enables universities to transcend the physical and institutional borders, and engage in interactions with the broader society.

Gamification in the Informal Learning Space of Higher Education (in the Context of the Digital Transformation of Education)

The article explores the way gamification transforms the informal learning space of the higher education institutions inspired by information technologies and the all-consuming digitalization of human society. An overview is presented of the existing ideas about gamification in the context of the digital transformation of higher education. It is established that the effective use of gamification as a learning technique in the context of digital transformation of higher education contributes to the implementation of its core principles. We have attempted to analyze the factors that gave rise to gamification as well as to examine the ways to introduce gamification to the informal learning experience. The components of this technology are singled out along with the principles of its functioning. In the process, we reveal the role of gamification and opportunities that open up for the organization of educational activities in the informal space of higher education. The given work identifies peculiarities and advantages of this digital form of education as well as risks associated with its introduction in the informal learning space of higher education. The authors elaborate on the specifics of the development of informal learning space in the context of global gamification, as well as the technological and semantic modernization of higher education. It is established that the main purpose of gamification is to boost the internal motivation of higher education students to study and to reveal their creative and professional abilities.

高等教育はデータサイエンス教育・DXをどう捉えるべきか

The terms, data science and digital transformation, have been popular in corporative activities and services. This trend implicates higher education as well. In addition, the coronavirus crisis accelerates digital transformation in higher education. Almost all universities use distance education to adapt the crisis. Many stakeholders including faculties and students understand pros and cons of distance education. This situation is a good chance of catching up with digital transformation in higher education. This article describes data science education and digital transformation in higher education toward Society 5.0.

How University Teachers View the Digital Transformation of Higher Education

The absolute majority of publications about changes in higher education resulting from the COVID-19 pandemic focus on the problems faced by students. They fail to articulate the position of university faculty members who are concerned about their dwindling role as a result of the digital transformation of education. Since 2020, the Institute of Social Analysis and Forecasting at the Russian Presidential Academy of National Economy and Public Administration with the support of the Russian Ministry of Science and Higher Education has conducted a monitoring study of the attitude of university faculty members to the changes taking place in higher education. The present article is based on the results of three research waves (non-random, administrative, two-stream samples) conducted in April 2020 (N = 33,987), June-July 2020 (N = 27,484) and April-May 2021 (N = 26,334). An overall positive trend is observed in teacher attitudes: the peak of discontent about the introduction of distance education has passed, and the attitude to online learning has become calmer and more level-headed. Most teachers continue to express unconditional support for traditional in-person learning, however. The article takes a close look at the attitude of teachers to the digital transformation of higher education and analyzes their narratives. Teachers believe that the most promising aspect of the digital transformation of universities is the use of blended learning technologies that combine the benefits of classical and innovative teaching methods. The article identifies risk factors and further opportunities for digital innovations in higher education.

Conceptualization of the concept of digital maturity of a university in the context of digital transformation of higher education

Digital transformation as a natural stage in the development of any organization in the context of new socio-economic conditions requires the development of general models for the course of this process, as well as systems for assessing the achievement of the main indicators of digital development. In the Russian Federation the President and the Government have set the goal of achieving "digital maturity" for the higher education system as a priority area in the "Strategy for the digital transformation of the science and higher education industry". Today, many Russian universities are already developing digital transformation programs, and this requires an analysis of the current situation, understanding and ranking problems, as well as constructing and forecasting possible risks and effects. The purpose of the research is to analyze foreign and domestic theoretical sources that reveal the concept, models and methods for assessing the "digital maturity" of higher education organizations. Qualitative method of document analysis has been used as a research method. The results. The terminology in the context of researching the "digital maturity" of a university is actively developing. In relation to the concept, different approaches have been formed: biological, psychological, process, the category is comprehended both as a result and as a prerequisite for the digital transformation of universities. In the Russian Federation there is also a normative definition that determines the strategic priorities of the digital development of the higher education system. At the moment, the concept has been tested on several models for assessing the digital maturity of foreign and domestic universities, but the results also do not allow us to speak about the formed concept of this phenomenon.

Student Satisfaction and Retention: Impact of Service Quality and Digital Transformation

A country’s economic and technological development in the twenty-first century depends heavily on higher education. Similar to other countries, the majority of higher education institutions in Bangladesh are private universities that offer educational services alongside public (government-funded) universities. This study aims to investigate how service quality dimensions and digital transformation influence student satisfaction and student retention in private universities in Bangladesh. Data were acquired from a convenient sample, including students from the top five private universities in Bangladesh, through a self-administered questionnaire survey. The questionnaire was completed by 210 of the 235 students who were asked to participate. Each questionnaire was carefully examined. 200 were determined to be appropriate for this study. A conceptual model of eight factors, including the five dimensions of the SERVQUAL model, digital transformation, student satisfaction, and student retention, was framed and tested. Descriptive statistics (mean and standard deviation), multiple regression, and bivariate regression analyses were conducted using SPSS 26.0 to test the hypothesized relations. According to the findings of descriptive data, students are satisfied with the quality of private university services and digital transformation activities. This study reveals that all the service quality dimensions positively and significantly impact student satisfaction except the empathy dimension. It is also found that digital transformation substantially influences student satisfaction. Furthermore, student satisfaction has a positive and significant influence on student retention. To the best of the authors’ knowledge, this is the first initiative to investigate the impact of service quality dimensions and digital transformation on student satisfaction and student retention in the context of private universities in Bangladesh. This study contributes to higher education institutions for the improvement of service quality dimensions and the digital transformation to obtain student satisfaction and student retention in highly competitive educational sectors. Finally, this work argues that digital transformation in higher education is necessary for survival and growth in the twenty-first century.

Digital transformation of higher education: abroad and domestic experience

Digital transformation of higher education: abroad and domestic experience

New challenges in higher education: A study of the digital competence of educators in Covid times

• There are profound consequences in digital transformation of Higher Education after Covid crisis regarding educators and institutions. • There are links between digital skills of professors and their impact on student learning. • The evolution of Educators' Digital Competence (EDC) implies changes in pedagogy and university management. • A high potential for future research in the evolution of universities as its new strategies in digital context The digital revolution has substantially impacted education. The evolution of the use of technologies in education has been gradual and different, mostly depending on the teaching professionals' predisposition and skills. With the advent of the COVID pandemic, digital tools' impact has been exponential in all educational levels. An study of the new educational hybrid model is offered. The role of the educator is critical in this new model, confirming the necessity to have technical resources and qualified educators to improve students’ competence in order for them to work successfully in the digital economy. We have reflected on the evolution of Educators' Digital Competence (EDC) and its relationship with students' digital skills and impact on the learning process. An analysis of digital competence-learning in the context of the student-centered-learning approach has been studied. A more holistic approach to EDC is suggested. The European Framework for the Digital Competence of Educators (DigCompEdu) has identified 22 competences in six areas of competence. This paper has analyzed 251 responses from a convenience sample of professors from Madrid's universities in business administration based on this validated instrument. The results show the relevance of educators' characteristics to the learning process concerning previous knowledge about technology, training received, and their attitude toward technology. From a theoretical point of view, these competencies have been grouped into four competency areas, and their level of impact on student learning has been determined. In conclusion, digital competence has evolved from being a mere tool to becoming an essential pedagogical element.

Higher Education Institutions in the Digital Economy Era: Digital Transformation of Higher Education

Higher Education Institutions in the Digital Economy Era: Digital Transformation of Higher Education

大学教育のデジタルトランスフォーメーション

大学教育のデジタルトランスフォーメーション