Digital Transformation In Higher Education Research Articles

Nutrition Messaging by Healthcare Students: A Mixed-Methods Study Exploring Social Media Usage and Digital Competence.

The COVID-19 pandemic leads to a significant digital transformation in higher education and healthcare practices. This study aimed to investigate the level of digital competence, views and experiences, social media usage, and perceived barriers to digital communication among healthcare students. Employing a mixed-methods approach, quantitative data were gathered through an online survey, while qualitative insights were gleaned from semi-structured questionnaire responses obtained during focus group discussions. A total of 143 nursing and midwifery students from Turkey, along with 54 dietetics students from various European countries, participated in the study. A significant proportion of nursing (43.5%) and midwifery (55.2%) students advocated for integrating digital technology training into university curricula. Instagram has emerged as the predominant platform for sharing healthcare/nutrition information among students. However, concerns have been raised regarding the prevalence of "before/after" posts on social media promoting weight loss, which were identified as low-quality content by participants. These findings underscore the importance of integrating digital technologies and social media into healthcare, nutrition education, and practice. Additionally, there is a pressing need to establish professional and ethical standards for digital nutritional communication. By addressing these challenges, educators can better equip healthcare students to navigate the complexities of modern healthcare practices and enhance patient-care outcomes.

Digital Empowerment and Ethical Reconstruction: The Substrate of Cooperative Action in Private Higher Education in the Digital Era

Currently, the entire society is experiencing systematic "digital disruption", and comprehensive digital transformation across all areas is the inevitable path to future development. As the foundation of people's livelihood, education, and higher education in particular, plays an important role in digital transformation and educational reform. Higher education is not only the driving force of digital transformation but also the main force of educational reform. When facing the impact of the digital wave, it should take the initiative to shoulder the responsibility of digital transformation and innovation, and actively lead educational reform. As an important part of higher education, private higher education also shoulders the important responsibility of promoting digital transformation. It is an important direction to promote social systematic digital transformation through the digital transformation of higher education, and it is a practical requirement to promote the digital transformation and upgrading of cooperation between private higher education and digital technology. With the deep integration of digital technology and cooperation between private higher education, the digital space is gradually taking shape, and ethical concerns are beginning to emerge. Through philosophical reflection and ethical examination of these ethical concerns in the digital space, it is found that these ethical concerns mainly stem from the absence of the ethical dimension of digital technology. Therefore, this study starts from two logical dimensions of digital empowerment and ethical reconstruction, based on the analysis of the internal interconnection between technology and ethics, and proposes that in promoting the digital transformation of cooperation between private higher education, we should not only fully utilize digital empowerment, but also reconstruct the action path of digital ethics.

Mechanisms for Forming Digital Literacy of College Teachers under the Digital Transformation of Education

With the rapid development of information technology, the digital transformation of education has become an important trend of global higher education reform. In this context, the digital literacy of higher education teachers is not only related to their personal career development, but also a key factor affecting the quality of teaching and the development of students' abilities. Several problems have been identified through the research study, such as unbalanced distribution of resources, limited opportunities for professional development, missing evaluation system, insufficient social interaction and cooperation, and low self-efficacy, which collectively affect the formation of digital literacy among college teachers. Based on this, this study puts forward a series of recommendations, such as exploring the digital literacy hierarchy of college teachers under the digital transformation of education, clarifying the direction of cultivating digital literacy of college teachers under the digital transformation of education, and constructing a cultivation mechanism of multi-party collaboration and cooperation, with a view to promoting the enhancement of the digital literacy of college teachers, and then promoting the digital transformation of higher education.

Research on the Restrictive Factors and Strategies for Improving the Teaching Ability of University Teachers under the Background of Education Digitization

Education digitization deeply integrates modern information technology with education, innovates the traditional teaching mode of universities, and makes higher education glow with new vitality. At present, the digital transformation of higher education has become a research focus of higher education reform. Therefore, the digital teaching ability of university teachers has become an indispensable force. It is not only conducive to the construction of college teachers but also conducive to the improvement of university teaching quality, which is a key factor related to the quality of higher talent training in the new era. Therefore, whether university teachers can adapt to the development of digitalization and how to improve their digitalized teaching ability are worthy of attention. Based on this research background, this paper tries to summarize the new requirements of digital transformation of education for teachers' teaching ability by reading relevant literature of the Ministry of Education and taking TPACK theory as guidance. Then, combined with the existing investigation and research results, using case analysis and comparative research, this paper summarizes and analyzes the constraints that affect the development of teachers' abilities from both internal and external aspects of teachers. Finally, based on the analysis of the constraints, suggestions are put forward from the perspectives of teachers' teaching cognition, teaching behavior, school training organization, evaluation system, and digital construction.

ANALYSING THE PROCESSES OF DIGITAL TRANSFORMATION OF THE EDUCATIONAL ENVIRONMENT THROUGH THE EXAMPLE OF A RUSSIAN UNIVERSITY

Abstract. The COVID-19 pandemic contributed to the forced digitalisation of all spheres of society and exposed the political and economic prerequisites for its further development. The government motivates universities to develop digital educational products and create their own digital educational environment both independently and in cooperation with other universities and EdTech companies. The article discusses different tasks of the digital transformation of higher education in the European Union and Russia, focuses on the development of the market of commercial educational programmes presented by EdTech companies, and describes the benefits and risks of digitalisation. As an illustrative example, the authors take a detailed look at the digital educational environment of one of the leading Russian universities, the development and implementation of digital educational and administrative platforms to simplify the learning process. In order to assess the advantages and disadvantages of digitalisation of education, a survey of university students was conducted, which made it possible to identify their attitude to the innovations and give them an assessment.

Digital Transformation in Higher Education: Integration of Online and Hybrid Practices into Traditional Education Systems

Bu araştırma, eğitimde dijital dönüşüm kavramından yola çıkarak çevrimiçi ve hibrit eğitimin Türk Yükseköğretim sistemine entegrasyonunu incelemeyi amaçlamaktadır. Çalışmada, nitel araştırma yöntemlerinden geleneksel alanyazın taraması benimsenmiştir. Bu doğrultuda, çevrimiçi ve hibrit öğrenmenin Türk yükseköğretim sistemine entegrasyonu ile ilgili araştırmalar bir araya getirilerek analiz edilmiş ve konu bağlamında tartışılmıştır. Bu kapsamda, öncelikle yükseköğretimde dijital dönüşümün temelleri ele alınmıştır. Daha sonra, yükseköğretimde çevrimiçi ve hibrit eğitimin özellikleri değerlendirilmiş, bu süreçte önem kazanan ölçme değerlendirme, dijital okuryazarlık ve teknolojik yeterlik, öğrencinin iyi oluş hali konuları irdelenmiştir. Son olarak, çevrimiçi ve hibrit eğitim yönteminin Türk yükseköğretim sistemine entegrasyon süreci Covid-19 öncesi ve sonrası dönemde konu ile ilgili çalışmalar çerçevesinde tartışılmıştır. Çalışmanın bulguları doğrultusunda, öğretmenler ve öğrencilere yönelik dijital beceri eğitim programlarının geliştirilmesi, öğretmenlere ve yöneticilere yapay zekâ gibi yeni teknolojilere yönelik eğitim sunulması ve eğitim paydaşlarının bu araçları etkili bir şekilde kullanmaları için desteklenmeleri önerilmektedir. Ayrıca, araştırmacıların, eğitimde kullanılan çeşitli dijital araçlar ve teknolojilerin öğrenme süreçlerine etkilerini değerlendirmesi, dijitalleşmenin öğrenci deneyimi üzerindeki etkilerini ve öğrenci memnuniyetini incelemesi, dijitalleşme uygulamalarının öğrenci motivasyonu, etkileşimi ve genel memnuniyet düzeyi üzerindeki etkilerinin anlaşılmasına yönelik çalışmalar yapması önerilmektedir.

Digital Renaissance in Education: Unveiling the Transformative Potential of Digitization in Educational Institutions

Abstract This paper examines the ongoing trend of digitization within educational institutions, analyzing the potential opportunities that lie ahead. As educational landscapes evolve, embracing digitization offers institutions a pathway to unlock a myriad of prospects. This research explores the current state of digitization in educational settings, highlighting the opportunities that arise from the integration of digital technologies. The driving forces behind significant changes in higher education include escalating operating costs, the emergence of micro and nano degrees, the surge in online learning, the influx of digitally-native students, and the overarching wave of digital transformation. Students are increasingly leveraging digital technologies to showcase a diverse array of tools, integrating structured learning environments into the fabric of higher education teaching. This research provides a comprehensive overview of digital transformation in higher education, evaluating the potential of digitalization and forecasting its prospects in the near future. Key concepts such as digital transformation, virtual reality (VR) technology, artificial intelligence (AI), and Technology, Entertainment, Design (TED) courses are examined as practical and indispensable elements shaping the future of education. Through a meticulous analysis, it becomes evident that digitalization marks only the initial phase in a broader process wherein institutions harness new technologies not merely to replicate old tasks but to redefine educational paradigms. Furthermore, the paper emphasizes that digital transformation necessitates the infusion of new management practices capable of harnessing the full potential of information and communication technologies (ICT). The journey towards the digital transformation of educational institutions involves a profound shift in mindset, encompassing innovative approaches to teaching, learning, and administration. As institutions embrace this transformative journey, they position themselves to create enhanced value for students and forge dynamic collaborations with partners in the evolving landscape of higher education.

The Barriers and Readiness to Deal With Digital Transformation in Higher Education

During the recovery from the COVID-19 pandemic, stakeholders in higher education institutions have been encouraged to adapt to the changes caused by digital transformation. This study employs a case study approach to investigate the barriers and readiness of students, educators, and higher education institutions for digital transformation. Data were collected through questionnaires and interviews with stakeholders in a higher education institution in Indonesia. The data from the questionnaire were analysed using qualitative descriptive analysis, while the transcripts of the interview data were run into the ATLAS.ti Qualitative Data Analysis application and analysed thematically. Codes developed from digital transformation barriers were suggested by Volgesang and later interpolated during data analysis into readiness and strategy codes. The emerging themes related to students and lecturers, and universities obstacles, readiness and strategies in dealing with digital transformation could then be identified. The findings are crucial for higher education institutions to thrive in the digitally evolving environment. Understanding how the university's stakeholders perceive the transformation would help anticipate a more knowledgeable and organized method to handle the intricacies and difficulties associated with such a profound change.

Digital Transformation in Higher Education in Developing Countries to Promote Sustainable Development

Digital Transformation in Higher Education in Developing Countries to Promote Sustainable Development

Digital transformation in higher education: A comprehensive review of e-learning adoption

BACKGROUND: Data-driven practices are now crucial in the digital age for streamlining operations and boosting output across a range of industries. With e-Learning emerging as a cutting-edge and promising strategy to improve educational delivery and student engagement, higher education institutions are also adopting this trend. Despite the potential advantages, e-Learning adoption in higher education is still a developing topic with scant published research. OBJECTIVE: This study aims to conduct a thorough analysis of existing literature, seeking to determine the present status of e-Learning adoption in higher education while also identifying promising avenues for further research. METHODS: In this study, a systematic literature review methodology and a bibliometric approach are utilized to examine 63 papers sourced from the Scopus database, encompassing the years 2017 to 2021. These papers were specifically chosen due to their pertinence to e-Learning adoption in higher education institutions, following the exclusion and inclusion criteria outlined in the preferred reporting items for systematic reviews and meta-analyses (PRISMA) framework. The analysis techniques employed include descriptive overviews, citation analysis, and keyword co-occurrence. RESULTS: The systematic review of the literature revealed a significant increase in e-Learning adoption within higher education institutions (HEIs) in recent times. The findings highlighted several crucial factors influencing e-Learning adoption, including perceived ease of use, usefulness, learner attitude, self-efficacy, and facilitating conditions. However, further investigation is needed to better understand the impact of perceived learning and teaching styles on e-Learning acceptance in higher education settings. CONCLUSION: This study suggests conducting future investigations on e-Learning in developing countries, with a specific focus on intention, usage, adoption, and impact. Additionally, it emphasizes the importance of exploring the influence of learning and teaching styles on e-Learning acceptance within higher education institutions. These valuable insights will facilitate the development of effective strategies for the successful implementation of e-Learning in higher education settings.

The Influence of Digital Transformation of Higher Education on China University Teaching Management

With the rapid development of information technology, higher education is welcoming the era of digital transformation. This paper discusses the influence of the digital transformation of higher education on the management of China university teaching, and through the analysis of the relevant background, process and effect, deeply analyzes the comprehensive changes of the digital transformation on the education system. Digital transformation enables universities to build more advanced digital infrastructure, strengthen the digital management of teaching resources, and achieve a significant improvement in teaching efficiency. The comprehensive sharing and collaboration of information also provides more opportunities for cooperation between teachers and students, and promotes the overall upgrading of education and teaching. However, digital transformation has also brought a series of challenges. Information security, digital literacy of teachers and students, adjustment of management system and other issues need to be solved urgently. In the process of digital transformation, universities need to adopt practical strategies to improve the digital literacy level of teachers and students, ensure information security and flexibly adjust the management system. The digital transformation of higher education has a dual impact on the management of China university teaching, which not only brings brand-new opportunities for teaching, but also presents a series of challenges that need to be taken seriously. Only through comprehensive and in-depth understanding and response can universities better meet the future educational challenges in the digital age.

Digital Campus as a tool for teaching English in the era of digital education

Introduction. The digital transformation of higher education in Russia has caused the need to revise the approaches to language training of university graduates. Aim. The present research aimed to model a Digital Campus with its services and functions as a tool for language training of students in the era of digital transformation of education. Methodology and research methods. The strategic approach was employed as the leading methodological approach, which in the framework of this study is considered as a potential possibility to implement language education at the university using the “Digital Campus” as an important tool for digital transformation of universities. The research was conducted in three stages, involving 2–3 year students of Togliatti State University (113 participants) and school students of Togliatti (157 participants) from July 2022 to January 2023. Empirical research methods were used: analysis, comparison, generalisation, synthesis, modelling. Stage 1 – collection and analysis of the information presented on the websites of the universities in order to highlight the indicators of the digital development of universities. Stage 2 – a survey of schoolchildren to identify their attitude to university admission; a survey of students to determine their motivation to receive language training through digital tools. Stage 3 – modelling of a Digital Campus, its services and functions for students’ language training. Results. The authors defined the Digital Campus as an environment based on information and educational digital resources and technologies, computer equipment, telecommunication technologies and software, organisational and methodological support, connecting participants in the learning process (teachers, applicants and students, graduates, enterprises/businesses) for distant educational activities and business operations in accordance with personalised request. The data available on universities’ websites were analysed and grouped into seven indicators. The most represented are the services: additional professional education, the use of interactive forms to work with applicants, online support of student and graduate career development, and the project office. Services for the implementation of personalised educational tracks and the digital footprints accumulation during the learning process were less prominent in the course of the research. The results of the survey were the following: there was a general readiness for “applicant – university” interaction through the online environment; a small percentage of divergence of schoolchildren and student opinion regarding their expectations to learn a foreign language online was observed. The Digital Campus and its functions were modelled. Each of the campus services – a student personal account (applicants/students), a teacher personal account, and an employer personal account (enterprises/businesses) – has its own interface and access to the following functional units: “Recruitment and Project System”, “Language Courses”, “Course Designer”, “Resource Management”, “E-Learning System”, “Courses Expertise Centre”. The environment creates unified information and educational space for student language training. Scientific novelty. The approaches to understanding the digital transformation of higher education were systematised, and the indicators of higher education institutions use of digital solutions in the educational process were analytically presented. The article provides the authors’ definition of the Digital Campus. The theoretical significance of the article is in the outline and analytical presentation of existing approaches and trends in the digital transformation of higher education. Practical significance. The Digital Campus is an important tool for the implementation of language training and, unlike the common university website, allows real-time interaction between all participants in the educational process: universities – students – enterprises/businesses. The prospects for the study may be aimed at the development of a Digital Campus for engineering students.

Digital transformation of education and modern educational technologies

The article discusses the relevance of digital transformation in the learning process in higher educational institutions. The authors of the article have identified the problem of digital transformation of higher education and established contradictions between the continuous increase in the requirement for the availability of various forms of education (blended, hybrid, distance learning) and the quality of professional training of students. The authors have identified the main problems associated with transformation in the field of modern education: the phenomenon of «clip thinking», the crisis of text culture. The purpose of the research is to identify the pros and cons of digital education at a university by analyzing the use of digital technologies in the design of new educational material. The method of theoretical analysis and pedagogical modeling have been used in the research. The authors have concluded that teachers have an ambiguous attitude towards digitalization in Pedagogy: on the one hand, it negatively affects the education system, on the other, on the contrary, it has a positive effect. In conclusion, the results of the study have shown that teaching students general academic skills in the context of the digital transformation of a university environment will improve the quality of the learning process and significantly improve the professional preparation of students.

Exploration of the Path to Financial Digital Transformation in Higher Education: A Case Study of H University

Exploration of the Path to Financial Digital Transformation in Higher Education: A Case Study of H University

A study on the impact of digital transformation on student empowerment in higher education of India

This study delves into the transformative influence of digital technologies on student empowerment within the landscape of higher education. As educational institutions increasingly integrate digital tools into teaching, learning, and administrative processes, it becomes imperative to scrutinize the ramifications of this digital transformation on student experiences. The research evaluates the extent of digital adoption in higher education, exploring its impact on student engagement, participation, and interaction. Through a comprehensive analysis of curriculum integration, learning management systems, and technology-enhanced teaching methods, the study aims to discern how digital initiatives contribute to student empowerment. Furthermore, the research investigates the influence of digital platforms on collaborative learning, real-time interaction, and adaptive learning experiences. By assessing the accessibility and inclusivity of these tools, the study explores their potential to bridge educational disparities. Additionally, the study scrutinizes the feedback from students and faculty, providing valuable insights into the perceived effectiveness and challenges associated with digital transformation. The findings of this study contribute to the scholarly discourse on the intersection of technology and education, offering recommendations for optimizing digital strategies to enhance student empowerment. This research not only sheds light on the current state of digital transformation in higher education but also serves as a guide for institutions seeking to create an inclusive, engaging, and empowering learning environment through effective technological integration.

The Essentials or Fundamentals for Harnessing Technologies to Improve Teaching and Learning through Online Learning as Part of Digital Transformation in Higher Education

The Covid-19 pandemic accelerated digital transformation and usage of the fourth industrial revolution tools in most developing countries where teaching and learning most occurred through face-to-face interaction. To reap successes in the digitally transforming teaching and learning in universities, it is crucial to reconcile the key essential (factors) that need consideration for digital transformation and the challenges hindering the phenomenon. This study explored the fundamental factors for harnessing technologies for teaching and learning in State universities in Zimbabwe. The study employed a desk research approach. The study revealed that tertiary institutions were struggling to effectively implement online learning due to factors such as lack of strategy and vision on the implementation process, lack of financial resources, poor technological infrastructure, poor digital competences among lecturers and students as well as lack of adequate technical support. Instructors in these institutions mostly resorted to asynchronous online learning approaches because they lacked up to date gadgets for synchronous teaching and learning. Similarly, students preferred asynchronous learning due to data challenges as it offered self-pacing and flexibility. In limited cases lecturers make use of WhatsApp, Google Classroom, Google Meet and Zoom. The findings were that in order to institutionalise online learning as key component of digital transformation in state universities the fundamentals to be addressed include of procurement current and compatible IT infrastructure, comprehensive training and education to improve digital competences, incorporate digital transformation and the fourth industrial revolution into university curriculum to equip students, provision of internet data and improved internet connectivity.

Transformation of university history education against the backdrop of the digital era: academic and methodological seminar at Moscow State University

The article contains an analytical description of the main directions of work of the All-Russian academic and methodological seminar, which took place in January 2024 at the Faculty of History of Moscow State University and was oriented to the problems of digital transformation of university historical education, as well as the development of educational programs in the field of "Historical Information Science" and related program profiles. The seminar was organized by the Faculty of History of Moscow State University and the interregional association "History and Computing" (АИК). The purpose of the seminar was to discuss the current experience accumulated by historians of Russian universities in the use of digital technologies, data science methods and artificial intelligence in the educational process. Another direction of the seminar was the exchange of experience in the development of educational programs in the field of “Historical Information Science”. Other educational programs of similar profiles were also discussed, for example, “Applied Informatics in the Humanities” for bachelors. More than 80 university representatives from six countries took part in the seminar. A number of reports examined new formats of educational work that have been introduced in universities in recent years in the context of the digital transformation of higher education, including project activities of students, the work of a tutor in a digital department of a university, and the organization of a research and educational group based on scientific partnership between students and teachers. The article notes that during the seminar, noticeable interest was shown in organizing the educational process in the field of “Historical Information Science” using the example of the experience of the History Faculty of Moscow University over the past two decades. The second part of the article provides a brief description of MSU educational programs.

The Digitalization of Studio Practices and Its Impact on the Development of Design Literacy of First-Year Architecture Students

Digital skills are emphasized in the ongoing process of digital transformation in higher education. In this article, digital literacy is discussed within the broader perspective of design literacy and the acceleration of the digitalization process of first-year design education at the time of the outbreak of the COVID-19 pandemic in spring 2020 is highlighted. The article interrogates the role of digital skills in the development of design literacy of first-year architecture students through a multiple case analysis of ARCH 101 design studio practices executed in the Bachelor of Architecture programmes at the Özyeğin University, Department of Architecture and the Middle East Technical University, Department of Architecture. The digitalization processes of ARCH 101 studios increased rapidly when the COVID-19 pandemic started and resulted in the integration of digital tools into basic design education in ways that transformed (1) the communication modalities and the representation and research strategies used by students, and (2) the understanding and methodologies of the design process when used as generative design tools.

PECULIARITIES OF MANAGEMENT DIGITALISATION OF EDUCATIONAL ACTIVITIES OF A HIGHER EDUCATION INSTITUTION

The article deals with the peculiarities of management digitalization of educational activities of a higher education institution. The author analyses key research and scientific publications related to preparation for professional activities, organization of educational and cognitive activities of participants in the educational process, management and development of theoretical and applied foundations of management of an educational institution. The practical application of software and digital technologies in the educational process and other aspects related to these issues are studied. It is noted that the solution to the problems of modernization of education begins with the professional training of teachers aimed at developing their skills to effectively manage the educational process. The author analyses the components that ensure the functioning of the process of digitalization of the management of educational activities of a higher education institution as a single cyclic system. The need to simplify and improve management functions, such as management, analysis, accounting, planning, forecasting, and continuous monitoring, is highlighted. The methods and principles that were applied in the process of implementing the model of digitalization of the management of educational activities of a higher education institution are described. The impact of digitalization on the management of educational activities in higher education institutions is considered. It is highlighted that the use of modern software tools and digitalization technologies leads to a complete transformation of the working conditions of all participants in the educational process. It is noted that the automation of various stages of information processes and management activities significantly increases the requirements for the quality and reliability of information, the variety of programmes, the spread of innovations and the democratization of the process of management, education, and training. It is proved that the introduction of a model of digitalization of the management of educational activities of a higher education institution forms the entire group of skills used by the head of the institution in professional activities. The main directions of improving the management of the educational process of a higher education institution are described. It is observed that digital technologies create effective conditions for self-realization and solving problems of training modern professional staff in accordance with the State standards. The research presented in the article is an important step in the study of the digital transformation of higher education and requires further research.

Формування когнітивної складової професійного мислення студентів в умовах цифрової трансформації вищої освіти

The article considers the ways of forming the cognitive component of students' professional thinking in the context of digital transformation of higher education. European trends that affect the quality of educational services are highlighted; attention is focused on the problems of globalisation, the use of artificial intelligence and robotics, the use of cloud technologies, which together affect the nature of human life and the peculiarities of the development of educational institutions. Among the newest ways to solve these problems, the article highlights the following: creation of a digital educational environment for professional training of specialists competitive in the employment market. It is proved that digital transformation is of great importance in the globalised world, and the modernisation of education is aimed at solving the latest global problems. The article identifies the following modern trends in information development that influence the process of digitalisation of education: development of artificial intelligence, "machine learning", neural networks; further development of mobile-oriented tools; widespread introduction of blockchain and cryptocurrency technologies; the development of cloud computing and virtualisation technologies, cloud computing technologies; the development of augmented reality and virtual reality; widespread introduction of chatbots and virtual assistants, etc. The article considers the trends of digitalisation of the educational environment in higher education institutions in Germany and Austria, including digital ecosystems, which in the form of open learning systems offer the latest design structure for using the possibilities of modern digitalisation in the network economy. It is proved that SMART-education provides new opportunities related to the use of e-learning technologies; ensures mobility and accessibility of educational information; allows the format of autonomy of the teacher and students using mobile devices in the educational process; makes it possible to provide flexible educational services in terms of individual capabilities of the master's student; provides support for individual programmes for the personal development of each student.