Digital University Research Articles

A Threefold Examination of University Digital Leadership, Teacher Digital Competency, and Teacher Technology Behavior for Digital Transformation of Education

In the digital age, it is imperative that Higher Education Institutions (HEIs) should cultivate digital talent to adapt to social development and occupational requirements. To achieve this, HEIs need to effectively implement digital transformation by understanding how leadership and teacher competencies contribute to technology use in educational settings. This study explored universities’ digital leadership and its relationship with teacher technology behavior, with teacher digital competency serving as a mediating variable in universities from Jilin Province, China. Data were collected through convenience sampling of 402 teachers from 25 universities in Jilin Province, and analyzed using descriptive analysis and structural equation modeling. Findings revealed that all three key variables are highly significant. Moreover, digital leadership has a strong effect on teacher digital competency, a weak effect on teacher technology behavior, and teacher digital competency has a moderate effect on teacher technology behavior. The findings also indicated that teacher digital competency mediates the relationship between digital leadership and teacher technology behavior. In conclusion, this study provides valuable insights into the ways in which HEIs can navigate digital transformation by leveraging leadership and focusing on building teacher competency, which in turn can enhance technology usage in teaching practices. This study considered how higher education institutions can cope with the complex challenges of the digital age and suggested ways in which the implications of this research can better enable universities to promote digital transformation.

Этические проблемы и риски формирования цифровой модели современного университета

The relevance of the study lies in the fact that the digital transformation of higher education, being a strategic national direction, envisages universities achieving digital maturity, including through the creation of a digital model that meets the needs of modern society and the digital economy. However, the process of forming a digital university reveals numerous ethical problems, which may lead to ambiguous consequences for both educational institutions and higher education as a whole. This paper examines the concept of a “digital university” and its content, providing an author’s definition and identifying the main elements that form a unified digital educational environment. The advantages of the digital university in comparison to the traditional university are highlighted, and the importance of forming a digital model of the university is determined. Furthermore, the ethical problems that arise during the digitalization of key elements of the digital university are identified and analyzed. The risks associated with the process of forming the digital model of the modern university are indicated, and recommendations for their prevention are provided. Conclusion dwells upon the fact that the digital university model presents a dilemma that can be resolved by developing effective approaches to its creation, with a focus on ethically justified decisions in the use of digital technologies in the educational process. Recognizing the role of traditional university ethics in the digital educational environment, promoting the development of humanities knowledge, and codifying digital scientific and educational activities are essential steps in this direction.

Beyond the screen: student experiences of social connection in a hybrid university learning environment

ABSTRACT Social connection is hard to measure but significant in the learning process. With universities adopting digitally-orientated approaches, new approaches are required to manage student social connection in university campuses on-site and online. Employing placemaking theories to address people-place-technology relations, this article presents a multi-methods qualitative study of a hybrid-style master’s class in Switzerland. It examines how students build or maintain social connections through three indicators: socialising, support, and belonging. Data from questionnaires, observations, focus groups, and interviews were collected over one semester. Findings indicate that informal and private spaces, both physical and virtual, influence social connections. While students preferred in-person interaction, technology helped sustain networks when face-to-face meetings were less feasible. This highlights the importance of integrating communication technologies in universities and offering informal and private spaces on physical and digital campuses. Through these findings, this research enhances understanding of digital university cultures for an increasingly online student population.

What do we know about YouTube content about academic writing? A multimodal analysis

ABSTRACT The provision of academic language and literacy (ALL) support is increasingly shaped by the digital university and the commercialisation of higher education. This article undertakes a multimodal discourse analysis of YouTube content about ALL, turning critical attention to digital videos created by ALL practitioners and university students. Using an academic literacies framework and a schema of YouTube presenter and hosting styles, this article considers the discursive features that shape the digital videos’ messages, the multimodal features that shape their visual organisation, and the external factors that appear to influence their creation. While the ‘unbundled university’ refers to the disaggregation of higher education into its different components, usually by for-profit educational companies, this emerging concept may be equally relevant to publicly available YouTube content about ALL. This study’s findings raise questions about the degree to which YouTube content seeking to support students’ ALL development represents an extension of the unbundled university.

The digital university is a solution for the sustainable functioning and developing of higher education institutionsin war and post-war times

12 квітня 2024 р. партнери Проєкту ЄС «Відродження переміщених університетів: посилення конкурентоспроможності, підтримка громад» / “Reinventing displaced universities: enhancing competitiveness, serving communities” (REDU) провели ІІІ Міжнародної науково-практичної конференції «Особистість, університет, суспільство: взаємодія в умовах змін» (далі – Конференція) як фінальний захід Проєкту REDU, щоб презентувати та обговорити ключові досягнуті результати. Конференція об’єднала разом біля 100 представників, у т. ч. Представництва ЄС в Україні, Британської Ради в Україні, Міністерства освіти і науки України, Національного Еразмус+ офісу в Україні, Інституту вищої освіти НАПН України (ІВО), Маріупольського державного університету (МДУ), Східноукраїнського національного університету імені Володимира Даля (СНУ) та інших переміщених університетів.

Potentials of Open Source in Student-centered Digital University Teaching

Potentials of Open Source in Student-centered Digital University Teaching

How does digital inclusive finance influence non-agricultural employment among the rural labor force? ——Evidence from micro-data in China

In the context of the integration and development of inclusive finance and digital technology, exploring the relationship between digital inclusive finance and non-farm employment of rural laborers is of great significance in promoting rural economic development and realizing common prosperity for all. Based on data from the 2018 and 2020 China Family Tracking Survey (CFPS) and Peking University's Digital Financial Inclusion Index, this paper investigates the impact of digital inclusive finance on the non-farm employment of rural labor and its transmission mechanism. The results of the study show that both digital inclusive finance and its sub-dimensions can promote the non-farm employment of rural laborers, and have stronger inclusion and inclusiveness compared with traditional inclusive finance. Mechanism analysis shows that both Internet use and social trust can positively moderate the relationship between digital inclusive finance and non-farm employment of rural laborers, and that digital inclusive finance can promote non-farm employment of rural laborers by alleviating financing constraints and enhancing risk preferences. Further heterogeneity analysis shows that digital inclusive finance promotes employed non-farm employment more significantly than entrepreneurial non-farm employment, and on this basis, there are also differences for different employment groups and different regions. The findings of this study aim to provide theoretical reference and support for relevant departments to formulate policies to realize higher quality full employment of rural labor.

Technologies and Innovations in the Educational Process: Experience of the University of the Future

The concept of university refers to a forward-thinking, innovative educational institution that implements the latest advancements in technology and pedagogy. The purpose of the research is to explain technologies and innovations used at the future-oriented university and to outline their impact. The research objectives are the following: to describe the concept of university of future; to explain what technologies and innovations are integrated into the educational process; and to describe the peculiarities of their using. Studying involved mixed methodology, particularly surveys and questionnaires; in-depth interviews; observational studies; content analysis; and ethnographic and pedagogical method. Descriptive statistics, multivariate analysis, thematic analysis and narrative analysis were used for data analysis. The study was carried out among faculty members and university administrators in February-April, 2024. The findings showed that the participants of the educational process understand the university of future as an institution focusing on the formation of professional competences among students through the use of innovative techniques. Also, it is referred as an innovation center, research and development institution, digital university or student-centered university. The university of future is characterized by technology-enhanced learning, research and innovation, practical learning, interdisciplinary approach, personalized learning, student-centered pedagogy, and life-long learning opportunities. The university of future applies a number of technological advancements that enhance the efficiency of the educational process. They include artificial intelligence, virtual reality, Learning Management Systems, and cloud computing. The pedagogical innovations are related to blended learning, flipped classroom, personalized learning, project-based learning, game-based activities, and collaborative learning. The implementation of technological advancements and pedagogical innovations requires using organizational and pedagogical measures.

Exploration and Practice of Question-based Teaching Method in University Digital Logic Course

This paper mainly discusses the application of question-based teaching method in digital logic course of university. By raising questions related to the course content before class, this method guides students to think and explore independently, aiming to improve students' learning initiative and promote knowledge in-depth understanding and long-term memory. The results show that the question-based teaching method can effectively improve students' learning effect and interest, and provide useful practical experience for the teaching reform of digital logic course.

Research on the Impact of Digital Transformation on Commercial Bank Performance

This paper takes 60 commercial banks undergoing digital transformation from 2015 to 2021 as samples and uses the Peking University Digital Transformation Index to empirically test the impact of digital transformation on commercial banks’ operating performance. The results show that: Digital transformation has a positive impact on the business performance of commercial banks; the impact of digital transformation on the operational performance of commercial banks of different sizes is heterogeneous. At present, the digital transformation of China’s commercial banks is still in the initial stage, and there is a lack of successful experience in the direction and measures of transformation, which plays a certain reference role for the future development of commercial banks.

Can major public health emergencies increase the participation of commercial insurance? Evidence from China

BackgroundPublic health emergencies have a lasting impact on a country's economic and social development. However, commercial insurance can disperse these negative consequences and reduce risk losses.MethodBased on the Chinese Household Tracking Survey and Peking University Digital Inclusive Finance Index, this study employed a difference-in-differences model to test the impact of the COVID-19 outbreak on commercial insurance participation and the impact mechanism.ResultsThe analysis showed that the outbreak of COVID-19 improved residents' risk perception, risk preference and digital finance and promoted their participation in commercial insurance, commercial endowment insurance, and commercial medical insurance.ConclusionMajor public health emergencies can increase commercial insurance participation, but the promotional effect of commercial insurance on rural and low-income individuals is relatively limited. To tap into potential customers, financial institutions should focus on vulnerable societal groups. This study supplements the relevant literature on the impact of major public health emergencies on commercial insurance participation.

Этические проблемы и риски цифровой трансформации преподавателя высшей школы

The article examines the concept of “digital transformation of a teacher” and its implications. It identifies the advantages of digital transformation for teacher while highlighting and analyzing the ethical issues arising from this transformation in the context of modern university education. Potential risks associated with the digital transformation of teacher are identified, along with recommendations for their mitigation. The relevance of the study lies in the fact that the digitization of higher education leads to fundamental changes in the university educational process, affecting the activities of teacher and triggering his digital transformation. This shift facilitates a transition from traditional to digital education, aligning with the needs of a digital society. However, this comprehensive transformation through digital technologies also gives rise to ethical issues that can have ambiguous consequences for both the teacher himself and higher education institutions. The author concludes that the digital transformation of higher education teacher is a complex and contradictory process. On one hand, it fosters professional engagement and enhances teachers’ skills, leading to the effective development of digital university education. On the other hand, it generates numerous ethical issues and associated risks that require careful consideration to ensure the quality of digital higher education. Balancing the benefits of digital transformation with ethical considerations is crucial for fostering a sustainable and responsible digital education environment.

Re-infrastructuring higher education

Higher education is undergoing ‘digital transformation’ through the introduction of new digital platforms in processes and practices of research and teaching. This brief forum article explores how research and teaching in many regions are being ‘platformised’ by a combination of academic publishers, the edtech industry, and Big Tech firms. Together, these processes of platformising research and teaching are integrating universities into complex digital infrastructures for many of their central operations. Universities are being re-infrastructured. They are also being ‘assetised’ as control of platforms and infrastructures allows their proprietors to extract value from the HE sector. These developments call for concerted dialogue on the conditions and prospects of academic labour in the digital university, and close attention to how emerging technological devices and systems are integrated into, challenged or transformed by scientific and pedagogic practice.

Visual Identity Design to Support Media Promotion for the Digital Business Study Program at the Indonesian University of Education

In today's digital era, visual identity is an important point for creating a consistent visual identity. Especially as a promotional media which is an effective strategy in increasing student awareness in choosing study programs at higher education. Determining long-term choices that will have an impact on students' lives makes choosing a study program an important decision for prospective students. The student's future social life, profession, and level of personal satisfaction may be affected by this decision. Selecting a study program at a university is seen by prospective students as having the power to change the course of a person's life. Therefore, choosing a particular study program is a crucial choice. The visual identity attached to the product is very important for universities to facilitate media for the Indonesian Education University's Digital Business Study Program.

A PROJECT-BASED APPROACH TO MANAGING THE INTERACTION OF DIGITAL UNIVERSITY STAKEHOLDERS

The article is devoted to the issues of managing the interaction of university stakeholders in the modern digital space. Higher education institutions of this day are unique entities, in many ways with dissimilar business processes and management priorities. Therefore, along with the existing general principles of the development, implementation and operation of single window services, the problem of developing a single window with unique services that take into account the specifics of the business processes of an individual university is relevant. To solve it, a comprehensive study was carried out on the phenomenon of groups and features of stakeholders' requirements, as well as issues of the formation of adapted single window university services. This made it possible to create a model that systematizes the interaction of stakeholders within a digital university based on a project approach. The paper reflects the main aspect of the model, which is related to distance learning and the control of learning outcomes.

The Impact of Digital Financial Inclusion on Household Commercial Insurance for Sustainable Governance Mechanisms under Regional Group Differences

This study explores the nexus between digital financial inclusion and household participation in commercial insurance, utilizing data from the Peking University Digital Financial Inclusion Index and the 2018 CFPS database. Using Probit and Logit models, our research uncovers significant regional and risk -preference variations, emphasizing the influence of governance mechanisms. The study underscores the pivotal role of digital participation in a sustainable governance mechanism in shaping financial behavior, as well as the importance of advocating for regulatory interventions, enhanced financial literacy, and infrastructure development to foster equitable insurance access. Moreover, positive determinants, such as education level and social insurance participation, are identified, while discretionary spending emerges as a barrier. This study advocates for expedited digital financial inclusion initiatives to increase financial literacy with strengthened regulatory oversight and governance mechanisms which would ensure sustainable regional development and insurance market resilience.

Adaptive, Sociable and Ready for Anything: Undergraduate Students Are Resilient When Faced with Technological Change

Attending university is an important time for many young people's social lives. But changes are afoot with new innovative digital higher-education experiences being built, shifting students' social lives further online. However, it is unclear how a longer-term shift to a digital university ecosystem will impact students and their social relations and how current technologies could amplify their social experience. We report a focus group study investigating the impact of a primarily digital university experience on the social relationships of incoming undergraduates. In line with existing research, we demonstrate how technology-mediated communications can benefit some aspects of students' social relations and less so for others. Our novel contribution is evidence of students' remarkable adaptiveness when facing an online-only university experience. Crucially, our participants identified and utilised the nuances of different online platforms to start and maintain new relationships. This way, they preserved their ability to nurture social relationships, even when dealing with an unexpected learning environment. We provide design recommendations for future metaversities and discuss students' resilience in sustaining personal relationships that can inform online-centric university models.

Learning in the Context of (Digital) University Teaching: Flexibilisation and Individualisation

This article explores the challenges and developmental landscapes of digital university education, focusing on fostering flexibility and individualization in learning. It examines how integrating online and in-person formats can serve these objectives and how evaluation techniques can enhance the quality of teaching offerings. The shift towards lifelong learning (LLL) and catering to individual student needs are regarded as pivotal concerns. The paper presents various developmental fields within higher education, emphasizing the need to cultivate a learner-centric culture that supports self-directed learning. The integration of online and in-person formats as part of a flexible teaching concept is discussed as a solution for individualizing and flexibilizing learning. Additionally, the evaluation of teaching as a quality measure is deliberated, emphasizing the importance of effective evaluation methodologies. The work concludes with a contemplation on the future of university education, advocating for a balanced blend of online and in-person formats. This strategy aims to foster flexibility and individualization in learning to meet the demands of self-directed and lifelong learning. The article notes that experiences from the pandemic should be integrated into future university teaching rather than reverting to previous norms. The open questions, particularly regarding the integration of AI applications like chatbots and their impact on instruction, are highlighted as pivotal for further developments in higher education.

Klasifikasi Sentimen Terhadap Kualitas Aplikasi Bahan Ajar Digital Akademik Universitas Terbuka di Google Play

Terbuka University is a leading institution that implements the optimization of digital transformation, especially in distance learning systems. To improve the quality of service to students and stakeholders, Terbuka University has developed the Terbuka University Digital Learning Materials application. This application offers several learning modules that can be accessed through the Google Play Store. This research aims to classify data using different labels related to reviews of the Terbuka University Digital Learning Materials application using the Long Short-Term Memory classification algorithm. Evaluation is conducted to find accuracy, f1-score, precision, and recall values. The research results show that classification with Long Short-Term Memory achieves an accuracy of 76.72% with the Vader label, and the accuracy with the TextBlob label reaches 74.21%. Confusion matrix evaluation shows precision results of 0.91 and recall of 0.78, with an f1-score of 0.84 for the Vader label. For the TextBlob label, the precision is 0.96, recall is 0.45, and the f1-score is 0.61. This research contributes positively to understanding the evaluation and classification of reviews of the Terbuka University Digital Learning application. Implementing the Long Short-Term Memory algorithm with the Vader label can be an effective choice to improve service and learning quality through the application.

Digital inclusion finance, social governance and household investment decisions

Using the data of China Household Finance Micro Survey (CHFS) and Peking University Digital Inclusive Financial Index, the fixed effect model is adopted to conduct empirical analysis. The study finds that digital inclusive finance can effectively improve the efficiency of asset allocation and risk preference of urban and rural households. At the same time, the increase of education expenditure, social security expenditure and medical and health expenditure in social governance can make its promoting effect stronger. Compared with urban households, digital inclusive finance has a greater impact on rural households.