Digitalization Of Higher Education Research Articles

Toward a data-informed framework for the assessment of digital readiness of higher education institutions

AbstractThis paper aims to address Digital Readiness in Higher Education Institutions from the perspective of data-informed and evidence-based assessment of Digital Readiness. Related research suggests that existing instruments for assessing digitalization aspects are limited to self-assessment, and there is a need for data-informed frameworks that will allow automated assessments based on data that Higher Education Institutions already collect. To bridge this gap, we propose a conceptual, data-informed framework for assessing Digital Readiness in Higher Education Institutions. We followed a participatory approach informed by related theory and practice to design, together with stakeholders from three academic institutions in three European countries, a Digital Readiness assessment framework on seven dimensions accompanied by 72 data-informed indicators. Digitalization of Higher Education is a priority in political agendas, and educational institutions have acknowledged it as an opportunity to promote digitalization of teaching and learning, organizational structures, and technical services, enabling innovation and internationalization. We envision that this work contributes towards supporting educational institutions in self-reflecting upon their digitalization policies and practices.

Assessment of Digitalization in Higher Education: A Case Study of Turan University

Assessment of Digitalization in Higher Education: A Case Study of Turan University

Профессиографический мониторинг как технология оценки динамики формирования мотивационного компонента профессиональной компетентности курсантов морского вуза

The study focuses on the investigation of the process of forming the motivational aspect of the professional competency of cadets at a maritime university in a blended learning environment. Given the digitalization of higher education and the specific requirements of the maritime industry, there is a need to provide a solution in response to the demands of ship owners. Employers seek to employ motivated young professionals who are not only skilled in their field but also possess a drive for professional growth. The aim of professional training is to develop competencies, while the motivational element remains unaddressed. It is essential to develop techniques that facilitate the development of this aspect. Professiographic monitoring represents a relatively underexplored technique. The objective of this study is to devise and validate the feasibility of utilizing this approach within a maritime university context. The model for the development of the motivational aspect of professional competence has been created and tested. This model defines the role and components of professiographic monitoring. Its functions have been proposed and criteria for assessing the level of motivation in professional competence have been defined. The results of the study demonstrated positive trends in the development of motivation among cadets, indicating a positive impact on their professional competence.

The Impact of Digital Competence and Personal Innovativeness on the Learning Behavior of Students: Exploring the Moderating Role of Digitalization in Higher Education Quality

The integration of digitalization in higher education is a key to increasing the number of students getting access to education in the developing world. Inspired by the fast digitalization in higher education institutes and the lack of relevant empirical studies about the impact of this rapid digitalization on the learning behavior of students, we investigated: how does digital competence, along with personal innovativeness and attitudes toward digital learning, affect the learning behavior of students in China? This study also aims to examine the moderating role of the level of digitization at higher educational institutions between students’ personality traits and their learning behavior. For this purpose, cross sectional data were collected from 1,569 Chinese students through purposive and random sampling through a face-to-face survey. The data were analyzed using the partially least square structural equation model. The findings indicate that digital competence (β = .688, p < .01) exerts a robust positive influence on students’ learning behavior. The personal innovativeness had a significant impact on learning behavior (β = .720, p < .01). The study found that the attitude toward digital learning had a significant impact on students’ learning behavior (β = .573, p < .01). The results also indicated that digitalization at higher education institutes moderated positively between student personality traits and their learning behavior. Thus, the enables individuals to cultivate creativity, explore novel concepts, and acquire fresh insights that enhance their intellectual skills. Ultimately, DHEI also cultivates their attitude toward formal as well as informal digital learning, which significantly influences their learning behavior.

Good practices of using Artificial Intelligence in the digitalization of higher education

Good practices of using Artificial Intelligence in the digitalization of higher education

Towards digitalization in higher education: conceptual and bibliometric paradigm

Objetive: The aim is to study the foundations of the scientific literature in this area, the different intellectual structures, the conceptual and social structure and the trends of the analysed field. Methodology: The research is carried out through a bibliometric network analysis and graphical mapping of the field under investigation. Results: Firstly, the field is relatively recent and shows a collaborative network of inter-institutional character and with important synergies between countries and authors. In the intellectual structure, there is a cluster of strategies to follow in the implementation of DT in HEIs, with its possible drivers and obstacles, at technological, social, pedagogical and organisational levels; the implementation of DT in a concrete and practical way, alerting that DT is more than a set of digital tools; a more theoretical and conceptual line of thought on the concept of DT in HEIs and, finally, sustainable DT in the impact on HEIs. In the thematic structure, the block of theoretical and conceptual foundations that reveals COVID19 as the main accelerating factor of DT, the cluster that investigates the learning process through digital teaching and the third one that highlights the importance of cultural change management and people in the process stand out. Practical implications: This study allows us to have a general vision of the intellectual, conceptual and social structure of the DT and HEIs process and its impact on the different dimensions. Furthermore, the findings have implications for the management of TD processes in HEIs.

Digitalization of Higher Education in Japan: Challenges and Reflections for Education Reform

Digitalization of Higher Education in Japan: Challenges and Reflections for Education Reform

Digitalization of Higher Education in Vietnam

Digitalization of Higher Education in Vietnam

Digitalization of Higher Education in Ethiopia

Digitalization of Higher Education in Ethiopia

DIGITALIZATION OF HIGHER EDUCATION: AN INTRODUCTION TO THE ISSUES

DIGITALIZATION OF HIGHER EDUCATION: AN INTRODUCTION TO THE ISSUES

THE USE OF DIGITAL TECHNOLOGY IN UNIVERSITY LEARNING THROUGH A BIBLIOMETRIC APPROACH

The article proposes a bibliometric analysis of digitalization in higher education. Based on research conducted in October 2023, the study explored 967 articles in the Web of Science (WOS) database. It highlights the growing importance of digitalization in higher education institutions and explores emerging trends in teaching practices and learning patterns. The study reveals a spike in publications in 2021-2022, likely in response to the COVID-19 pandemic and the transition to online learning. The most active countries in publications on the subject are Russia and Germany accounting for more than 45% of articles. In addition, the analysis of bibliographic networks identified collaborations between authors and the most cited articles, while the analysis of key terms highlighted important research topics such as e-learning and digitalization. This bibliometric study sheds valuable light on an abundant field of research at the heart of the current transformations in higher education. However, additional analyses are needed to follow the rapid evolution of digital education in all its richness and diversity.

Indicators for determining the effective level of digitalization in Higher Education

Indicators for determining the effective level of digitalization in Higher Education

The Era of Digitalization in Education where do Universities 4.0 Go?

Abstract Digitalization has revolutionized one of the most significant industries in the modern world, which is education. It has proven to be a successful and renowned strategy throughout the entire spectrum of the education industry. It has dissolved the distinction between physical and virtual distance and integrated more scientific methods for instructors to teach pupils. In order to select the most relevant studies in the digitalization field, bibliometric analysis was used, with the principal source of scientific articles selected being the academic platform Scopus. The content of 3836 research articles has been taken into consideration since 2019 and 2023. The search documents related to the “digitalization” issue are in title, abstract, and keywords. In order to highlight the structure of the scientific field, we used a content analysis, inspecting the most common words and the relationships between words. Additionally, a network of co-occurrences was taken into account. The analysis was performed using the WOSviever program. In the next part of the research, the term “digitalization” was examined in more detail. The Scopus search engine uses filters, including the terms “digitalization,” “higher,” and “education,” but is limited to key words. The content of 104 research articles has been taken into consideration since 2019 and 2023. The research results showed that the fields of technology, education, and management provide the theoretical basis for research on the digitalization of higher education. The findings also demonstrate the topic’s interdisciplinary character (as seen by publications published in several fields) and its strong relationship to concepts like online learning, digital transformation, and sustainable development. Based on the literature analysis, it can be concluded that University 4.0 will go to the smart fully digital University (University 5.0), will take care of aspects of sustainable development, and will develop teachers’ soft skills, especially emotional intelligence.

Crisis-driven digitalization and academic success across disciplines.

While the rapid digitalization in higher education, accelerated by the COVID-19 pan- demic, has restructured the landscape of teaching and learning, a comprehensive under- standing of its implications on students' academic outcomes across various academic disciplines remains unexplored. This study, therefore, aims to fill this gap by providing an in-depth examination of the effects of crisis-driven digitalization on student performance, specifically the shift to emergency remote education during the COVID-19 crisis. Lever- aging a panel dataset encompassing 82,694 individual student course grades over a span of six years, we explore the effects of digitalization across nationalities, educational levels, genders, and crucially, academic disciplines. Our findings are threefold: (i) firstly, we note that crisis-driven digitalization significantly impacted students' chances of passing a course and achieving higher course grades in comparison to the pre-crisis period. (ii) Secondly, we found the effect to be heterogeneous across disciplines. Notably, practical disciplines, such as nursing, experienced a negative impact from this sudden shift, in contrast to more theoretical disciplines such as business administration or mathematics, which saw a positive effect. (iii) Lastly, our results highlight significant variations in the impact based on educational levels and nationalities. Master's students had a harder time adapting to the digital shift than their bachelor counterparts, while international students faced greater challenges in less international academic environments. These insights underscore the need for strategic interventions tailored to maximize the potential of digital learning across all disciplines and student demographics. The study aims to guide educators and policymakers in creating robust digital learning environments that promote equitable outcomes and enhance students' learning experiences in the digital age.

Key Research Ideas of Artificial Intelligence in Higher Education: Bibliometric Analysis and Information Mapping

This research aims to describe and map information and research ideas that can be developed in the application of artificial intelligence in higher education. The method applied in this research is Preferred Reporting Items For Systematic Reviews And Meta-Analyses (PRISMA) which uses scientific articles or proceedings sourced from the Scopus database which are analyzed using Vos Viewer and Publish Or Perish as well as Google Trends and Dimensions. The research results reveal that artificial intelligence research covers three aspects that can be applied in higher education: development of AI tools, application of AI in learning, and digitalization of higher education.

Research on the development status and transformation path of digitalization in higher education

Research on the development status and transformation path of digitalization in higher education

Comparative Study of Higher Education System Between India and Germany in the Present Era

The study paper provides a comparison between the higher education system of India and higher education system of Germany in respect of aims and objectives, structure, curriculum, opportunities and current issues or their common focus areas in the present era. The paper also gives a glimpse of history of higher education in ancient India-the era when India used to provide world class higher education and also history of higher education of Germany. The data are collected from primary and secondary sources. The methodology adopted for the study is documentary analysis. The results reveal that both India and Germany have same type of educational structure comprising of bachelor degree, master degree, doctoral and post-doctoral programs and emphasize on professional expertise but India focuses primarily on theoretical knowledge and democratic values inculcation, science and spiritual education and Germany focuses chiefly on practical implementation of theoretical knowledge, skill development, research and innovations, capacity building in higher education, forming intellectual property, entrepreneurial development, creating diversity of people and ideas, promoting global citizenship and societal sustainability. The USP of German higher education is that quality higher education is provided at a very low cost or no tuition fees charged at the world class German universities, offers diversified course, dual study programs and a lot of flexibility like switching major and education policies are formulated frequently considering the present need and demand. Recently both countries’ focus areas are digitalization of higher education, teacher improvement program for higher education, internationalization, foreign students and faculty exchange programs, increase in spending on education and decentralization of higher education. The paper concludes with India being a largest democracy and one of the developing nations, Indian higher education system can consider German higher education system as a benchmark and can imbibe the positive qualities for improvement and enrichment.

Digitalization of Higher Education in 2021 – Challenges for University Students In Russia

Digital educational platforms emerged as an anticipated technological response to the need for the modernization of higher education. The digitalization of education was promoted at the state level as a strategy and an instrument to improve the quality and competitiveness of education. In 2020, the coronavirus pandemic accelerated the transition from the classroom to online-only, revealing the lack of purposeful online teaching methods, and insufficient digital competence among teachers.
 The authors analyzed publications by foreign and Russian researchers to highlight the common problems of higher education digitalization, including datafication, limited capabilities of digital educational platforms, and the changing role of the teachers in e-learning. The article focuses on students’ attitudes towards online education, and their voluntary or unwilling involvement in the digital educational environment, considering synchronous, asynchronous, and blended forms of learning before and during the pandemic.
 The achieved results suggest that such factors as the novelty and accessibility of online courses at Western universities initially served as a factor of attraction the students, inviting them to diversify their studies in their own creative way. However, increased stress and workload, various technical problems, tough teachers’ control on the one hand, and poor feedback, on the other, weakened the popularity of the digital educational environment. When asked to compare the pros and cons of online education, most students spoke in favour of maintaining the blended education format, as it allows for reducing the workload and – to some extent – enables the students to take control of their education trajectories.
 This work is intended for educators and researchers interested in the challenges caused by integrating digital technologies into traditional forms of education.

Urgency of Managing Digitalization in Higher Education

The digital transformation of higher education institutions has become one of the most significant trends in recent years. Unfortunately, this change is facing many challenges and pitfalls. Therefore, understanding how to manage digitalization amid continuous change should be a top priority for leaders of higher education institutions. This article reviews previous research focused on digitalization in higher education. Using non-systematic literature methods, it starts by summarizing the main driving forces, barriers, and pitfalls of digitalization in higher education. The selected papers were chosen based on their relevance to the article's purpose. The findings discuss the four main elements of managing digitalization in higher education. These four elements should be a priority in universities' strategy. Finally, the proposed framework in this article is expected to contribute to developing theory and practice in managing digitalization in higher education.

Design and Application Research of Embedded Voice Teaching System Based on Cloud Computing

Deep changes are occurring in the components and forms of education as a result of the ongoing integration and development of emerging technologies like cloud computing, mobile computing, and artificial intelligence with teaching and learning, and the digital transformation of education is consistently being pushed to new heights. Simultaneously, China’s higher education has concurrently reached the stage of popularization. The digitalization of higher education is related to the development quality and value proposition of higher education and determines whether it can adapt to the needs of quality diversification, lifelong learning, training personalization, and governance modernization in the popularization stage. As a result, the current and future phases of China’s higher education reform call for accelerating the pace of higher education’s digital transformation and guiding the high-quality growth of higher education with digital innovation. The application potential of intelligent learning systems in higher education is becoming more and more clear in this context. In view of this, this work draws from previous research and experiences to build and implement an embedded voice teaching system based on cloud computing and a deep learning model to meet the development needs of the current digital transformation of higher education. On the one hand, the new system can well compensate for the flaws and shortcomings of the current teaching means in universities and realize the accompanying ubiquitous learning by relying on the powerful storage and computing capacity of the cloud computing platform. On the other hand, this study designs a set of voice recognition methods integrating HMM + LSTM to enhance the embedded voice system’s recognition performance, ultimately allowing for the voice recognition feature to be implemented in the pedagogical system. When it comes to processing audio signals, the hybrid model makes use of both the HMM’s robust time processing capability and the deep neural network’s robust characterization capability and generalization performance. As a result, the voice recognition rate, anti-interference performance, and noise robustness can all be significantly improved. Finally, the embedded voice system is put through its paces in an experimental setting to gauge its performance and functionality. The results of the tests demonstrate that the created hybrid model has high recognition accuracy and good noise immunity, which will be utilized as a foundation for the design and development of the final system. Meanwhile, the new system’s functional modules have achieved the expected results with good stability and reliability. Trial results gathered through interviews and questionnaires demonstrate that the new system significantly enhances the intelligence and adaptability of college teaching methods and is conducive to promoting the improvement of college students’ cultural literacy and innovation ability.