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Industry 4.0 and Society 5.0 are reshaping the way organizations function and interact with the communities they serve. The massive penetration of computer and network applications forces organizations to digitalize their processes and provide innovative products, services, and business models. The education market is suffering changes as well, but...
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... Guillermo Rodríguez-Abitia et al. [39], analyzed the slow adaptation of higher education institutions to digital transformation compared to other sectors. It proposed a model to assess their maturity in digital processes, highlighting challenges such as ineffective leadership, insufficient innovation, and a lack of financial support. ...
Transforming Enterprise Systems is impact concept when researching the ways in which enterprise systems are being impacted by the revolutionary effects of web technology, cloud computing, digital marketing, and machine learning, the objective of this study is to investigate the ways in which these trends are affecting enterprise systems. The purpose of this paper is to give businesses with practical advice by doing an analysis of the benefits, challenges, and integration strategies connected with the technologies being discussed. The findings of this research draw attention to the fact that these technologies have the potential to enhance the effectiveness, scalability, and competitiveness of businesses. The purpose of this paper is to provide a comprehensive understanding of the role that these technologies play in the enterprise systems that are currently in use. In addition to providing insights into the actual implementations of these technologies, the paper's objective is to convey this knowledge.
... This transformation is not merely about adopting new technologies but also about fostering a culture of continuous innovation and adaptation, which is crucial for achieving p-values sustainability. For instance, automation, enhanced data analytics, and long-term decision-making optimize resource utilization, reduce waste, and lower operational costs [58][59][60]. Digital transformation can significantly enhance operational efficiency, a key component of sustainability. Adoption of information and communication technologies by educational institutions, particularly for administrative activities, is a remedy that would optimize operation at such institutions saving staff and time, which can be directed as well into bettering educational outcomes [61][62]. ...
This study aims to explore the critical role of digital transformation in fostering sustainable futures within business and educational contexts. It emphasizes the integration of advanced digital technologies to enhance operational efficiency, optimize resource allocation, and promote a culture of continuous innovation. The study used a questionnaire to collect data from 228 Jordanians, using the Structural Equation Model – Partial Least Squares (SEM-PLS) to evaluate the research model and test hypotheses. The outcomes of the Smart PLS path analysis revealed that organizational support and infrastructure are identified as key moderating factors that influence the success of digital transformation initiatives. Leadership commitment, employee training, and technological resources are crucial for fostering an environment conducive to digital innovation. A robust digital infrastructure ensures seamless technology integration into workflows, maximizing its impact on sustainability. Furthermore, the study underscores the importance of a supportive regulatory environment to facilitate digital transformation. Digital transformation offers significant potential for driving sustainable futures in business and education. By embracing technological innovation and ensuring robust organizational support and infrastructure, organizations can navigate the complexities of the modern landscape and contribute to a more sustainable world. The findings provide valuable insights for practitioners, policymakers, and researchers, highlighting the multifaceted benefits of digital transformation and the critical factors influencing its success. Received: 25 October 2024 | Revised: 28 November 2024 | Accepted: 22 January 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the corresponding author. Author Contribution Statement Raed Alqirem: Conceptualization, Methodology, Investigation, Formal analysis, Investigation, Resources, Data curation, Writing - Original draft, Writing – review and editing, Visualization, Project administration. Ayman Abdalmajeed Alsmadi: Conceptualization, Methodology, Software, Validation, Investigation, Writing – Original draft, Writing – review and editing, Visualization, Supervision, Project administration.
... Internet of Things (IoT), edge computing, cybersecurity innovations, and big data, the education sector is also undergoing transformation [2]. The impact of digital technology is expanding swiftly on a global scale, impacting both existing and new activities in every sector [3], which is also prominent in the education sector. ...
... • Absence of Strategic Planning 23 [2,6,9,12,16] • Inconsistent Strategies and Reference Models concerning the Digital Vision 6 [7,20] • Deficiency in Digital Strategy 5 [7,12,13,16,17] • Challenges in Converting Strategies into Action Plans 4 [6,7,9,13] Digital Policies (n = 11) • Absence of Clear Institutional Policies 6 [9,13] • Insufficient Enforcement of Digital Policies 3 [21] • Rigid Policy Implementation 2 [20] II. Digital Leadership and Management (n = 35) Leadership (n = 15) ...
... • Leadership Ineffectiveness 8 [9,13,16] • Lack of Leadership for Transformation 7 [2,5,6,9,12,13] Management (n = 20) ...
This study investigates the challenges hindering the implementation of Digital Transformation (DT) in Higher Education Institutions (HEIs) by thoroughly reviewing the literature. It identifies multiple dimensions and subdimensions of these barriers to offer valuable insights to help HEIs navigate their transformation processes successfully. By doing so, they can effectively address the changing requirements of students, faculty, administration, and other stakeholders in an increasingly digital environment. This study followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, synthesizing data from twenty (20) relevant peer-reviewed articles published between 2019 and 2024. The author employed NVivo and Zotero as methodological tools for coding, thematic analysis, and text mining to derive insights from the selected articles, thereby facilitating the development of a Concept-Centric Matrix of the Barriers to Digital Transformation (DT) in Higher Education Institutions (HEIs). The result of this study is summarized in a Concept-centric Matrix on Barriers to DT in HEIs consisting of nine (9) dimensions such as (i) Digital Vision, Strategy, and Policies; (ii) Digital Leadership and Management; (iii) Digital Organization; (iv) Digital Resources; (v) Digital Competence; (vi) Digital Stakeholder Management; (vii) Digital Culture; (viii) Digital Academic; and (ix) Digital Ethics. Each dimension has subdimensions of barriers (n = 80). Despite various sectors anticipating significant DT, many HEIs feel inadequately prepared to adapt because of the barriers to its implementation. The ongoing DT within HEIs reveals a complex landscape marked by various intertwined barriers that necessitate a strategic reevaluation and a commitment to fostering an inclusive, responsive educational environment.
... Additionally, there is also a lack of knowledge and metrics on how to measure digital leadership in the context of schools. Though the need for digital leadership can be felt, the conceptualization and its actual implementation in schools are rarely explored (Berkovich & Hassan, 2024;Rodríguez-Abitia & Bribiesca-Correa, 2021;Behie et al., 2023). ...
This paper investigates the case of digital leadership at the level of primary education based on in-service teachers’ digital competence and leadership styles in Western Greece. The objectives of this study are also to identify the effects of different kinds of leadership styles on teachers’ satisfaction and the adoption of digital practices and to identify gaps in educators’ digital skills. Quantitative design was supported, and for research purposes, a structured survey was administered to 105 primary school teachers. Different statistical analyses were conducted to examine the relationships among leadership styles, demographic factors, and digital competencies, with a specific interest in transformational leadership. The results indicate that transformational leadership plays a pivotal role in enhancing teachers’ satisfaction and fostering the adoption of digital leadership practices; hence, it is of special importance when promoting digital transformation in schools. The results point to a large gap in the digital competencies of teachers that targeted professional development programs could make up for. In terms of demographic variables, neither gender nor age was found to be a significant predictor of leadership style, while postgraduate education was found to be positively linked to more advanced leadership practices. These findings stress the importance of teachers in the process of shaping digital transformation and call for further research to develop a deeper understanding of what works in effective digital leadership in education that can support the development of high-performing digital ecosystems in schools.
... Roles inside organizations have been transformed entirely by introducing Industry 4.0 and Society 5.0 because of the wide-ranging integration of data analysis technologies, computer networks, and digital applications. HEIs are urged to embrace data-driven approaches to enhance research output, streamline business processes, and make more informed decisions through these innovations (Rodríguez-Abitia & Bribiesca-Correa, 2021). The use of technology has become essential to academic quality and institutional efficiency at UAE HEIs (Chauca et al., 2021). ...
... For higher education in the twenty-first century, scholars concur that digital transformation supported by strong data analytic frameworks is necessary (Valdés et al., 2021). (Rodríguez-Abitia & Bribiesca-Correa, 2021)state that using data analysis technology becomes critical in UAE higher education for efficiency in decisionmaking, customer happiness, and research output. ...
... The university needs leadership and human capital management with sufficient digital capabilities, especially given the Fourth Industrial Revolution's (4IR) rapid technological advancements in robotics, IoT, nanotech, big data, and AI are all parts of this technological landscape. Accordingly, organizational support, change management, and manager and employee engagement are aspects of the leadership dimension for sustainable HEIs' digital transformation (Rodríguez-Abitia & Bribiesca-Correa, 2021). Several research studies stress the importance of digital leadership strategy (Chauca et al., 2021)and top-down university management (Bond et al., 2018) in facilitating digital transformation in higher education. ...
This research examined the relationship of data analytics to data-driven decision-making with the academic success and the institutional efficacy of higher education students in the United Arab Emirates. The aim was to understand data analytics’ impact on student learning, retention, academic results, and institutional efficacy. For quantitative correlational research, stratified random sampling was utilized to solicit responses from 384 educators, administrators, and decision-makers representing all UAE institutions. The results indicate that data analytics improved learning outcomes and increased student retention rates. Data-driven decisions resulted in more efficient institutions. The institution's efficacy further moderates the correlation between data analytics and student academic success. Overall, the results suggest the effectiveness of data analytics in better decision-making and processes within the UAE higher education system, ultimately leading to better educational outcomes and better administration of institutions.
... Additionally, we suggest undertaking new studies that deepen these preliminary findings, correct the biases inherent to our sampling and data collection processes, and confirm or complement the results obtained through implementations in other HEIs, enabling the generalization of the proposed indicators and the strengthening of comparative analyses [36]. ...
The digital transformation of the public sector seeks to create an effective and efficient government through technology. In the education sector, the pandemic accelerated the adaptation process and the use of new technologies, evidencing, at a global level, complex situations related to university activities and their adaptation to virtuality. This work presents a study conducted at Universidad Nacional de Colombia following the 2020 crisis, which sought to determine the perception of digital transformation within the institution. A study framed within a descriptive methodology was conducted to validate the advances and challenges that persist in relation to the digitization of the university’s activities. All this was based on a non-probabilistic sample of 519 people from the academic community. The main results indicate the existence of context-related aspects that facilitate or represent barriers regarding the use of digital tools, such as age, territory, and university campus. The main issue associated with information and communication technologies is Internet access, followed by physical access to related infrastructure and the lack of skills. In addition, we observed a preference for mixed modalities by students, who indicated a desire for change in the education model. Lastly, the applied instrument is highly reliable, which is why it can be used and complemented for future studies under more favorable conditions.
... Como puede observarse, cumplir con estos objetivos no es factible exclusivamente a partir de la introducción de tecnología (Kraus et al., 2022) (Feliciano-Cestero et al., 2023) (Rodríguez-Abitia & Bribiesca-Correa, 2021). En cambio, se precisa de una transformación profunda y duradera de la cultura de la organización, cuestión que trasciende con creces los aspectos humanos, tecnológicos e incluso los relacionados con la dirección y el liderazgo. ...
An investigation was carried out with the objective of identifying the trends of Cuban scientific production on some Enabling Technologies for Digital Transformation (THD) in Cuba indexed in Scopus in the period 1997-2022 and analyzing the behavior based on bibliometric indicators such as: intellectual structure, conceptual and social of them. It was carried out from the combination of said indicators and bibliometric techniques to obtain features of their behavior and the production practices of the specialized scientific community. Among the results, it was found that the annual evolution showed a linear growth both in documents and in the number of citations received, production found mainly in foreign journals and in the core area of the topic addressed. There was a coincidence in the prominent author in the co-citation network and the leader of one of the collaborative networks. The most referenced sources were: Lecture Notes in Computer Science, Information Sciences and Neurocomputing. The participation of universities and collaborations with Spain and Belgium predominated. There were most of the themes of artificial intelligence, machine learning, learning systems, human computer interaction and data mining related to health. The study highlighted the importance of contextualizing bibliometric indicators. In addition, it allowed us to compare the trends shown by Cuban scientific production with respect to the international context. Final ideas are offered on future lines of research and the importance of the results found.
... Digital transformation (DT) involves leveraging digital technologies to innovate and transform existing business models, processes, and organizational structures while enhancing interactions with stakeholders (Borisova et al., 2021;Reis & Melão, 2023;Rodríguez-Abitia & Bribiesca-Correa, 2021;Vial, 2019). In contemporary organizations, ...
Digital transformation is essential for modernizing public procurement systems, particularly within the Procurement Unit of the Ministry of Finance of the Republic of Indonesia (UKPBJ Kemenkeu). This paper explores the strategic design and implementation of such transformation, emphasizing its role in fostering efficiency, transparency, and sustainability in procurement processes. A qualitative approach was employed, analyzing the integration of digital tools and strategies across four foundational pillars: changes in work patterns and governance, business process simplification, human resource empowerment, and a data-driven approach. Data were collected through organizational records, interviews, and case studies of the implemented initiatives. The transformation strategy yielded five interrelated initiatives that culminated in eleven synergistic innovations. These initiatives streamlined procurement workflows, enhanced inter-agency collaboration, and improved decision-making through real-time data analysis. The findings highlight the importance of aligning digital transformation with organizational goals and stakeholder needs. Key success factors included leadership commitment, cross-functional collaboration, and adaptive capacity-building efforts. The digital transformation efforts at UKPBJ Kemenkeu have significantly improved the effectiveness and efficiency of procurement processes. These innovations provide sustainable benefits for the organization and its stakeholders, positioning the unit as a model for inclusive and accountable public procurement.
... Major challenges that affect the roll-out of digitization in clinical education, especially in low-resourced areas, were identified as the lack of training for both students and educators on digital technology, and inadequate infrastructure and devices to enable effective utilization of technology [73]. Therefore, to ensure the successful adoption of digital resources in clinical training, continuing student and faculty training is essential, as well as easy access to digital tools and applications that have been adapted for local context [74]. ...
Background
Feedback plays an integral role in clinical training and can profoundly impact students’ motivation and academic progression. The shift to online teaching, accelerated by the COVID-19 pandemic, highlighted the necessity of transitioning traditional feedback mechanisms to digital platforms. Despite this, there is still a lack of clarity regarding effective strategies and tools for delivering digital feedback in clinical education. This scoping review aimed to assess the current utilization of digital feedback methods in clinical education, with a focus on identifying potential directions for future research and innovation.
Methods
A database search using a published protocol based on the Joanna Briggs Institute framework was conducted between January 2010 and December 2023. Six databases were searched, PubMed/MEDLINE, EBSCOhost, Scopus, Google Scholar, Union Catalogue of Theses and Dissertations, and WorldCat Dissertations and Theses. Reviewers independently screened the papers against eligibility criteria and discussed the papers to attain consensus. Extracted data were analyzed qualitatively and descriptively.
Results
Of the 2412 records identified, 33 reports met the inclusion criteria. Digital tools explored for feedback included web-based and social sites, smart device applications, virtual learning environments, virtual reality, and artificial intelligence. Convenience and immediate, personalized feedback and enhanced formative assessment outcomes were major facilitators of digital feedback utility. Technical constraints, limited content development, training, and data security issues hindered the adoption of these tools. Reports mostly comprised empirical research, published in the global North and conducted on undergraduates studying medicine.
Conclusion
This review highlighted a geographical imbalance in research on feedback exchange via digital tools for clinical training and stressed the need for increased studies in the global South. Furthermore, there is a call for broader exploration across other health professions and postgraduate education. Additionally, student perceptions of digital tools as intrusive necessitate a balanced integration with traditional feedback dialogues. The incorporation of virtual reality and artificial intelligence presents promising opportunities for personalized, real-time feedback, but requires vigilant governance to ensure data integrity and privacy.
Scoping review protocol
https://doi.org/10.1186/s13643-022-02151-8
... This process is closely intertwined with another ongoing revolution, digital transformation, driven by the increasingly pervasive diffusion of digital technologies and network applications in all organisations. This transformation has been slow in universities, often favouring traditional forms of teaching, until the advent of the COVID-19 pandemic which, by forcing the sudden overcoming of these resistances, has highlighted the crucial role that digital technologies can play in teaching and learning processes (Rodríguez-Abitia & Bribiesca-Correa, 2021). ...
Gamified Flipped Learning (GFL), a pedagogical approach that combines the methodology of flipped learning with gamification techniques, has gained increasing attention in recent years, particularly within the context of higher education. This systematic literature review aims to provide educators and researchers with a comprehensive understanding of how GFL has been implemented and with what results. Following the PRISMA guidelines, 26 studies were selected and analysed. The findings indicate that this research field is still evolving and exhibits a high degree of diversity, both in terms of implementation approaches and research methods. This high level of variability is indicative of the flexibility of the approach, but it also presents a challenge for educators wishing to implement it. In light of the aforementioned findings, a set of design principles derived from the analysis is proposed to guide effective GFL practice and assist educators in successfully adopting GFL strategies.
