A Study on the Digital Transformation of Higher Education in Egypt

Abstract

With the advancement of information technology, the digital transformation of higher education has become a global trend in educational reform. Egypt has propelled the modernization of its higher education system through digital means, focusing on enhancing teachers’ digital teaching capabilities, improving course quality, and establishing a policy environment that supports digital instruction. The driving forces behind Egypt’s transformation include meeting the demand for skilled talent due to economic reforms, participating in internationalization processes, and the impetus provided by public diplomacy. By introducing high-quality international resources, deepening scientific research collaboration, and applying digital technologies, Egypt has effectively alleviated issues of resource insufficiency and uneven development, thereby enhancing its capacity for higher education quality assurance. Egypt’s practice demonstrates that digitalization is a key pathway for developing countries to improve the quality of higher education, providing valuable insights for constructing sustainable models of higher education development.

Full text

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Journal of Contemporary Educaonal Research, 2025, Volume 9, Issue 2
hp://ojs.bbwpublisher.com/index.php/JCER
ISSN Online: 2208-8474
ISSN Print: 2208-8466
A Study on the Digital Transformation of Higher
Education in Egypt
Gang Hu, Ruonan Cao*
School of Foreign Languages, Northwest University, Xi’an 710127, Shaanxi Province, China
*Corresponding author: Ruonan Cao, 202321086@stumail.nwu.edu.cn
Copyright: © 2025 Author(s). This is an open-access article distributed under the terms of the Creative Commons Attribution
License (CC BY 4.0), permitting distribution and reproduction in any medium, provided the original work is cited.
Abstract: With the advancement of information technology, the digital transformation of higher education has become
a global trend in educational reform. Egypt has propelled the modernization of its higher education system through
digital means, focusing on enhancing teachers’ digital teaching capabilities, improving course quality, and establishing a
policy environment that supports digital instruction. The driving forces behind Egypt’s transformation include meeting
the demand for skilled talent due to economic reforms, participating in internationalization processes, and the impetus
provided by public diplomacy. By introducing high-quality international resources, deepening scientific research
collaboration, and applying digital technologies, Egypt has effectively alleviated issues of resource insufficiency
and uneven development, thereby enhancing its capacity for higher education quality assurance. Egypt’s practice
demonstrates that digitalization is a key pathway for developing countries to improve the quality of higher education,
providing valuable insights for constructing sustainable models of higher education development.
Keywords: Higher education; Public diplomacy; Digital transformation
Online publication: March 4, 2025
1. Introduction
With the rapid development and iteration of information technology, digital technology has permeated all fields,
including higher education. The digital transformation of higher education has become an inevitable trend to meet
contemporary demands. Today, the world is experiencing profound changes unseen in a century. As the driving force
behind a new round of technological and industrial revolution, digital technology is increasingly integrated into all
areas and processes of economic and social development, including education. It is profoundly changing modes
of production, life, learning, and social governance, providing significant opportunities to rethink and promote
educational reform while also presenting new challenges.
Based on the localized needs for digital transformation in Egyptian universities, the Egyptian pilot project has
two main objectives: “to enhance teachers’ digital teaching capabilities, course quality, and teaching practice” and
“to create a favorable policy and institutional environment for digital teaching.” According to Dalia Yusuf, director of

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the Online Learning Center at Ain Shams University, the Egyptian National Center, under the university’s leadership,
has established a network covering 23 universities nationwide. Among them, 63 key teachers from 14 Egyptian
universities participated in a training program aimed at improving their digital teaching abilities. At the policy and
institutional level, national policy dialogues and digital leadership forums were designed and implemented. Through
the pilot project, Egypt has facilitated communication and dialogue among the Ministry of Higher Education and
Scientific Research, the Supreme Council of Universities, the Higher Education Quality Assurance and Accreditation
Agency, and multiple Egyptian universities, promoting national-level exploration of the digital transformation of
higher education.
2. Drivers of digital transformation in Egyptian higher education
2.1. Meeting the demand for talent and technology in economic reform
When President Sisi took office, Egypt faced critical economic challenges amid political and social transition,
including rapid population growth, a fragile economy, and high unemployment. The economy had fallen into a severe
recession after the political upheavals of 2011 and 2013, with GDP growth plummeting and debts escalating. By
2015, nearly 28% of the population lived below the poverty line, and unemployment had risen to 13%, intensifying
social unrest.
To address these issues, the Sisi administration prioritized economic reform, proposing a “knowledge-based
economy” strategy to enhance social cohesion and competitiveness [1]. Emphasizing knowledge, research, and
innovation, the government aimed to align these elements with national goals by developing innovation clusters and
business incubators.
The government launched major infrastructure projects such as the Suez Canal Expansion and the New
Administrative Capital, creating jobs and stimulating growth. It issued the “2020 Industrial Development Strategy”
to boost industrial technology and supported small and medium-sized enterprises (SMEs) through initiatives like “Your
Factory Has a License.” These efforts heightened the demand for talent, technology, and innovation.
To meet this demand, the Sisi government introduced the “Egypt: A Learning, Thinking, and Innovative
Society” initiative in 2014, pledging to increase investment in education and research and to ensure equitable access
to quality education. By promoting educational modernization and digital transformation, the government aims to
support a knowledge economy and accelerate Egypt’s transition to a knowledge-based society.
2.2. Drivers behind Egypt’s participation in the internationalization of higher education
amid globalization
Since the early 21st century, economic globalization has accelerated the internationalization of higher education.
Egypt, one of the most globally integrated countries in the Middle East, has maintained multifaceted exchanges
with developed nations such as the United States and European countries. To internationalize its higher education,
Egypt participates in international collaborative projects, has established open universities, and attracts international
funding.
Beginning in the 1980s, Egypt and the United States signed a series of agreements to enhance inter-university
exchanges, build academic trust, and promote joint research. In the early 21st century, Egypt joined the European
Union’s Mediterranean University Network Program (MEDA-TEMPUS I) to modernize its higher education through
reforms [2]. Over the past decade, Egypt has deepened educational cooperation with China under the “Belt and Road”
initiative, collaborating on academic programs, talent cultivation, and research. These collaborations encompass
language teaching, faculty exchanges, attracting international students, and sharing research outcomes.

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Egypt aims to align its higher education system with international standards, achieve mutual recognition of
degrees globally, and prepare graduates to meet international market demands. Participation in international projects
and cooperation with foreign universities enhance educational quality and set benchmarks aligned with global
standards. Since 2008, Egypt’s involvement in the European Union’s Bologna Policy Forum has promoted the
development of its higher education quality assurance system, aligning it with European standards and driving digital
transformation.
Digital transformation is a crucial tool for internationalizing higher education, enhancing quality, optimizing
resource allocation, and supporting transnational cooperation and global knowledge networks. Facing the challenges
of globalization, Egypt’s adoption of digital methods for international cooperation is both a proactive response to
global higher education trends and a necessary pathway to enhance the competitiveness of its higher education
system.
2.3. The driving role of public diplomacy in the context of globalization
Public diplomacy has played a significant driving role in the modernization and transformation of Egyptian higher
education, particularly in the context of educational internationalization and digital transformation. As a soft power
approach that enhances understanding and cooperation among nations through culture, education, and science and
technology, public diplomacy has enabled Egypt to establish extensive educational partnerships with countries such
as the United States, European nations, and China. Specifically, in participating in international education projects
and attracting international funding support, public diplomacy has secured more external resources for Egypt [3].
For example, Egypt’s participation in the European Union’s Mediterranean University Network Program (MEDA-
TEMPUS I) allowed it to obtain funding and technical support from the EU for curriculum reform, improvements
in teaching methods, and optimization of management models. Additionally, cooperation with China under the
framework of the “Belt and Road” Initiative has not only advanced the digital development of Egyptian education
but also provided technological support and platforms for talent cultivation. The successful realization of these
collaborations is inseparable from Egypt’s demonstration, through public diplomacy, of its significant status and
potential in regional education.
3. Strategies for advancing digital transformation in Egyptian higher education
3.1. Enhancing internationalization: Promoting exchange and cooperation in higher
education globally
An important bottleneck constraining the development of higher education in Egypt is the contradiction between the
rapidly growing demand for higher education and the limited domestic resources available. To address this issue,
introducing high-quality overseas educational resources has become a key initiative in Egypt’s digital transformation
and internationalization of higher education. This strategy not only increases the number of higher education
institutions in the country, alleviating pressure on the public education system, but also enables Egyptian students to
access world-class educational resources domestically.
The Egyptian government actively promotes the establishment of branch campuses by foreign universities within
the country. To this end, it established the “Committee for Branch Campuses of Foreign Universities” under the Ministry
of Higher Education and Scientific Research, and in August 2018 enacted the Law on Branch Campuses of Foreign
Universities and University Institutions in Egypt [4]. This legislation fills the legal void concerning the establishment of
branch campuses and educational institutions by foreign universities in Egypt, detailing the establishment processes,
approval procedures, quality supervision, organizational structures, and specific rights and obligations.

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According to this law, foreign universities can either independently establish branch campuses in Egypt or
collaborate with Egyptian universities to set up joint campuses that confer joint degrees. This policy innovation not
only promotes the diversification of educational resources but also provides Egyptian students with more diverse
study options, thereby enhancing the international competitiveness of domestic higher education.
3.2. Encouraging international scientific research cooperation
Egypt’s international cooperation in scientific research is also a crucial reform measure for enhancing the quality of
higher education. The “Egyptian National Strategy for Scientific Research and Innovation 2015–2030” outlines a
future development path centered on international collaboration. The implementation of this strategy is based on two
main reasons:
First, there is a practical need to strengthen research capabilities. Although the Egyptian scientific community
possesses a certain level of knowledge production, there remains a significant gap in transforming this knowledge
into technology, which limits the actual contribution of research to economic development. By partnering with
international counterparts, Egypt aims to learn from the advanced experiences of developed countries to promote the
localization and application of technology.
Second, addressing global challenges. Issues such as climate change, food security, pandemics, and
environmental protection are global problems that Egypt faces alongside other nations. These challenges are difficult
to solve relying solely on Egypt’s technological capabilities and require collaboration and joint efforts from the
international community.
To support international scientific research cooperation, the Sisi government promulgated the “Law for the
Encouragement of Science, Technology, and Innovation” on April 21, 2018 [5]. This legislation provides policy
support and incentives for cross-border collaboration among universities and research institutions, including:
(1) Flexible policies: Article 5 stipulates that higher education and research institutions may engage in any
activities aligned with their objectives and may sign agreements with domestic and foreign individuals,
enterprises, banks, and other entities, without being constrained by existing laws or government decisions.
(2) Tax incentives: Article 7 exempts import duties and value-added taxes on tools, instruments, and materials
necessary for scientific research projects.
(3) Reward support: Article 9 states that bonuses for research project teams funded by external grants are exempt
from all taxes and fees.
These measures have reduced costs and increased flexibility and attractiveness for Egyptian universities and
research institutions in international collaborations, promoting deep cooperation between Egypt and the global
academic and scientific communities.
By introducing high-quality overseas educational resources and encouraging international scientific
research cooperation, Egypt has injected new momentum into its domestic education system while enhancing the
internationalization of higher education. This approach not only helps alleviate the pressure on educational resources
but also facilitates the integration of Egyptian universities with the global community, laying a solid foundation for
the modernization and digital transformation of its higher education sector.
4. Conclusion
In the era of the knowledge economy, ensuring the quality of higher education is crucial for narrowing the economic
and social gaps between developing and developed countries. While developed nations have globally recognized
universities excelling in knowledge innovation and human capital development, developing countries like Egypt face

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significant challenges in this area.
Egypt’s efforts to build a higher education quality assurance system reveal universal issues faced by developing
countries, including scarce resources, faculty shortages, uneven development, late initiation of quality assurance
systems, imperfect frameworks, and a weak quality assurance culture. Unique cultural traditions and economic
conditions add complexity, especially with the integration of religious and secular education. This complexity has
prompted international support for quality assurance projects in developing countries.
Digital transformation has become a key strategy for modernizing higher education in Egypt, enhancing
quality assurance through online platforms, big data analytics, and smart campuses. Initiatives such as introducing
international online courses and building digital research platforms have energized improvements, addressing
faculty shortages and uneven resource distribution. The success of Egypt’s higher education quality assurance and
accreditation programs results from collaboration among universities, the government, society, and international
organizations. Digitalization offers new tools for aligning with international education systems and enhancing global
competitiveness.
Egypt’s practices demonstrate that building quality assurance systems and pursuing digital transformation
must be tailored to each country’s specific conditions. Cultivating a strong quality assurance culture and utilizing
digital technologies are essential for sustainable higher education development, offering valuable insights for other
developing nations.
Funding
The 2024 Northwest University Graduate Innovation Project “Research on the Public Diplomacy Policy of the
United States towards North Africa in the Post 9/11 Era and Its Image Shaping of the United States” (2000 present)
(CX2024078)
Disclosure statement
The authors declare no conflict of interest.
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[2] Anuj B, 2024, Transforming Higher Education Through Generative AI: Opportunity and Challenges. Paradigm, (2):
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[3] Ola Ahmed M, Brown R, Abdel-Moneim N, 2024, Urban Planning Education in the Global South:
Exploring the Possibilities for Egyptian Curricula. Open House International, (5): 884–903.
[4] Zhang Y, Dong C, 2024, Exploring the Digital Transformation of Generative AI-Assisted Foreign Language
Education: A Socio-Technical Systems Perspective Based on Mixed-Methods. Systems, 12(11): 462.
[5] Lopez-Nunez JA, Alonso-Garcia S, Berral-Ortiz B, et al., 2024, A Systematic Review of Digital Competence
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