Digital Transformation in Education: Model for Higher Educational

Institutions

Nataliia V. Morze

1 a

and Oksana V. Strutynska

2 b

Borys Grinchenko Kyiv University, 18/2 Bulvarno-Kudriavska Str., Kyiv, 04053, Ukraine

National Pedagogical Dragomanov University, 9 Pyrogova Str., Kyiv, 01601, Ukraine

Keywords:

Digital Transformation, Digital Transformation Model, Digital Transformation of Education, Higher Educa-

tional Institution.

Abstract:

The paper is devoted to the analysis of the digital transformation processes that are currently taking place in

education. Present research based on previous authors research that considered the some aspects of develop-

ment a generalized digital transformation model. The research analyzes approaches to developing a model

of digital transformation of education. In addition, the ways of its implementation are determined. Besides

that, the generalized model of digital transformation of education is proposed. According to the results of the

research, the model of digital transformation of the higher education institution was developed. In response to

the impact of digital transformation, it can be used as a roadmap for solutions for the digital transition to an

innovative model for the functioning of the modern university.

1 INTRODUCTION

The digital technologies have become a part of our

modern everyday life: artiﬁcial intelligence, robotics,

IoT, blockchain and 3D technologies, etc.

The use of digital technologies is transforming

business models, resulting in new products and ser-

vices; the format of works is changing (outsourc-

ing, online platforms, improved automation, robotics,

etc.). Real-time work with digital data fundamentally

changes the ways of management, production, sale

and use of products (Vishnevsky et al., 2020).

The report of the consulting company Accenture

(for 2017) identiﬁes ﬁve new digital technologies that

can transform global economic development (Ford

and Lobo, 2017): Internet of Things (IoT), Artiﬁcial

Intelligence (AI), Blockchain, Big Data, Robotic Pro-

cess Automation (RPA).

Thus, modern digital technologies, services and

systems are extremely important for social develop-

ment. Their introduction into the activities of enter-

prises and organizations, engineering and technology,

production and non-production processes allows to

expand the range of goods and services, improve their

quality and compliance with consumer demand, in-

https://orcid.org/0000-0003-3477-9254

https://orcid.org/0000-0003-3555-070X

crease productivity and form new value-added chains.

This will ensure growth and creation of jobs in all

economy sectors (from the smallest traditional enter-

prises to the latest high-tech industries).

However, the education system is failing behind

the general state of digital transformation in society.

In our opinion, the main problem is the lack of under-

standing by the participants of the educational process

of the institutions (higher, secondary and vocational)

what is the difference between the use of digital tech-

nologies and innovations provided by the transforma-

tional changes that digital technologies bring to the

educational process, and comprehension of concepts,

structure, required and sufﬁcient conditions and pro-

cesses of digital transformation in general and in ed-

ucation in particular.

Paper goals. The purpose of this research is to

analyze and develop model of digital transformation

model of education and digital transformation model

of higher education institution.

2 RESEARCH METHODS

The authors have used the following research methods

and tools for the investigation (2021-2022).

Quantitative methods: 1) scientiﬁc monographs;

Morze, N. and Strutynska, O.

Digital Transformation in Education: Model for Higher Educational Institutions.

DOI: 10.5220/0012065000003431

In Proceedings of the 2nd Myroslav I. Zhaldak Symposium on Advances in Educational Technology (AET 2021), pages 421-431

ISBN: 978-989-758-662-0

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

421

2) research papers; 3) study and analysis of doc-

uments about digital transformation; 4) analysis

approaches for development digital transformation

model, also in educational ﬁeld; 5) (online) meetings,

(video) conferences, seminars, workshops, etc.

Qualitative methods: survey and interview of

the Ukrainian educators to determine their awareness

about digital transformation of education.

3 THEORETICAL BACKGROUND

Digital transformation is the use of digital technolo-

gies (Negroponte, 1995) to fundamentally increase

the productivity and value of enterprises (Westerman

et al., 2014). Now this is the focus of managers and

employees of actively competing industries around

the world. Digital transformation is due to the use

of rapidly developing digital technologies and their

accelerated impact on society. Such transformation

takes into account the changes that have already hap-

pened, happening and will happen in the future (i-

SCOOP, 2021). The processes of digital transforma-

tion are affecting many areas of human activity. They

are felt in all areas where there is mechanization and

automation of data processing.

Figure 1 shows the areas in which fundamental

changes are expected due to the digital transforma-

tion.

Digital transformation (DT) is the result of digiti-

sation and digitalization of economies and societies.

DT is an ongoing process. The introduction of digital

technologies creates both new opportunities and new

challenges.

Consider the challenges posed by a process, digi-

tal transformation, which is a complex phenomenon

of different development. These challenges are re-

lated to the following issues:

• which areas are most affected by the digital trans-

formation;

• how the digital transformation affects the labor

market, training of future professionals, and so-

cial life in general;

• what are the ways to implement digital transfor-

mation for different industries;

• what steps need to be taken for the digital trans-

formation of companies, production, ecosystem,

and a particular industry as a whole;

• what changes in educational systems need to be

made to adapt people and accelerate their inclu-

sion into the processes of digital transformation.

One of the key issues for the implementation of

digital transformation is changes in the way of think-

ing and requirements for the competencies of work-

ers in the industry. First of all, it is connected with

people’s understanding of digital transformation pro-

cesses and with their ability to use digital technolo-

gies effectively.

Our previous research focused on development of

the digital transformation model (Morze and Strutyn-

ska, 2021). Based on the analysis of the considered

researches (Pawlowski, 2019; Mergel et al., 2019; Bu-

mann and Peter, 2019; Rof et al., 2020; Muluk, 2016;

Patton and Santos, 2018; Wildan Zulﬁkar et al., 2018;

Nguyen, 2018), the authors of this paper proposed a

general model of digital transformation (ﬁgure 2).

The main components of this model are:

1. The reasons that lead to the need in digital trans-

formation of the area/industry (the impact of dig-

ital technologies, new services, new requirements

to life in a digital society, etc.).

2. The use of digital technologies to change business

processes in the industry to increase its efﬁciency.

3. Preparation of workers, employers, the population

as a whole for life in new socio-economic condi-

tions (change of culture, way of thinking, abilities,

skills, and mutual relations) and development of

their digital competences.

4. Effective use of existing data, including the use of

modern tools for their analysis with elements of

Artiﬁcial Intelligence and Big Data.

5. The main results of digital transformation include

new products, services, policies, markets, envi-

ronment and development of the digital society as

a whole.

4 DIGITAL TRANSFORMATION

IN EDUCATION:

IMPLEMENTATION

APPROACHES

In the conditions of intensive development of digi-

tal technologies, digitalization, digital transformation

of many branches of human activity, fast change of

professions demanded in the labor market and, ac-

cordingly, professional requirements to competences

of experts, educational activity needs updating of the

maintenance and methods of training, search for inno-

vative forms of training, expanding access to educa-

tional resources, and the implementation of learning

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

422

Figure 1: Areas in which fundamental changes take place due to the digital transformation (Morze and Strutynska, 2021)

opportunities without space- and time-based restric-

tions, the introduction of new approaches to the orga-

nization of educational services in general. Thus, the

digital transformation of education is an integral part

of the processes taking place in society today.

Technologies play a key role not only in enabling

new ways of teaching and learning, but also in new

business models required to drive the very transfor-

mation that educational institutions are trying to effect

(Patton and Santos, 2018).

Digital transformation means a qualitative in-

crease in the effectiveness and productivity of educa-

tional activities through:

• changes (updates) of goals and content of educa-

tional activities;

• review and optimization of teaching materials and

organizational solutions, tools and services used

in educational activities;

• updating the organization and methods of educa-

tional activities, focusing on maximizing the po-

tential of each student, the transition from learn-

ing and educating of all to learning and educating

of everyone (personalized learning);

• review of traditional business processes, inclusion

of all stakeholder into this work (especially stu-

dents and teachers), the use of digital technologies

to automate all types of information processing.

The analysis of scientiﬁc publications (see above)

has shown that now the development of models of dig-

ital transformation is a topical, but underdeveloped is-

sue. In the ﬁeld of education, the research (Rof et al.,

2020), devoted to this, analyzes in detail the impact

of digital transformation on the business model of

traditional universities. Another research (HolonIQ,

2020) describes an open-source capability framework

for higher education (4 dimensions, 16 domains and

more than 70 capabilities). The Navitas Ventures re-

search (Nav, 2017) is dedicated to identifying leaders

and facilitators of change in the digital transforma-

tion of higher education, as well as the groups most

affected by the digital transformation. Such studies

show the need to develop a concept of digital trans-

formation of education in Ukraine and develop an ap-

propriate model.

According to the developed generalized model of

digital transformation (ﬁgure 2), the model of digital

transformation of education contains similar compo-

nents taking into account the speciﬁcs of the industry.

Figure 3 shows the generalized model of digital

transformation of education that is developed by the

authors.

Digital Transformation in Education: Model for Higher Educational Institutions

423

Figure 2: Digital Transformation Model (Morze and Strutynska, 2021).

Figure 3: Model of Digital Transformation of Education

The proposed model takes into account the goals,

features of the educational process and the conditions

of using digital technologies to develop a modern ed-

ucational ecosystem. The brief description is below.

Block “Processes”:

1. Digital Strategy of Educational Institutions Devel-

opment (design, implementation).

2. Digitalization.

3. Organization.

4. Optimization (paperless trend).

5. Personalized Learning (Inquiry Based Learning,

Project Based Learning).

6. Virtualization (virtual collaboration, virtual com-

munication, virtual presence).

7. Analysis & Control.

Block “People” transforms into block “Educa-

tors & Learners”:

1. New Mindset (computational thinking, design

mindset, emotional intelligence, social intelli-

gence, etc.).

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424

2. New Skills & Competences (digital skills & com-

petences, soft skills, media literacy, transdisci-

plinary competences).

3. Culture (innovation culture, change readiness,

attitudes & motivation for education; lifelong

learning, non-formal learning, informal learning;

agility).

4. New Relationship (partnership, leadership).

5. Personalization (personal learner proﬁle, personal

learning environment, personal educator proﬁle,

personal teaching environment, individual needs

etc.).

6. Ubiquity.

Block “Technologies” transforms into block

“Digital Technologies in Education”:

1. Use of New Digital Educational Tools (content

management systems, learning content manage-

ment systems, video conferencing tools, MOOCs,

digital assessment tools, mobile learning tools

& devices, Virtual Reality, Augmented Reality,

Mixed Reality, 3D printing, robots in education,

gamiﬁcation, internet platforms for educational

needs etc.)

2. Digital Technology Integration.

3. Digital Environments (virtual campus, learning

environments, virtual spaces, virtual laboratories,

virtual classes etc.).

4. Monitoring / Expertise of Using Technologies Ef-

fectiveness.

5. Cybersecurity.

Block “Data”:

1. Retrieval / Use.

2. Data Mining (learner data, data-driven decisions).

3. Data Security (backups, reliability).

4. Data Analytics (learners monitoring, learners ac-

tivity analytics etc.)

5. Big Data Storage.

Thus, the areas of developing the digital transfor-

mation of education are following:

• transformation of goals, content and correspond-

ing methods and forms of educational activities,

which are associated with the penetration of new

digital tools in various areas of human activity;

• educational institutions have to master new digital

tools that increase the efﬁciency of the educational

process;

• pupils/students should master new digital tools to

increase the efﬁciency of their educational activi-

ties, and their digital competence needs develop-

ing;

• teachers should master:

(a) new digital tools to increase the efﬁciency of

their professional activities;

(b) content, methods and forms of educational ac-

tivities that are transformed due to the impact

of new digital tools on various areas of human

activity;

the educational process, which is also chang-

ing;

• education leaders should master:

(a) new digital tools that increase the efﬁciency of

their professional activities;

(b) digital tools that increase the efﬁciency of the

organization of the changing educational pro-

cess.

Higher education systems and institutions are par-

ticularly affected by digital transformation, which

can enable new services and provide new opportu-

nities for innovation and entrepreneurship. Higher

education institutions (HEIs) embracing digital tech-

nologies can become drivers of growth and develop-

ment for their own ecosystems (OECD and European

Union, 2019).

Impact of digital transformation and recent re-

search states that avoiding DT is not an option, and

that HEIs need to adapt to technological changes if

they want to stay relevant (Wildan Zulﬁkar et al.,

2018).

Implementing new technologies is inevitable, that

HEIs must obligatorily implement new technologies

to be digitally relevant, and that the real challenge

is the right execution of available digital plans and

strategies, engaging and empowering students, staff,

and the faculty in the process (Nguyen, 2018).

However, now the main challenges for universities

today are:

• involvement of students into studying with the use

of modern methods,

• providing teachers with more opportunities to ful-

ﬁl their potential,

• restructuring of the educational process,

• optimization of university management and inter-

nal processes.

The key point is the digital transformation, not the

creation of digital analogues of paper or other physi-

cal media and processes. To achieve this, it is neces-

sary to restructure all the processes in the university,

Digital Transformation in Education: Model for Higher Educational Institutions

425

starting from the educational process and ending with

the formation of new thinking of all its participants.

According to the models developed above (ﬁg-

ures 2 and 3), we will consider the components that

will change within the process of digital transforma-

tion of higher education institution (ﬁgure 4).

The main components of the proposed model in-

clude:

• educational environment (taking into account

conditions of wide use of digital technologies

there will be a virtualization of educational pro-

cess, processes of communication, cooperation,

and educational institution management);

• technology and tools used by teachers and stu-

dents;

• conditions of teachers-students interaction within

the digital environment; it is important to over-

come the academic digital gap by developing

professors’ digital skills, as students are already

highly motivated to use digital learning tools;

• management of university process and the internal

process in general.

To determine the educators’ awareness level in the

ﬁeld of digital transformation of education, as well

as whether they are ready for these processes au-

thors have conducted survey. The online survey was

elaborated (in Ukrainian) using Google Forms. 134

Ukrainian educators have taken part in the present re-

search (during December 2021). We guaranteed par-

ticipants that only anonymized data would be shared.

The survey contained information about processes of

digital transformation of education. The gained data

are presented in ﬁgures 5-9.

Q.: Which of the following in your opinion causes

the digital transformation of education?

Survey responses on the causes the digital trans-

formation of education are shown in ﬁgure 5 (multiple

answers are possible, that is why the total responses

can be more than 100%):

As we can see from ﬁgure 5, the largest group of

respondents deﬁnes of the digital technology impact

(79%) and new requirements for the competence of

specialists (62%) as the main causes the digital trans-

formation of education. At the same time, about 48%

of educators suggest that emergence of new profes-

sions also impact on the digital transformation of ed-

ucation.

If compare these results with our previous re-

search in (Morze and Strutynska, 2021) we can make

conclusion about increasing awareness level of the

Ukrainian educators about processes of digital trans-

formation of education.

Q.: What processes in your opinion need to be

implemented for the digital transformation of educa-

tion?

Survey responses on processes need to be imple-

mented for the digital transformation of education are

shown in ﬁgure 6 (multiple answers are possible, that

is why the total responses can be more than 100%).

Figure 6 are shown that the majority of respon-

dents considered the most important steps for im-

plementing the digital transformation of education

are development of the digital educational environ-

ment (86%), development of the digital transforma-

tion strategy of an educational institution (83%) and

digitalization of educational processes (66%).

At the same time, almost half of the respondents

also understand the importance of taking other steps

(introduction of paperless document management –

47%, introduction of paperless (electronic) document

management – 36%, data analysis with the use of the

digital technology – 36%). Thus, most educators cor-

rectly understand the processes that need to be imple-

mented for the digital transformation of education.

Q.: Which of the following in your opinion can

result from the digital transformation of education?

Survey responses on respondents opinion about

results from the digital transformation of education

are shown in ﬁgure 7 (multiple answers are possi-

ble, that is why the total responses can be more than

100%):

As we can see from ﬁgure 7, the largest group of

respondents deﬁnes digital educational environment

as the main result from the digital transformation of

education (81%). Other survey answers also show

that educators correctly appreciate the results of the

digital transformation of education in general, which

corresponds to the models developed by the authors

in ﬁgure 3 and ﬁgure 4.

Q.: What teachers need to do to implement an

effective educational process under the conditions of

the digital transformation in your opinion?

Survey responses on respondents opinion about

what teachers need to do to implement an effective

educational process under the conditions of the digi-

tal transformation are shown in ﬁgure 8 (multiple an-

swers are possible, that is why the total responses can

be more than 100%).

Figure 8 are shown that the largest group of re-

spondents believes that teachers need to master new

digital tools (90%). At the same time, about 76% of

educators suggest that teachers need to master new

teaching aids. Thus, this means that educators under-

stand that to implement the digital transformation of

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426

Figure 4: Higher Educational Institution Digital Transformation Model.

Figure 5: Survey responses on the causes the digital transformation of education.

education, ﬁrst of all, it is necessary to increase digital

competence.

Q.: What students need to do for studying under

the conditions of the digital transformation in your

opinion?

Survey responses on respondents opinion about

what what students need to do for studying under the

conditions of the digital transformation are shown in

ﬁgure 9 (multiple answers are possible, that is why

the total responses can be more than 100%).

Figure 9 are shown the very similar results as an-

swers in previous question (ﬁgure 8). That is the

largest group of respondents believes that students

need to master new digital tools (78%). Also 71% of

educators suggest that students need to change own

motivation for e-learning.

Thus, an envisioned model in response to the im-

pact of digital transformation (ﬁgure 4) can be used

as a roadmap for solutions for the digital transition to

an innovative model for the functioning of the modern

university.

Digital Transformation in Education: Model for Higher Educational Institutions

427

Figure 6: Survey responses on processes need to be implemented for the digital transformation of education.

Figure 7: Survey responses on respondents opinion about results from the digital transformation of education.

5 CONCLUSIONS

Thus, the result of the digital transformation of edu-

cation is:

• creating a modern digital educational environ-

ment to provide equal access to quality educa-

tional services and resources anywhere, anytime

and in order to improve the quality of education;

• digitalization of all components of the educational

process;

• effective use of modern digital technologies and

data through the development of digital skills and

competencies of all education stakeholders;

• formation of new competencies of the educational

process participants, i.e., competencies which are

necessary for a successful life in the digital soci-

ety;

• deﬁning requirements for digital competencies of

heads of educational institutions and educational

policy makers;

• developing special innovative courses for heads

of educational institutions, which provided them

with an understanding of the concept of digital

transformation of education and ways to ensure

its.

A number of important steps need to be taken at

the state, regional and local levels to implement all

the abovementioned in Ukraine. We deﬁne them tak-

ing into account the analysis and synthesis of simi-

lar experience and researches (Hrynevych et al., 2020;

Strutynska, 2020; European Union, 2020; Sep

ulveda,

2020; Morze et al., 2020).

State-level measures are:

• Creating a uniﬁed educational policy for the digi-

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428

Figure 8: Survey responses on respondents opinion about what teachers need to do to implement an effective educational

process under the conditions of the digital transformation.

Figure 9: Survey responses on respondents opinion about what students need to do for studying under the conditions of the

digital transformation.

tal transformation of education.

• Development of the necessary legal framework to

ensure the digital transformation of education.

• Promoting the development of a highly efﬁcient

digital education ecosystem as a whole.

• Development and approval of the digital compe-

tence standard of the country citizen, including

the teaching employee with the corresponding cri-

teria of estimation of digital competence forma-

tion level.

• Strengthening cooperation and exchange of expe-

rience in models of digital education implementa-

tion with EU countries, support of interstate coop-

eration.

Regional-level measures are:

• Equipping educational institutions with modern

computer equipment, as well as broadband con-

nection of all educational institutions to the Inter-

net, purchase of digital equipment, digital learn-

ing programs and platforms.

• Development of mechanisms for the implementa-

Digital Transformation in Education: Model for Higher Educational Institutions

429

tion of the digital competence standard of teach-

ing employees to improve the teachers’ skills.

• Expanding the active use of distance and blended

learning technologies through targeted training of

heads of educational institutions and teachers.

• Updating the content of training of future teach-

ers, especially on issues relating to use of digital

technologies in the educational process, new ap-

proaches to educating of modern youth.

• Improving the digital skills and competencies of

the population for digital transformation in gen-

eral.

Institutional-level measures are:

• Increasing of access to distance learning technolo-

gies for teachers and students who have not had

this access before (by providing access to the In-

ternet and related equipment).

• Providing ﬂexible curriculum taking into account

models of full-time, distance and blended learn-

ing.

• Development of quality educational content based

on the wide use of digital technologies and taking

into account the principles of information security

of all participants of the educational process while

working with computer networks.

• Arranging of continuous training of educators.

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