Keyword: digital transformation

ABSTRACT: In recent years, the Chinese government has actively promoted the digital transformation of education, with a strong emphasis on integrating digital technologies into teaching practices. As a result, teachers’ digital competence has become a key focus of academic research. This study surveyed secondary school teachers in mainland China using the Teacher Digital Competence Self-perception Instrument, and descriptive statistical analysis and inferential statistical analysis were conducted on the data. The findings indicate that teachers generally have a positive self-perception of their digital competence. However, they demonstrate weaker skills in digital teaching and learning management, while excelling in digital engagement. Significant differences in digital competence were observed based on teaching experience, educational background, and regional disparities. To address these challenges, China should offer more professional development opportunities for teachers and enhance policy support for improving digital competence. These findings and recommendations may provide useful insights for other countries and regions pursuing similar initiatives.

ABSTRACT: The COVID-19 pandemic has accelerated digital transformation (DT) across various industries, including higher education (HE). In response to the dynamic demands of contemporary society, higher education institutions (HEIs) must swiftly adapt and transform. However, existing research has revealed a prevalent lack of strategic vision regarding DT in HE, often limited to the mere integration of technology. This study employs a systematic literature review (SLR) as a methodological framework to identify and categorize DT challenges and strategies within HE accelerated after the pandemic event. Findings from this SLR highlight four distinct categories of challenges and strategies in DT: Strategic-Administrative, Teaching-Learning, Technical-Technological, and Social-Cultural. Notably, the literature tends to focus more on identifying challenges, revealing an unbalanced emphasis compared to analyzing how HEIs are actively progressing in their DT efforts. Furthermore, there is a significant absence of impact analysis regarding these DT strategies within HE. To address these gaps, recommendations for future research are proposed, including (i) Exploration of strategic processes in HE toward DT, (ii) Empirical analysis of the Digital Maturity of HEIs, and (iii) Assessment of the impact of the strategic responses of HE toward DT. In conclusion, this study underscores the urgency for a more strategic approach to DT in HE, emphasizing the need to shift the focus from technology integration toward holistic, effective, and outcome-driven strategies. These recommendations aim to guide future research toward a more interdisciplinary and comprehensive understanding of DT within the realm of HE.