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Digital Transformation in Education: Model for Higher Educational

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DOI: 10.5220/0000159000003431

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 Digital Transformation in Education: Model for Higher Educational
Institutions

Nataliia V. Morze1 a
and Oksana V. Strutynska2 b
1 Borys Grinchenko Kyiv University, 18/2 Bulvarno-Kudriavska Str., Kyiv, 04053, Ukraine
2 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 crease productivity and form new value-added chains.

This will ensure growth and creation of jobs in all
The digital technologies have become a part of our economy sectors (from the smallest traditional enter-
modern everyday life: artificial intelligence, robotics, prises to the latest high-tech industries).
IoT, blockchain and 3D technologies, etc. However, the education system is failing behind
The use of digital technologies is transforming the general state of digital transformation in society.
business models, resulting in new products and ser- In our opinion, the main problem is the lack of under-
vices; the format of works is changing (outsourc- standing by the participants of the educational process
ing, online platforms, improved automation, robotics, of the institutions (higher, secondary and vocational)
etc.). Real-time work with digital data fundamentally what is the difference between the use of digital tech-
changes the ways of management, production, sale nologies and innovations provided by the transforma-
and use of products (Vishnevsky et al., 2020). tional changes that digital technologies bring to the
The report of the consulting company Accenture educational process, and comprehension of concepts,
(for 2017) identifies five new digital technologies that structure, required and sufficient conditions and pro-
can transform global economic development (Ford cesses of digital transformation in general and in ed-
and Lobo, 2017): Internet of Things (IoT), Artificial ucation in particular.
Intelligence (AI), Blockchain, Big Data, Robotic Pro- Paper goals. The purpose of this research is to
cess Automation (RPA). analyze and develop model of digital transformation
Thus, modern digital technologies, services and model of education and digital transformation model
systems are extremely important for social develop- of higher education institution.
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
2 RESEARCH METHODS
quality and compliance with consumer demand, in-
The authors have used the following research methods
a https://orcid.org/0000-0003-3477-9254 and tools for the investigation (2021-2022).
b https://orcid.org/0000-0003-3555-070X Quantitative methods: 1) scientific monographs;

421
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
Copyright c 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)
AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

2) research papers; 3) study and analysis of doc- One of the key issues for the implementation of
uments about digital transformation; 4) analysis digital transformation is changes in the way of think-
approaches for development digital transformation ing and requirements for the competencies of work-
model, also in educational field; 5) (online) meetings, ers in the industry. First of all, it is connected with
(video) conferences, seminars, workshops, etc. people’s understanding of digital transformation pro-
Qualitative methods: survey and interview of cesses and with their ability to use digital technolo-
the Ukrainian educators to determine their awareness gies effectively.
about digital transformation of education. 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-
3 THEORETICAL BACKGROUND mann and Peter, 2019; Rof et al., 2020; Muluk, 2016;
Patton and Santos, 2018; Wildan Zulfikar et al., 2018;
Digital transformation is the use of digital technolo- Nguyen, 2018), the authors of this paper proposed a
gies (Negroponte, 1995) to fundamentally increase general model of digital transformation (figure 2).
the productivity and value of enterprises (Westerman The main components of this model are:
et al., 2014). Now this is the focus of managers and
employees of actively competing industries around 1. The reasons that lead to the need in digital trans-
the world. Digital transformation is due to the use formation of the area/industry (the impact of dig-
of rapidly developing digital technologies and their ital technologies, new services, new requirements
accelerated impact on society. Such transformation to life in a digital society, etc.).
takes into account the changes that have already hap- 2. The use of digital technologies to change business
pened, happening and will happen in the future (i- processes in the industry to increase its efficiency.
SCOOP, 2021). The processes of digital transforma-
tion are affecting many areas of human activity. They 3. Preparation of workers, employers, the population
are felt in all areas where there is mechanization and as a whole for life in new socio-economic condi-
automation of data processing. tions (change of culture, way of thinking, abilities,
Figure 1 shows the areas in which fundamental skills, and mutual relations) and development of
changes are expected due to the digital transforma- their digital competences.
tion. 4. Effective use of existing data, including the use of
Digital transformation (DT) is the result of digiti- modern tools for their analysis with elements of
sation and digitalization of economies and societies. Artificial Intelligence and Big Data.
DT is an ongoing process. The introduction of digital
technologies creates both new opportunities and new 5. The main results of digital transformation include
challenges. new products, services, policies, markets, envi-
Consider the challenges posed by a process, digi- ronment and development of the digital society as
tal transformation, which is a complex phenomenon a whole.
of different development. These challenges are re-
lated to the following issues:
• which areas are most affected by the digital trans- 4 DIGITAL TRANSFORMATION
formation; IN EDUCATION:
• how the digital transformation affects the labor IMPLEMENTATION
market, training of future professionals, and so- APPROACHES
cial life in general;
• what are the ways to implement digital transfor- In the conditions of intensive development of digi-
mation for different industries; tal technologies, digitalization, digital transformation
of many branches of human activity, fast change of
• what steps need to be taken for the digital trans-
professions demanded in the labor market and, ac-
formation of companies, production, ecosystem,
cordingly, professional requirements to competences
and a particular industry as a whole;
of experts, educational activity needs updating of the
• what changes in educational systems need to be maintenance and methods of training, search for inno-
made to adapt people and accelerate their inclu- vative forms of training, expanding access to educa-
sion into the processes of digital transformation. tional resources, and the implementation of learning

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 Digital Transformation in Education: Model for Higher Educational Institutions

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- dents and teachers), the use of digital technologies
tions, the introduction of new approaches to the orga- to automate all types of information processing.
nization of educational services in general. Thus, the
digital transformation of education is an integral part The analysis of scientific publications (see above)
of the processes taking place in society today. has shown that now the development of models of dig-
Technologies play a key role not only in enabling ital transformation is a topical, but underdeveloped is-
new ways of teaching and learning, but also in new sue. In the field of education, the research (Rof et al.,
business models required to drive the very transfor- 2020), devoted to this, analyzes in detail the impact
mation that educational institutions are trying to effect of digital transformation on the business model of
(Patton and Santos, 2018). traditional universities. Another research (HolonIQ,
Digital transformation means a qualitative in- 2020) describes an open-source capability framework
crease in the effectiveness and productivity of educa- for higher education (4 dimensions, 16 domains and
tional activities through: more than 70 capabilities). The Navitas Ventures re-
search (Nav, 2017) is dedicated to identifying leaders
• changes (updates) of goals and content of educa- and facilitators of change in the digital transforma-
tional activities; tion of higher education, as well as the groups most
• review and optimization of teaching materials and affected by the digital transformation. Such studies
organizational solutions, tools and services used show the need to develop a concept of digital trans-
in educational activities; formation of education in Ukraine and develop an ap-
propriate model.
• updating the organization and methods of educa- According to the developed generalized model of
tional activities, focusing on maximizing the po- digital transformation (figure 2), the model of digital
tential of each student, the transition from learn- transformation of education contains similar compo-
ing and educating of all to learning and educating nents taking into account the specifics of the industry.
of everyone (personalized learning);
Figure 3 shows the generalized model of digital
• review of traditional business processes, inclusion transformation of education that is developed by the
of all stakeholder into this work (especially stu- authors.

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

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, 5. Personalized Learning (Inquiry Based Learning,
features of the educational process and the conditions Project Based Learning).
of using digital technologies to develop a modern ed- 6. Virtualization (virtual collaboration, virtual com-
ucational ecosystem. The brief description is below. munication, virtual presence).
Block “Processes”:
7. Analysis & Control.
1. Digital Strategy of Educational Institutions Devel-
opment (design, implementation). Block “People” transforms into block “Educa-
tors & Learners”:
2. Digitalization.
1. New Mindset (computational thinking, design
3. Organization. mindset, emotional intelligence, social intelli-
4. Optimization (paperless trend). gence, etc.).

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 Digital Transformation in Education: Model for Higher Educational Institutions

2. New Skills & Competences (digital skills & com- • pupils/students should master new digital tools to
petences, soft skills, media literacy, transdisci- increase the efficiency of their educational activi-
plinary competences). ties, and their digital competence needs develop-
ing;
3. Culture (innovation culture, change readiness,
attitudes & motivation for education; lifelong • teachers should master:
learning, non-formal learning, informal learning; (a) new digital tools to increase the efficiency of
agility). their professional activities;
4. New Relationship (partnership, leadership). (b) content, methods and forms of educational ac-
tivities that are transformed due to the impact
5. Personalization (personal learner profile, personal of new digital tools on various areas of human
learning environment, personal educator profile, activity;
personal teaching environment, individual needs (c) new digital tools that increase the efficiency of
etc.). the educational process, which is also chang-
6. Ubiquity. ing;
Block “Technologies” transforms into block • education leaders should master:
“Digital Technologies in Education”: (a) new digital tools that increase the efficiency of
their professional activities;
1. Use of New Digital Educational Tools (content
(b) digital tools that increase the efficiency of the
management systems, learning content manage-
organization of the changing educational pro-
ment systems, video conferencing tools, MOOCs,
cess.
digital assessment tools, mobile learning tools
& devices, Virtual Reality, Augmented Reality, Higher education systems and institutions are par-
Mixed Reality, 3D printing, robots in education, ticularly affected by digital transformation, which
gamification, internet platforms for educational can enable new services and provide new opportu-
needs etc.) nities for innovation and entrepreneurship. Higher
education institutions (HEIs) embracing digital tech-
2. Digital Technology Integration. nologies can become drivers of growth and develop-
3. Digital Environments (virtual campus, learning ment for their own ecosystems (OECD and European
environments, virtual spaces, virtual laboratories, Union, 2019).
virtual classes etc.). Impact of digital transformation and recent re-
search states that avoiding DT is not an option, and
4. Monitoring / Expertise of Using Technologies Ef-
that HEIs need to adapt to technological changes if
fectiveness.
they want to stay relevant (Wildan Zulfikar et al.,
5. Cybersecurity. 2018).
Implementing new technologies is inevitable, that
Block “Data”:
HEIs must obligatorily implement new technologies
1. Retrieval / Use. to be digitally relevant, and that the real challenge
is the right execution of available digital plans and
2. Data Mining (learner data, data-driven decisions).
strategies, engaging and empowering students, staff,
3. Data Security (backups, reliability). and the faculty in the process (Nguyen, 2018).
4. Data Analytics (learners monitoring, learners ac- However, now the main challenges for universities
tivity analytics etc.) today are:
• involvement of students into studying with the use
5. Big Data Storage. of modern methods,
Thus, the areas of developing the digital transfor- • providing teachers with more opportunities to ful-
mation of education are following: fil their potential,
• transformation of goals, content and correspond- • restructuring of the educational process,
ing methods and forms of educational activities, • optimization of university management and inter-
which are associated with the penetration of new nal processes.
digital tools in various areas of human activity;
The key point is the digital transformation, not the
• educational institutions have to master new digital creation of digital analogues of paper or other physi-
tools that increase the efficiency of the educational cal media and processes. To achieve this, it is neces-
process; sary to restructure all the processes in the university,

425
AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

starting from the educational process and ending with Q.: What processes in your opinion need to be
the formation of new thinking of all its participants. implemented for the digital transformation of educa-
According to the models developed above (fig- tion?
ures 2 and 3), we will consider the components that Survey responses on processes need to be imple-
will change within the process of digital transforma- mented for the digital transformation of education are
tion of higher education institution (figure 4). shown in figure 6 (multiple answers are possible, that
The main components of the proposed model in- is why the total responses can be more than 100%).
clude: Figure 6 are shown that the majority of respon-
• educational environment (taking into account dents considered the most important steps for im-
conditions of wide use of digital technologies plementing the digital transformation of education
there will be a virtualization of educational pro- are development of the digital educational environ-
cess, processes of communication, cooperation, ment (86%), development of the digital transforma-
and educational institution management); tion strategy of an educational institution (83%) and
digitalization of educational processes (66%).
• technology and tools used by teachers and stu- At the same time, almost half of the respondents
dents; also understand the importance of taking other steps
• conditions of teachers-students interaction within (introduction of paperless document management –
the digital environment; it is important to over- 47%, introduction of paperless (electronic) document
come the academic digital gap by developing management – 36%, data analysis with the use of the
professors’ digital skills, as students are already digital technology – 36%). Thus, most educators cor-
highly motivated to use digital learning tools; rectly understand the processes that need to be imple-
• management of university process and the internal mented for the digital transformation of education.
process in general.
To determine the educators’ awareness level in the Q.: Which of the following in your opinion can
field of digital transformation of education, as well result from the digital transformation of education?
as whether they are ready for these processes au- Survey responses on respondents opinion about
thors have conducted survey. The online survey was results from the digital transformation of education
elaborated (in Ukrainian) using Google Forms. 134 are shown in figure 7 (multiple answers are possi-
Ukrainian educators have taken part in the present re- ble, that is why the total responses can be more than
search (during December 2021). We guaranteed par- 100%):
ticipants that only anonymized data would be shared. As we can see from figure 7, the largest group of
The survey contained information about processes of respondents defines digital educational environment
digital transformation of education. The gained data as the main result from the digital transformation of
are presented in figures 5-9. education (81%). Other survey answers also show
that educators correctly appreciate the results of the
Q.: Which of the following in your opinion causes digital transformation of education in general, which
the digital transformation of education? corresponds to the models developed by the authors
Survey responses on the causes the digital trans- in figure 3 and figure 4.
formation of education are shown in figure 5 (multiple
answers are possible, that is why the total responses Q.: What teachers need to do to implement an
can be more than 100%): effective educational process under the conditions of
As we can see from figure 5, the largest group of the digital transformation in your opinion?
respondents defines of the digital technology impact Survey responses on respondents opinion about
(79%) and new requirements for the competence of what teachers need to do to implement an effective
specialists (62%) as the main causes the digital trans- educational process under the conditions of the digi-
formation of education. At the same time, about 48% tal transformation are shown in figure 8 (multiple an-
of educators suggest that emergence of new profes- swers are possible, that is why the total responses can
sions also impact on the digital transformation of ed- be more than 100%).
ucation. Figure 8 are shown that the largest group of re-
If compare these results with our previous re- spondents believes that teachers need to master new
search in (Morze and Strutynska, 2021) we can make digital tools (90%). At the same time, about 76% of
conclusion about increasing awareness level of the educators suggest that teachers need to master new
Ukrainian educators about processes of digital trans- teaching aids. Thus, this means that educators under-
formation of education. stand that to implement the digital transformation of

426
 Digital Transformation in Education: Model for Higher Educational Institutions

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 Figure 9 are shown the very similar results as an-
competence. swers in previous question (figure 8). That is the
largest group of respondents believes that students
Q.: What students need to do for studying under need to master new digital tools (78%). Also 71% of
the conditions of the digital transformation in your educators suggest that students need to change own
opinion? motivation for e-learning.
Survey responses on respondents opinion about Thus, an envisioned model in response to the im-
what what students need to do for studying under the pact of digital transformation (figure 4) can be used
conditions of the digital transformation are shown in as a roadmap for solutions for the digital transition to
figure 9 (multiple answers are possible, that is why an innovative model for the functioning of the modern
the total responses can be more than 100%). university.

427
AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

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 • defining requirements for digital competencies of

heads of educational institutions and educational
Thus, the result of the digital transformation of edu- policy makers;
cation is: • developing special innovative courses for heads
• creating a modern digital educational environ- of educational institutions, which provided them
ment to provide equal access to quality educa- with an understanding of the concept of digital
tional services and resources anywhere, anytime transformation of education and ways to ensure
and in order to improve the quality of education; its.
• digitalization of all components of the educational A number of important steps need to be taken at
process; the state, regional and local levels to implement all
• effective use of modern digital technologies and the abovementioned in Ukraine. We define them tak-
data through the development of digital skills and ing into account the analysis and synthesis of simi-
competencies of all education stakeholders; lar experience and researches (Hrynevych et al., 2020;
• formation of new competencies of the educational Strutynska, 2020; European Union, 2020; Sepúlveda,
process participants, i.e., competencies which are 2020; Morze et al., 2020).
necessary for a successful life in the digital soci- State-level measures are:
ety; • Creating a unified educational policy for the digi-

428
 Digital Transformation in Education: Model for Higher Educational Institutions

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. • Strengthening cooperation and exchange of expe-

rience in models of digital education implementa-
• Development of the necessary legal framework to
tion with EU countries, support of interstate coop-
ensure the digital transformation of education.
eration.
• Promoting the development of a highly efficient Regional-level measures are:
digital education ecosystem as a whole. • Equipping educational institutions with modern
• Development and approval of the digital compe- computer equipment, as well as broadband con-
tence standard of the country citizen, including nection of all educational institutions to the Inter-
the teaching employee with the corresponding cri- net, purchase of digital equipment, digital learn-
teria of estimation of digital competence forma- ing programs and platforms.
tion level. • Development of mechanisms for the implementa-

429
AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

tion of the digital competence standard of teach- HolonIQ (2020). Higher Education Digital Capability
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