Digitalization, organizational change, and human resource management at the Immigration Polytechnic

Background: Digital transformation refers to applying digital technology in various fields of society. In the last 5 years, digital transformation has spread to most areas of social life, including education. However, research on digital transformation in education is still fragmented. Objectives: The aim of the study was to present a comprehensive review of studies on digital transformation in education using bibliometric analysis. Methods: We searched the Scopus database from inception to 1 January 2023 using the search terms ‘digital transformation’ AND ‘education’ within abstracts, keywords, or titles of journal articles or conference papers written in English. The retrieved articles were analysed using VOSviewer and Biblioshiny tools. Results: A total of 1329 relevant studies were retrieved. Although the first paper in this field was published in 1999, the number of publications has increased rapidly only in the past 4 years. The most influential countries in this field are the developed countries (Russian Federation, Germany, and the United States), but scholars from the developing countries (Indonesia and Thailand) are among the most productive. Papers on digital transformation are frequently published in journals with lower rankings within the Scopus database. Using VOSviewer for keyword co-occurrence analysis, we classified the research topics related to digital transformation in educa-tion into four main groups: digital transformation in higher education under the impact of the coronavirus disease pandemic 2019 pandemic, applying the technolo-gies of the Fourth Industrial Revolution to education, digitization and digital compe-tence in education in the context of digital transformation, and learning forms using technology (for example, e-learning, m-learning, and blended learning) in higher-education institutions. Conclusions: Four research trends related to digital transformation in education were identified. These trends may also change as digital transformation continues to develop.

Digital transformation in education has become a global priority, and Vietnam is no exception in its pursuit of integrating technology into the educational sector. This study examines the current state of digital transformation in Vietnam's education system, exploring its opportunities, challenges, and proposing strategic solutions for sustainable development. Using a mixed-methods approach, the research collected data from 350 participants, including teachers, students, and educational experts across various regions. The findings indicate a significant digital divide between urban and rural areas, with urban educators benefiting from better access to digital tools and resources, while rural counterparts face challenges such as inadequate infrastructure and limited technological support. This disparity affects the overall effectiveness of digital integration in education, particularly in ensuring equal opportunities for all students. The study also identifies the necessity of targeted professional development programs to enhance teachers’ digital literacy, which plays a vital role in improving student engagement and performance. To address these challenges, the research proposes several actionable strategies. These include prioritizing investments in digital infrastructure for rural schools, designing customized training programs for educators to improve their technological proficiency, and implementing policies to ensure equitable access to digital tools across all regions. These initiatives aim to bridge the digital divide and foster an inclusive educational environment. By adopting these measures, Vietnam can create a more equitable and effective education system, preparing students with the skills needed to thrive in the digital age. This transformation will not only benefit the education sector but also contribute to the country’s broader socio-economic development.

The paper aims to analyze the digital transformation process’s defining elements in the COVID-19 crisis. Starting from our main objective, which consists of a critical analysis of the defining elements of the digital transformation process in the conditions of the COVID-19 crisis, we formulate the following specific objectives: to analyze the contribution of external organizational factors to put into practice the new opportunities created by the organization’s digital transformation; to evaluate the impact of digital competencies on the digital transformation of organizations; and to analyze the role of new technologies in developing digital competencies. We used the partial least squares structural equation modeling (PLS-SEM) and the bootstrapped method to evaluate the model fit, and the model was tested by SmartPLS4 software. Our research is based on information from 203 employees with authority for decision making about the digital transformation strategy in their organizations undergoing a digital transformation process. Our findings revealed that organizations, regardless of size, profile, or field of activity, are affected by changes induced by new technologies and the crisis generated by COVID-19. Therefore, formulating a digital transformation strategy must aim to minimize the risks of obsolescence and maximize the results from exploiting new digital resources. However, our results do not prove that COVID-19 crises directly and positively influence the development of digital competencies. This leads us to conclude that developing these competencies is a continuous process unaffected by disruptive factors such as crises. Instead, the development of digital competencies is influenced by new technologies. Therefore, the COVID-19 crisis directly and positively influences organizations’ developing and implementing a digital transformation strategy and new technologies. The theoretical contribution of our research consists of an explanation of the role of perturbator factors, such as the crisis generated by COVID-19, in developing digital competencies and improving digital transformation. The practical contributions are dedicated to managers that should have a different approach to the negative phenomena that will be considered catalytic factors of the digital transformation and disruptive factors of the organizational climate.

PurposeIn the context of the digital economy, information technology (IT) investment has become a necessary way for enterprises to transform digitally. However, why and how IT investment can enhance digital transformation is lacking in the literature. Based on the resource-based view (RBV), this study explored the impact mechanism of IT infrastructure on the digital transformation of enterprises from the perspective of the digital transformation strategy. Further, this study examined the moderating role of top management on the relationships between IT infrastructure and digital transformation strategy and between digital transformation strategy and enterprise's digital transformation.Design/methodology/approachThrough a questionnaire survey of Chinese enterprises, 180 sample data were collected, and the partial least squares-structural equation modeling (PLS-SEM) method was used to test the hypothesis.FindingsDigital transformation strategy fully mediates the relationship between IT infrastructure and enterprise digital transformation. Furthermore, top management has a significant positive moderating effect on the relationship between IT infrastructure and digital transformation strategy, as well as the relationship between digital transformation strategy and digital transformation.Originality/valueThis study explores the moderating role of top management in the relationship between IT and enterprise performance, as well as the mediating role of digital transformation strategy in the relationship between IT infrastructure investment and digital transformation performance. As a result, the study adds significantly to the body of knowledge on IT business value, digital transformation and strategic management. The authors' findings can help update managers' perceptions of IT value and provide theoretical guidance on deriving digital transformation performance from IT infrastructure investments.

Digitalization has profoundly transformed the organizational processes,activities, experiences and teaching-learning models to fully persuade theshifts and prospects of a blend of digital technologies and their elevatingeffects across whole education sector in an ordered, strategic andhighlighted way. Teacher education is highly influenced by the digitaltransformation globally. In Pakistan, it is imperative to digitallytransform teacher education so that by overcoming the current prevailingchallenges. Digital divide is one of the biggest challenges predominatedin teacher education which necessitates to be bridged for meetinglearning needs of prospective teachers. This research study wasconducted to analyze the need and ways to bring digital transformation inteacher education by bridging the digital divide between teachereducators and prospective teaches. The study was descriptive in naturewhich followed quantitative method whereas sample of this studycomprised of prospective teachers and teacher educators from educationdepartments of three universities of Lahore. The study revealed that thereis a dire need to bring digital transformation in teacher education, whilethere exists a prominent digital divide where prospective teachers arecomparatively more superior in digital competencies and digital literacy.It was also found that digital transformation and digital divide are closelyrelated and occurrence of digital transformation is dependent uponapplying strategies to bridge digital divide. The study suggests that ifteacher education institutions employ some digital divide-bridging strategies like e-Training, digitization of curriculum, enhancing digital infrastructure and devising digital strategies, it is possible to beget digital transformation in teacher education.

The contemporary system of sociological education undergoes all processes of digital transformation; therefore, the key challenges to the teaching community and risks associated with new functions and a decrease in the quality of education require serious rethinking in the context of digital transformation. Moreover, the tasks of identifying the capabilities of EdTech and constructive ways of using them in sociological education are also updated. The article considers the trends in the development of EdTech in education and conditions, technologies and directions for its use in sociological education. The empirical basis of the article is the results of sociological research conducted by international and Russian organizations on the use and development prospects of EdTech. The introduction and use of technologies in the education system determine the task of developing a new digital infrastructure and of the corresponding training/retraining of teaching staff. On the other hand, the education system should respond to students’ requests for emotional inclusion, support, psychological well-being and pedagogy of care in the digitally mediated environment. The author argues that the key tasks to be solved under the introduction of EdTech into sociological education are as follows: formation of a meaningful approach to the use of technology by all participants of the educational process; training in new methods for the analysis of transforming social reality; identification of legitimate ways to use artificial intelligence in education and research. The article emphasizes the dynamism of digital transformation in education, which determines the need for monitoring research and for a comprehensive (infrastructural, personnel, content) digital transformation strategy taking into account the features of educational programs.

Against the backdrop of the deep integration of intelligent digital technologies—such as artificial intelligence, big data, and cloud computing—the digital transformation of education has emerged as a core driver for paradigm shifts in higher education. Focusing on simulation-based experimental teaching in economics and management disciplines, this study examines the ongoing transition of experimental teaching from a “tool-assisted” approach to a “data- and intelligence-driven infrastructure.” It further highlights the necessity of this transformation in aligning with national digital economy strategies, reshaping pedagogical paradigms, and advancing assessment reform.In response to prevailing challenges—including the “island effect” in resource allocation, misalignment between teaching content and digital-intelligent logic, deficiencies in faculty digital competencies, and the lagging development of evaluation systems—this study proposes a systematic reform framework. Specifically, four key pathways are advanced: (1) structural reconfiguration through the construction of digitally empowered “virtual–physical integrated” experimental platforms; (2) content reconstruction by developing interdisciplinary experimental systems that integrate business operations, finance, and data analytics (“business–finance–data” integration); (3) faculty empowerment via a competency-driven support mechanism facilitating role transformation; and (4) governance upgrading through the innovation of process-oriented, full-cycle evaluation models.The findings indicate that the proposed reform pathways can effectively address the mismatch between educational supply and industry demand, significantly enhance students’ digital competencies and higher-order decision-making capabilities in complex business environments, and provide robust practical support for cultivating high-quality, interdisciplinary talents in economics and management who are well-adapted to the demands of the digital economy .

The outbreak and spread of COVID-19 have directly impacted public health systems and government finances, causing great losses to the economy. The effect of COVID-19 has been such that it is leading many corporations from various sectors to bankruptcy. Faced with this framework, universities must respond, adapt and make decisions to maintain them and overcome the crisis stage, that is, to become a resilient institution.Focusing on digitalization, recently it has become a fundamental and strategic activity for the performance of higher education institutions where universities have been forced to immerse themselves in innovative initiatives that allow them to promote their growth. In this way, the pandemic has led companies, and particularly higher education institutions, to reinvent themselves through digital transformation.Currently, universities have great opportunities at hand through digitalization. Recently, COVID-19 restrictions, regulations, and the capacity to release staff time for mandatory training were drivers for this project. In this regard, digitalization in higher education institutions is still a controversial issue within the academic community and poses some unique challenges for educational leaders and managers. The distinctive nature of higher education institutions results in a complex influence on the digital transformation in education. But evidence has shown that a crisis can act as either a catalyst of or an inhibitor to innovation in higher education institutions, and therefore the crisis context and resulting strategic responses create important and interesting questions for educational scholars. Even though its importance, there are few studies that focus on the effect of COVID-19 in higher education institutions.This study contributes to the growing literature on how higher education institutions innovate in times of the unique crisis produced by COVID-19 analysing: 1) the leader and manager profile in higher education institutions, 2) the type, private or public character of the institutions, and 3) the pandemic impact. We shed light on the confusing and puzzle findings in the literature regarding the profile and personal status of leaders and managers in higher education institutions, together with evidence on the unequal impact on digitalization at universities. The authors conducted an exploratory research through interview method to 81 leaders and managers focusing on Latin American institutions from September 1 to October 30 at 2020 matching procedures to test the hypotheses. With the aim to measure the digital transformation in higher education in times of crisis in Latin America, the data collection was divided into two separate consultations: (1) leaders in higher education institutions, and (2) representatives across the institution (that is, comprehensive consultation) because they could facilitate information from as many different sectors as possible within institutions involved in activities related to digital transformation.For this, after reviewing the literature, we will present our theoretical framework and analysis of the hypotheses being tested in our study. We describe the variables used in our analysis in the data and variables section. Next, we present the empirical method used and the results. Finally, in the Discussion section we discuss the main findings and their implications. Also, in the Conclusion section, we summary the main ideas of our paper.

The latest state of digital transformation in education has become a significant research topic due to the increasing role of technology in all aspects of life. Education is an area that has been heavily affected by technological advancements, and studies have shown that it has influenced the way students learn, and how teachers teach. The research on the state of digital transformation in education can help develop strategies and approaches that allow for the effective and efficient use of technology in education. In this chapter of the book, the findings of a study conducted in Turkey and designed in the basic qualitative research pattern are shared. This research reveals the extent to which digital transformation in textbooks, one of the fundamental elements of education, and teachers' adaptation to digital transformation through document analysis and interview methods.

the modern education system, closely interacting with all areas and sectors of the economy, dynamically responds to any changes and takes us to a new stage of development - the stage of universal digitalization. The change in Federal State Educational Standards, a new concept for the development and implementation of educational programs, taking into account the requirements of professional standards and the requests of employers, determine the need for training specialists with complex competencies. These problems can be solved with the help of the digital transformation of higher education. This article is devoted to the digital transformation of higher education. It considers the concepts of “informatization”, “digitalization”, “digital transformation of education”. The main directions of digital transformation of higher education are analyzed. It is necessary to update the educational process in accordance with the new requirements and norms, specifications, quality indicators and improve the ICT competence of university teachers. Digitalization is not only the conversion of existing data and applied processes into digital form and the creation of electronic copies of textbooks, but also the use of digital technologies, electronic resources, digital educational platforms, virtual and augmented reality, artificial intelligence, etc. All this changes thinking, forms and methods of work, allows you to actively introduce digital technologies into the educational process, which are not just a new information tool for solving problems, but a new environment and ways of thinking. To be competitive in the information society, it is necessary to be able to create and apply information using digital technologies.

The digital transformation of education has become the theme of the world’s education reform. The United States and France attach great importance to the construction of ecosystems in the digital transformation of education, and the both have made remarkable progress in the digital transformation of education. The article constructs an analysis framework, based on the theory of innovative ecosystems, for analyzing the content digital transformation of education from macro, meso, and micro levels. It extracts the paths for the construction of digital ecosystems in education in both countries, including setting the value orientation of digital transformation in education, improving the technological ecological construction of digital transformation in education, and leveraging the role of the educational ecosystem.

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. Received: 15 April 2024 | Revised: 6 June 2024 | Accepted: 2 September 2024 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data that support the findings of this study are openly available in SLR Data selection and extraction.xlsx. Author Contribution Statement María Luisa Nieto-Taborda: Conceptualization, Methodology, Validation, Investigation, Data curation, Writing - original draft, Writing - review & editing, Visualization. Rocci Luppicini: Conceptualization, Validation, Writing - review & editing, Supervision.

The world around us is changing. The workforce is changing rapidly. The pandemic and the war have drastically shortened the business path to remote and hybrid work models. The advent of technology and data makes personnel management easy and more complex at one time. Business processes of personnel management are undergoing significant changes under the influence of digitalization. For this transformation to be manageable and meet organizational needs, digital HR strategy formation is necessary. Theoretical understanding and modernization of context defining the new challenges of the digital HR transformation, its stages, components and elements, and the development of a digital HR strategy for the transformation of personnel management are necessary. The article is devoted to the study of the paradigm of digital HR strategy forming, namely: concepts, components, principles, and stages of its forming in organizations. The relationship between the concepts of digital HR transformation and digital HR strategy is substantiated. Vectors and stages of digital HR transformation are highlighted. The components of the digital HR transformation are summarized and characterized, and the components of the digital HR strategy are selected based on them. The introduction of new HR technologies must be supported by a digital HR strategy, which is a detailed plan for the digital transformation of personnel management. To sustain the digital transformation of HR management, companies need a clear digital HR strategy that will involve a strategic rethinking of the use of digital HR technologies to increase business value; rules for forming and implementing a digital HR strategy. The software has enormous potential, but it is important to approach the choice strategically. Any investment in new technology should be tied to specific company goals and have a detailed deployment plan. Modern business tasks cannot be solved using outdated solutions, so traditional sets of HR competencies will not be sufficient; they need to be updated to include new means of communication and critical analysis. In addition, HR teams cannot and should not allow others to make important technological decisions for them, impose on them solutions that are not designed specifically to solve the problems of personnel management of a specific business environment; and, instead, take the initiative to develop and implement a digital HR strategy.

Digital transformation in education has become a critical response to the demands of the increasingly technology-driven era. This article aims to examine and compare the implementation of learning technologies in Indonesia and Japan—two countries with distinct cultural, infrastructural, and educational policy backgrounds. Employing a qualitative descriptive approach, this study utilizes literature review and secondary data analysis to explore how each country integrates digital tools into its educational systems. The findings reveal that Japan has systematically implemented digital learning through strong infrastructure, government support, and continuous teacher training programs. In contrast, Indonesia still faces challenges such as technological access gaps, uneven digital literacy, and limited infrastructure, particularly in rural areas. Nevertheless, Indonesia’s ongoing initiatives, such as the Merdeka Belajar program and national e-learning platforms, reflect promising progress. This study suggests that international collaboration, strategic planning, and local capacity development are essential to accelerate equitable and sustainable digital transformation in Indonesia’s education sector

Problem and goal. Digital transformation in education requires a new approach to traditional teaching methods and leads to an accelerated change in methods and forms of education. The study and selection of the possibilities of effective networked environments in the creation of digital educational content today is becoming one of the main needs for educators. This highlighted the need for highly qualified educators who have developed digital competencies and lifelong learning skills that creatively combine continuous professional growth. In this regard, it is important to determine the methodological foundations for the formation of digital competence of teachers. The purpose of the study is to concretize the features of methodological approaches to the formation of teachers digital competence. Methodology. General theoretical research methods were used: study and analysis of theoretical literature data; systemic structural analysis; concretization of the role of approaches to the formation of digital competence of teachers. The analysis of the features of methodological approaches to the formation of digital competence of teachers. Results. The research deals with the problem of the formation of digital competence of teachers. It is shown that the need for the development of digital competence is touched upon in many scientific works, but is not sufficiently disclosed in domestic scientific and practical research. The systematic, activity-based, axiological, personality-oriented approaches to the formation of digital competence is presented. Based on the analysis of the relevant literature, the advantages of the selected approaches in the formation of digital competencies of teachers, their main characteristics were identified. Conclusion. The approaches used as the methodological basis of the research, not only do not contradict each other, but also complement each other, act as a basis for constructing a concept and a structural-meaningful model of the formation of the teachers digital competence.