Integrating ICT in libraries: adapting information services for future e-learning users

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 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 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 digital transformation in education systems has significantly reshaped traditional learning methodologies which used innovative pedagogies tools, and innovative practices. The transformation enhances accessibility, interactivity, and personalized learning experiences, enabling students to engage effectively regardless of geographical and socio-economic barriers. Digital tools which includes; virtual classrooms, learning management systems (LMS), artificial intelligence (AI)-driven assessments, and augmented reality (AR), foster interactive and educational environments. It further addresses the challenges related to digital inequalities, privacy concerns, and teacher readiness. Findings suggest that a balanced integration of technology, supported by adequate infrastructure, professional development, and inclusive policies, maximizes educational effectiveness. The study concludes by emphasizing the importance of strategic planning and stakeholder collaboration to fully harness the potential of digital transformation in education.

The rapid digital transformation in education, particularly accelerated by the COVID-19 pandemic, has significantly altered learning systems worldwide, including in Indonesia. One of the most adaptive strategies emerging from this shift is mobile learning, which utilizes portable digital devices to support remote learning processes. However, its effectiveness relies not solely on the availability of technology but on how well mobile media are managed. This study aims to examine the role and strategies of mobile learning media management in enhancing the effectiveness of distance learning in the digital age. The research employs a qualitative approach using a literature review method. Data were obtained from ten selected academic articles published between 2019 and 2025, drawn from accredited journals and relevant educational studies. The results indicate that mobile learning becomes significantly more effective when supported by strategic media management. This includes designing mobile-friendly learning content, utilizing interactive platforms such as LMS (Learning Management System), and providing teacher training to ensure pedagogical coherence. Furthermore, the findings highlight the importance of adaptive management that considers the diversity of student backgrounds, digital divides, and regional limitations in connectivity. In addition to promoting learning effectiveness, proper media management fosters student engagement, motivation, and inclusivity. The study concludes that mobile learning media, when managed systematically and pedagogically, serve as not only content delivery tools but integral components of a modern, flexible, and equitable educational system.

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 digital age has brought about a completely different way of providing library services resulting in the development of new services. This study assessed the challenges of effective implementation of information and communication technology (ICT) in polytechnics and colleges of education libraries in Delta State. Descriptive survey research design was used for this study; data was collected by means of a questionnaire from thirty-nine (39) librarians of six (6) academic libraries in polytechnics and colleges of education in Delta State. The study revealed that the academic libraries under review is face with the following challenges in implementing ICT policy, thus, unreliable power supply, inadequate funding, shortage of manpower, lack of information and computer literacy skill among librarians. The study concluded that information and computer literacy skills are vital for the proper implementation of ICT in libraries for better information service delivery and therefore recommended that library administrators should introduce and organize different ICT training programmers for librarians at regular interval and federal government should provide adequate funding for ICT implementation.

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.

This study explores the implementation strategies of Information and Communication Technology (ICT)-based learning management at State Elementary School 19 Palembang. The research aims to analyze how planning, organizing, implementation, and evaluation of ICT-based learning contribute to improving learning effectiveness in primary education. Using a qualitative descriptive approach, data were collected through interviews, observations, and documentation involving school principals, teachers, and students. The findings reveal that ICT integration was strategically planned through digital infrastructure development, teacher capacity-building programs, and the adoption of interactive learning applications. The implementation phase combined traditional and digital learning methods to enhance student engagement and motivation. Despite limited teacher competence and inadequate technical support, the school demonstrated adaptive management and collaborative problem-solving. The study underscores that effective ICT-based learning management fosters innovation, supports the development of digital pedagogy, and promotes active learning environments in elementary schools. This research provides a practical model for school leaders and policymakers to strengthen digital transformation in education, particularly in resource-constrained contexts

The article discusses the relevance of digital transformation in the learning process in higher educational institutions. The authors of the article have identified the problem of digital transformation of higher education and established contradictions between the continuous increase in the requirement for the availability of various forms of education (blended, hybrid, distance learning) and the quality of professional training of students. The authors have identified the main problems associated with transformation in the field of modern education: the phenomenon of «clip thinking», the crisis of text culture. The purpose of the research is to identify the pros and cons of digital education at a university by analyzing the use of digital technologies in the design of new educational material. The method of theoretical analysis and pedagogical modeling have been used in the research. The authors have concluded that teachers have an ambiguous attitude towards digitalization in Pedagogy: on the one hand, it negatively affects the education system, on the other, on the contrary, it has a positive effect. In conclusion, the results of the study have shown that teaching students general academic skills in the context of the digital transformation of a university environment will improve the quality of the learning process and significantly improve the professional preparation of students.

Digital transformation in education has become a global phenomenon that offers significant opportunities and challenges, especially in the era of artificial intelligence (AI). This research uses a Systematic Literature Review (SLR) approach to explore the challenges and opportunities of digital technology integration in education. The study results show that AI has great potential in improving learning personalization, operational efficiency, and accessibility of education. In addition, AI-based data analytics enable adaptive curriculum design that is relevant to students' individual needs. However, digital transformation also faces major challenges, such as the digital divide, lack of technological competence among educators, and privacy and ethical issues in managing student data.

The development of the direction of digital transformation in education opens up prospects and new opportunities for the development of traditional education, designed to provide assistance, scientifi c and methodological support to subjects of education when introducing various kinds of innovations. The article shows the features of regional methodological services, the main problems and prospects of development in digital transformation in education. Methodological foundations of the research were the general scientifi c approaches: systemic, socio-logical, activity–based and modern methodologies of ecosystem, cluster, metacompetence approaches. Methodological principles that defi ne the requirements for methodological support of teachers, for work with children in the world of digitalization, such as systematic measures to support all subjects of education; orientation to the result, voluntariness, and accessibility are highlighted. The leading principles are openness and targeting, as they make it possible to attract leaders.

Against the backdrop of the accelerating digital transformation in education, school counseling services are encountering increasing demands for enhanced professional competencies among practitioners. This study aims to examine the current state of school counseling competencies among undergraduate students majoring in Social Work at Hung Vuong University within the context of digital transformation. A quantitative research design was employed, using a questionnaire-based survey administered to a sample of 90 Social Work students. The measurement instrument comprised 22 observed items across five competency domains: (1) professional awareness and disciplinary knowledge; (2) school counseling skills; (3) professional ethics and professional attitudes; (4) digital technology competence; and (5) self-assessment and professional development competence. Data were analyzed using descriptive statistics, Cronbach’s Alpha for reliability testing, independent-samples t-tests, and Pearson correlation analysis. The findings reveal that students’ overall school counseling competence was at a moderately high level (M = 3.40/5). Stronger performance was observed in the domain of professional ethics and attitudes, whereas notable limitations were identified in school counseling skills, self-assessment and professional development competence, and digital technology competence. The competency domains demonstrated moderate to relatively strong positive correlations. These results underscore the necessity of integrated and competency-based training approaches to strengthen school counseling competencies among Social Work students in response to the demands of digital transformation in education.

Digital transformation of education and science puts forward new requirements for training of graduate and doctoral students, in particular for development of informational and analytical competence. It is described in international documents governing scientific field. Analysis of digital systems and consideration of their services allows us to say that their existing list and functionality can be used to develop informational and research competence of postgraduate and doctoral students. It is confirmed that important role in development of informational and research competencies of postgraduate and doctoral students is given to digital technologies, in particular, to digital open systems. Their use contributes to improving and expanding opportunities in research, presentation of research results and image of the researcher and institution. Digital society requirements to informational and research competence of postgraduate and doctoral students are defined and described. They include: readiness and ability to carry out research activities; ability to search and select necessary information and data, their transformation, storage and transmission using digital technologies; ability to critically evaluate found information (check their accuracy, timeliness, expediency); ability to perform scientific research (organization, planning, conducting) with use of digital technologies. Course of experimental work is presented; the obtained results are given and their interpretation is carried out. Fisher's angular transformation was applied in order to confirm reliability of obtained results of experimental study. Experimental verification of the proposed methodological system of using digital systems in postgraduate and doctoral students training, aimed at the development of information and research competence confirmed its effectiveness and pedagogical feasibility.