The role of Institutional Capacity and Digital Transformation in Higher Education Policy Implementation: A Mixed-Methods Study from Bangladesh

Abstract

Digital transformation is revamping education systems via technology transfers, better governance and discursive practices within institutions. Nevertheless, meaningful education change inherently requires institutional capability to implement, support and sustain the wide-spanning changes which emerge in a technologically advanced system. This research focuses on examining how institutional capacity plays a pivotal role in the implementation of education policy considering the process of digital transformation in Bangladesh education system. The study adopted a mixed-methods research approach while quantitative survey of 384 respondents was used with qualitative interviews to investigate the experiences and perceptions of institutional stakeholder. It was determined that quantitative data were assessed with the help of SPSS version 29 using descriptive analysis, Pearson correlation and multiple regression. Multivariate analyses showed significant positive associations between all four institutional capacity dimensions, digital transformation and education policy implementation. The strongest predictors of policy implementation effectiveness, ICT infrastructure, digital transformation and leadership capacity accounted for 64.3% of the variance discussed. The qualitative findings emphasized on the leadership commitment, human resources skillset, financial support, coordination and digital competences. The findings have significant implications for the governance, equity and effectiveness of digitally transformed education systems in Bangladesh.