Examination of the current state of digital transformation and innovation in political education in Vietnamese universities indicates that digital technologies contribute significantly to enhancing student engagement, facilitating interactive learning environments, diversifying teaching methods, and promoting personalized learning experiences.
Abstract
The Fourth Industrial Revolution and the rapid development of digital technologies have fundamentally transformed higher education systems worldwide. In Vietnam, digital transformation has become a strategic priority in educational reform, aiming to improve teaching quality, learning experiences, and institutional governance. Political education, which plays a critical role in cultivating political awareness, civic responsibility, and ideological orientation among university students, is also experiencing significant changes under the influence of digital technologies. However, the implementation of digital transformation in political education remains uneven due to limitations in digital infrastructure, pedagogical innovation, digital competencies of lecturers, and the availability of digital learning resources. This paper examines the current state of digital transformation and innovation in political education in Vietnamese universities. Using a qualitative approach based on document analysis and a systematic review of national policies and recent studies, the study identifies key opportunities and challenges associated with digital transformation in political education. The findings indicate that digital technologies contribute significantly to enhancing student engagement, facilitating interactive learning environments, diversifying teaching methods, and promoting personalized learning experiences. Nevertheless, several barriers continue to hinder effective implementation, including inadequate technological infrastructure, insufficient digital pedagogical competencies among lecturers, cybersecurity concerns, and the lack of high-quality digital content specifically designed for political education. The study proposes policy implications focusing on strengthening digital infrastructure, improving lecturers’ digital competencies, developing digital learning resources, promoting blended learning models, and establishing comprehensive policies to support sustainabl
The findings suggest that successful digital transformation depends on visionary leadership, continuous professional development, stakeholder collaboration, and adaptive policy frameworks capable of responding to rapid technological evolution.
Gerasimos Kalogeratos, Eleni Anastasopoulou, Triada Kapota et al.· International Journal of Adv...· 0 citations
The development of online education in the context of the Covid-19 pandemic has had a profound impact on Vietnam’s education system, particularly by expanding access to learning opportunities and increasing flexibility for students across different regions and socio-economic backgrounds. During this period, online education has continuously evolved and improved in order to respond to the rapidly growing demand for learning and research within society. The foundation of this transformation lies in the broader trend of digital transformation, which has significantly reshaped teaching methodologies, learning environments, administrative processes, and institutional governance in higher education institutions. Digital transformation not only strengthens technological infrastructure and enhances interactive teaching and learning experiences, but also influences universities’ social responsibility and the overall quality of educational services delivered to students. In parallel, university social responsibility contributes to shaping service quality by emphasizing accountability, transparency, community engagement, and sustainable development. These interconnected factors—digital transformation, service quality, and university social responsibility—are closely related and collectively enhance student satisfaction. Student satisfaction, in turn, plays a crucial mediating role in influencing learners’ intention to continue choosing online education for their academic advancement and research activities. The objective of this study is to explore and synthesize both domestic and international research related to online education within private universities, with a specific focus on examining the impacts of digital transformation, service quality, and university social responsibility on students’ intention to continue online learning. Through a comprehensive literature review, the study aims to identify existing research gaps, propose relevant research hypotheses, and develop a conceptual research model. The findings are expected to provide a theoretical foundation and practical managerial implications to improve student satisfaction, strengthen online program management, and support the sustainable development of online education in private higher education institutions in Vietnam.
Quoc Thang Le, Thanh Tiep Le· VNUHCM Journal of Economics,...· 0 citations
Digital transformation in education is one of the key challenges facing contemporary education systems, driving significant transformations in teaching, learning, and organizational governance. Therefore, teachers' digital competence is a strategic element for ensuring the successful implementation of technologies in educational practice and creating an innovative, inclusive, and sustainable learning environment. However, in Ecuador, significant digital knowledge gaps persist regarding connectivity, technological resources, and teacher training, particularly in regions with more pronounced social disadvantage and greater territorial divisions (such as the province of Esmeraldas). This study seeks to investigate teachers' digital competence as a strategic catalyst in the digital transformation processes of mission-based institutions in Esmeraldas. To this end, a systematic literature review was conducted according to the PRISMA guidelines, using data available through the Scopus, Web of Science, ERIC, SciELO, and Dialnet databases. With this approach, our selection of documents facilitated the identification and analysis of research on teachers' digital competence and pedagogical innovations and educational inclusion, as well as digital leadership and educational transformation. The findings suggest that teachers' digital competence is a critical construct that underpins pedagogical innovation, improves educational inclusion, and contributes to institutional digital cultures that support lifelong learning. They also identified challenges related to technological infrastructure, teacher training, institutional leadership, and closing the digital divide. As one of the main contributions of evidence, we present the Educational Transformation Model Based on Teacher Digital Competence (MTE-CDD), where teaching vocation, digital competence, pedagogical innovation, educational inclusion, and institutional digital culture are the structural elements for achieving sustainable educational transformation in a context like Esmeraldas.
Alma Delia Sánchez Rodríguez, Teresa Isabel Mina Quiñónez, D. C. Sánchez Rodríguez et al.· Ibero-American Journal of Ed...· 0 citations
Higher education is currently undergoing major changes due to digital transformation despite the different levels of implementation across social and institutional contexts. This paper investigates how digital transformation connects to finance, institutional communication, and academic diplomacy using a comparative approach based on two cases of study: Hassan II University of Casablanca, Morocco and the Central University of Finance and Economics (CUFE) in People’s Republic of China. From an intersectional political-economy perspective, the research aims to assess how institutional differences impact both participation and access to digitally mediated higher education. Using a mixed-methods design, combining surveys and interviews, the findings demonstrate that digital transformation does not lead to reduced inequality; rather, its outcomes are affected by the interaction of political economy, funding structures, institutional capacity, and the complexity of the lived experience of students and faculty.
Douae Serraf, Khalil Nait Bouzid· Journal of Interdisciplinary...· 0 citations
Digital transformation is an important part of higher education in the global context. Although Nepal is able to adopt e-learning technology, many educational institutions continue to experience challenges related to institutional readiness, technological infrastructure, and human capacity. This article employs an integrative literature review to test the factors, including the e-learning movement in Nepalese higher studies. With the help of a research query addressing institutional, technological, and human willingness, the article synthesizes evidence from the latest literature published between 2019 and 2024. The finding shows that these three dimensions are highly integrated, which determines the success of digital transformation. Poor governance, lack of ICT structure, fewer digital competencies, and less institutional support hinder long-term sustainable implementation. This study also concludes that a strong policy framework, funding for digital infrastructure, and producing capable manpower help to form proper digital transformation in Nepal’s higher education system. The result can guide policymakers, university leaders, and researchers to strengthen digital willingness and support long-term education development.
S. Kc· Dhaulagiri Journal of Contem...· 0 citations
This study explored the challenges and opportunities associated with digital transformation in academic and administrative work at Bolgatanga Technical University, Ghana. Anchored on the Technology Acceptance Model, it employed a qualitative case study design to examine staff experiences of digital transformation. Purposive sampling selected academic staff, administrative staff, ICT personnel, and management members involved in digital platform implementation. Data were collected through semi-structured interviews, participant observation, and document analysis and analyzed thematically. Findings revealed inadequate ICT infrastructure, unreliable internet connectivity, limited technical support, digital skills gaps, and resistance to technological change as major barriers. Despite these challenges, digital transformation offered opportunities to improve teaching, learning, communication, data management, and institutional governance. The study recommends sustained digital literacy training for staff and increased investment in ICT infrastructure and technical support. Findings contribute to scholarship on digital transformation in higher education and inform policymakers, university administrators, and stakeholders seeking effective technology adoption.
B. Adombilla, S. Akapule· Journal of Policy and Develo...· 0 citations
