Prelims

Half Title Page

Digital Transformation in Higher Education, Part A

Series Title Page

Emerald Studies in Active and Transformative Learning in Higher Education

Series Editor: Miltiadis D. Lytras, College of Engineering, Effat University, Jeddah, Kingdom of Saudi Arabia

Filling a significant gap in the body of knowledge related to the emerging agenda of active and transformative learning strategies, Emerald Studies in Active and Transformative Learning in Higher Education is a helpful resource for policymakers, curriculum designers, and school leaders aiming to develop value-based strategies for promoting quality education with an emphasis on active and transformative learning techniques.

Title Page

Digital Transformation in Higher Education, Part A: Best Practices and Challenges

Edited by

Miltiadis D. Lytras

Effat University, Saudi Arabia

Andreea Claudia Serban

Bucharest University of Economic Studies, Romania

Afnan Alkhaldi

Arab Open University, Kuwait

Sawsan Malik

Arab Open University, Kuwait

And

Tahani Aldosemani

Prince Sattam bin Abdulaziz University, Saudi Arabia

United Kingdom – North America – Japan – India – Malaysia – China

Copyright Page

Emerald Publishing Limited

Emerald Publishing, Floor 5, Northspring, 21-23 Wellington Street, Leeds LS1 4DL

First edition 2024

Editorial matter and selection © 2024 Miltiadis D. Lytras, Andreea Claudia Serban, Afnan Alkhaldi, Sawsan Malik and Tahani Aldosemani.

Individual chapters © 2024 The authors.

Published under exclusive licence by Emerald Publishing Limited.

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A catalogue record for this book is available from the British Library

ISBN: 978-1-83549-481-3 (Print)

ISBN: 978-1-83549-480-6 (Online)

ISBN: 978-1-83549-482-0 (Epub)

Dedication

This volume is specifically devoted to the individuals who possess exceptional foresight and are at the forefront of implementing and advancing the process of converting traditional education into a digital format within the higher education sector. This work pays tribute to those who successfully combine traditional teaching methods with cutting-edge artificial intelligence as we approach a transformative technological era in education. It is dedicated to educators, students, and leaders who have the courage to innovate and create conditions where technology enhances learning and human potential. May it serve as inspiration to continue the path toward a future where education transcends boundaries and promotes global understanding and cooperation.

About the Editors

Miltiadis D. Lytras is an expert in advanced computer science and management, editor, lecturer, and research consultant, with extensive experience in academia and the business sector in Europe and Asia. Dr Lytras is a Research Professor at Deree College – The American College of Greece and a Distinguished Scientist at the King Abdulaziz University, Jeddah, Kingdom of Saudi Arabia. Dr Lytras is a world-class expert in the fields of cognitive computing, information systems, technology enabled innovation, social networks, computers in human behavior, and knowledge management. In his work, Dr Lytras seeks to bring together and exploit synergies among scholars and experts committed to enhancing the quality of education for all. Dr Lytras has coauthored more than 120 high impact factor papers in Q1 and Q2, Web of Science and Scopus indexed Journals such as: IEEE Transactions on Knowledge and Data Engineering, IEEE Internet Computing, IEEE Transactions on Education, IEEE Access, Future Generation Computer Systems, Journal of Business Research, International Journal of Information Management, Journal of Innovation and Knowledge, Technological forecasting and Social Change, Journal of Ambient Technology and Humanized Computing, World Wide Web Journal, Computers in Human Behavior, Studies in Higher Education, Telematics and Informatics, Information Systems Management, IJ of Engineering Education, Journal of Universal Computer Science, Journal of Knowledge Management, British Journal on Education Technology, Interactive Learning Environment, Educational Technology and Society, Behavior and Information Technology, etc.

Professor Andreea Claudia Serban is a Professor at the Department of Economics and Economic Policies, Faculty of Theoretical and Applied Economics and Director of Doctoral School of Economics. She holds a PhD in Economics from Bucharest University of Economic Studies and a post-PhD in Economics from Romanian Academy of Science. Her research activity consists of publication of 7 books and numerous economic studies in highly ranked journals and participation in many international conferences. She is an Associate Editor for International Journal on Semantic Web and Information Systems (IJSWIS – WoS indexed journal) and Editor in Chief for Global Journal of Business, Economics and Management: Current Issues (journal indexed in many international databases). She is reviewer for prestigious international journals and member in editorial board or organizing committee of many international conferences. She is an expert for Lithuania Research Council. Her areas of research interest include sustainable development, smart development, knowledge economy, labor market, education, and demographic issues.

Dr Afnan Alkhaldi is an Assistant Professor at the Arab-Open University, Kuwait branch. She is a leading expert in smart cities, information systems, and e-governance, with a PhD in Operation and Information Management. With extensive experience in smart city development, she combines innovation, efficiency, and a results-oriented approach to her work. Currently, she serves as a Consultant for the Al-Hareer Smart City project in Kuwait, where she applies her expertise to enhance economic development and urban planning. Dr Afnan's contributions are pivotal in shaping sustainable urban futures.

Dr Tahani Aldosemani is an expert in the field of educational technology, currently serving as the Program Director for Skills and Lifelong Learning at the Education and Training Commission. She also holds the position of Associate Professor of Educational Technology at Prince Sattam bin Abdulaziz University, and the University's Council Member. Her previous roles include Vice Dean of Information Technology and Distance Education at the same university and a consultancy position for the Saudi Arabian Minister of Education, focusing on e-learning and international cooperation. She also served as co-chair for the G20 2020 Education group. Dr Tahani earned her PhD in Educational Technology and a Diploma in Curriculum and Instruction from the University of Wyoming, USA. She is a Certified Professional in Talent Development from the Association of Talent Development, an alumnus of the MIT Digital Transformation program, and holds a certificate in Online Learning Global Leadership from the Online Learning Consortium. Dr Tahani has received several international awards and recognitions in educational research and has many publications in educational technology and digital transformation in education. She led many successful initiatives in education presented at different conferences, seminars, and workshops.

Dr Sawsan Malik is an Assistant Professor at the Arab-Open University, Kuwait branch, specializing in smart city management, gig and circular economies, eco-innovation, entrepreneurship, sustainable development, the informal economy, e-government, and digital transformation. She focuses on qualitative research methods, including grounded theory and ethnography. Malik serves as a peer reviewer for several notable journals in entrepreneurship, management, hospitality, and social sciences.

About the Contributors

Husa Alangari Assistant Professor of Instructional Systems Technology at the College of Education and Human Development at Princess Nourah bint Abdulrahman University (PNU), consultant, speaker, and EdSafe AI 2024 Women in AI Fellow in Riyadh, Saudi Arabia. She received her MSEd and PhD in Instructional Systems Technology from Indiana University (IU) – Bloomington. Her professional work experience spans over 20 years in K-12, higher education, and consulting. Her research focuses on instructional design, artificial intelligence in education, professional development (reskilling and upskilling), and innovative learning pedagogies and practices. She is the recipient of the 2024 Top 15 Women Leader Middle East Award, the 2024 SHELEADS Technology and Beyond Award, the 2023 Education 2.0 Outstanding Leadership Award, the 2021 Technology, Instruction, Cognition, & Learning SIG’s Outstanding International Research Collaboration Award from the American Educational Research Association, and a nominee of the 2019 Martin Luther King Building Bridges Award from IU.

Dr Muhammad Mujtaba Asad is serving as an Assistant Professor and Lead Researcher of Educational Technologies and TVET Research at Sukkur IBA University and Honorary Adjunct Faculty at Sohar University, Oman. Dr Mujtaba has national and international working experience of more than 10 years at industrial and educational sector in the domain of educational technologies, work and product-based education, and technical and vocational education. Dr Mujtaba has published more than eighty-five (85) research articles (WoS & Scopus Indexed) in reputed international journals and conferences worldwide.

Dr Senad Bećirović is a distinguished Full Professor at the University College of Teacher Education Lower Austria. With over 20 years of extensive teaching experience across various educational levels and institutions, he has established himself as a leading academic figure. Professor Bećirović is the prolific author of four books and 56 scientific articles. His work has garnered recognition from prestigious publishers such as Springer, Sage, Wiley, and Taylor & Francis and is indexed in renowned databases including WoS, Scopus, Q1, and Q2. His academic contributions have significantly impacted the fields of artificial intelligence in education, digital technologies in teaching and learning, intercultural education, fostering giftedness, and foreign language learning. In addition to his written work, Dr Bećirović is a sought-after speaker, having presented his research findings as both a keynote and regular speaker at numerous international conferences. His innovative research and insights continue to influence and inspire educational practices worldwide.

Naif Jabli, King Khaled University, Kingdom of Saudi Arabia. PhD in Instructional Technology Research and Assessment from Northern Illinois University in the United States. Graduated in 2018, became the Dean of the Deanship of E-Learning in 2020. Now, General Manager of the Center for Design Thinking and Digital Platforms at KKU. Published articles and papers about e-learning and digital transformation such as: “Develop an electronic training environment based on the KKUx platform to develop instructional design skills Instructional design specialists in education and training institutions have”; “The degree of the teaching staff's awareness of the skills of artificial intelligence in education and its relationship to experience and training programs at King Khalid University” “The Usability of King Khalid University Website: Assessing Effectiveness, Efficiency, And Satisfaction” and “Integration between Digital Platforms and Artificial Intelligence Applications on the Development of Engagement Skills in Learning among University Students.”

Boris Mattoš, PhD, is an Associate Professor at the Department of International Economic Relations and Economic Diplomacy, Faculty of International Relations at the University of Economics in Bratislava, Slovak Republic. After studies at the Comenius University in Bratislava, he completed postgraduate studies at the Humboldt University in Berlin and at the University of Zürich in Switzerland. In 2009, he completed his PhD studies in the field of International Relations at the University of Economics in Bratislava and in 2017 the habilitation at the University of Sopron, Hungary. Boris has more than 20 years of teaching experience. In teaching and research, he focuses on selected topics of international relations. He is also an active member of a number of national and internationally renowned expert commissions on international cooperation and educational training.

Carolina Pereira holds a PhD in Education, specialized in the field of teacher education, and she is an invited Assistant Professor at the Institute of Education, University of Lisbon. Since 1998, she has worked in distance and online learning programs with teachers and other education professionals. Has worked as an Instructional Designer and supports quality training development systems (both face-to-face, hybrid and online). Actively involved in projects concerning the digital skills development of adults and teachers, including digital technologies in the classroom. She has experience in working with international cooperation and development projects in international contexts since 2001.

Dr Ola Raddaoui draws upon a wealth of intercultural experiences from North Africa, the Middle East, and the United States. With a PhD in Curriculum and Instruction, she has conducted extensive research on online learning for international graduate students. Her Master's degree in Global and Area Studies deepened her understanding of cultural dynamics and social change. Currently serving as a Lecturer in the Religious Studies and Gender and Women Studies Department at the University of Wyoming, Ola brings a unique, diverse, and global perspective to her teaching. Her areas of interest include teaching pedagogy and online learning technology, with a particular focus on teaching English and Arabic.

Dr Ali H. Raddaoui is a Fulbright Scholar and a mission-oriented, vision-driven Researcher and Teaching Practitioner with an intercultural outlook gained from extended exposure to educational systems in North Africa, the Middle East, the United Kingdom, and the United States. Ali is an Adjunct Associate Professor with the University of Wyoming's School of Politics, Public Administration, and International Studies. As a trained Applied Linguist, he has an active research agenda and extensive experience teaching English, Arabic, and French to speakers of other languages. His interests include best practices in language learning and teaching, the interface of learning and technology, and creative writing.

Ana Luísa Rodrigues is an expert in teacher education and ICT in education. She studies teacher education, digital technology integration, active learning, adult education, experiential learning, entrepreneurship education, and economics and accounting education. She is an Assistant Professor and Researcher at the Institute of Education, University of Lisbon, where teaches at undergraduate, Master, and doctoral levels and has participated in various research projects. She has several peer-reviewed publications and is an editor and a reviewer for international journals.

Dr Fahad Sherwani is serving as an Assistant Professor at National University of Computer and Emerging Sciences, Pakistan. Dr Fahad has published several research articles and also three books with Taylor & Francis and CS publishers in his publication credit. Dr. Fahad has also been awarded the title of approved PhD and MPhil/MS supervisor by Higher Education Commission of Pakistan.

Shahzeen Younas has completed her Bachelor's in education from Sukkur IBA University, Sindh, Pakistan. Her research interest areas are game-based education, AI in education, teacher education, digitalization in education, machine learning, and data science. She has published several research articles in well-reputed international journals.

Preface

As the 21st century unfolds, the debate on digital transformation is impacting all sectors of society (Alsaywid et al., 2023; Aldosemani, 2023a; Alkhaldi et al., 2023; Şerban & Lytras, 2020). Higher education, a beacon in the knowledge dissemination and creation, is challenged by the entire digital transformation strategy and ecosystem. At this pivotal moment in time, higher education institutions find themselves facing diverse transformative forces, with artificial intelligence (AI) at the forefront, promising to reshape educational landscapes. AI tools like OpenAI ChatGPT can revolutionize education, research, learning, professional development, and accreditation processes. By using these tools, institutions can enhance active and transformative learning experiences. Additionally, they can efficiently manage new challenges, increasing the effectiveness and relevance of education (Lytras, 2023b).

Globalization has transformed all the sectors of economic, social, cultural, political, environmental life, as well as education systems, particularly higher education systems. Traditionally, higher education has been more open to the international context compared to other domains. Education is a key element in shaping the global environment, and it plays a central role in ensuring the economic and social security of a nation (Şerban & Jianu, 2023; Şerban & Lytras, 2023). However, the higher education institutions are being affected differently by the process of globalization. Some of them are passive actors, objects/subjects of globalization, while others are more actively engaged, being key actors of this process. Digital transformation has brought a unique perspective to educational landscape. In this new context, identifying, standardizing, assessing, and rewarding talent, skills, and competencies are imperative (Aldosemani et al., 2019). A strategic approach should align and interconnect value drivers such as research and educational strategy, curriculum development, instructional design, knowledge dissemination, skills management, employment acquisition, and professional growth (Lytras & Alsaywid, 2023).

The acceleration of digital transformation in higher education brings with it a unique set of challenges. One of the greatest is the task of seamlessly integrating advanced technologies, such as AI, into longstanding pedagogical frameworks while preserving the invaluable human element of teaching. Institutions are tasked with fostering environments that promote active and transformative learning, aiming to bridge digital divides and create inclusive progress. Active learning is encouraged through interactive activities, discussion, and collaboration, facilitating effective and flexible learner collaboration in a supportive community, enabling authentic dialogue and learning experiences (Aldosemani, 2023b). Active learning defines a synergetic, collaborative, and exploratory learning, contributing to increased and long-lasting learning outcome (Lytras & Housawi, 2023). Collaborative knowledge sharing in classrooms enhances active engagement among students and instructors. Exploring the link between innovation and sustainability in education highlights the importance of adapting curriculum and research practices to meet evolving needs (Lytras, 2023a).

The rapid evolution of technology demands a corresponding evolution in our approaches to teaching and assessment, calling for a paradigm shift in educational philosophy (Lytras et al., 2022; Malik & Mantas, 2021). It seems that in the current evolution and development of higher education, there is a crucial need to reinvent the unique value proposition of procedures and strategies toward enhanced student experience and learning outcomes. Considering the increased reliance on digital technologies, addressing digital exclusion is crucial to ensuring equitable access to education and other essential services, thus improving the overall quality of life and reducing societal disparities (Alkhaldi, 2022).

The underlying philosophy of the first volume of our edition centers on the symbiotic relationship between technology and human-centric pedagogy with social foot print (Alkhaldi et al., 2024). Each chapter explores a distinct facet of this digital transformation journey in higher education, guiding readers through the ways in which higher education can embrace digital transformation while remaining substantial in its commitment to student-centric learning and teaching.

Each chapter in this volume navigates a dimension of the digital transformation integration and utilization in higher education.

• Setting the Emerging Landscape: This section lays the foundation, charting the pillars of the digital transformation in higher education. It is also about how AI reshapes and re-engineers our educational ecosystems.

• Threats, Promises, and Strategies: Here, the authors comment on the potential risks and rewards of digital transformation and AI, contemplating the strategic paths forward.

• Active and Transformative Learning: Authors discuss the foundations and the use of AI chatbots in higher education, examining their impact on engaging adult learners in meaningful educational journeys.

• Inquiry-Based Pedagogical Practices: The power of AI-driven natural language processing is explored to enhance digital game-based learning, fostering a more inquisitive, exploratory, and personalized educational experience.

• The Rise of Micro-Credentials: Authors in these chapters discuss the capacity of micro-credentials that emerge as a novel paradigm, signaling a shift toward more personalized, granular learning pathways in higher education.

• Deploying AGI: With the advent of Artificial General Intelligence (AGI), authors elaborate on the future possibilities and implications for academia, students, and faculty.

• Innovative Learning Strategies: This chapter discusses learning strategies that harness digital tools to revolutionize learning experiences.

• The AI Revolution 2030: In this concluding chapter, the authors vision the future and discuss use cases and AI-enabled services that take higher education to the next level of learning capacity and skills building.

In Fig. 1, we provide a graphical overview and synopsis of the coverage of the first volume of our edition.

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Fig. 1.

A Snapshot of the DT Themes, Volume Coverage.

The successful implementation of a digital transformation (DT) strategy in higher education is indeed multifaceted and complex. It demands robust infrastructure, visionary leadership, and a culture that embraces continuous innovation. However, at the heart of this transformation lies the indispensable human element. This volume emphasizes that DT must be inherently human-centric, creating educational environments that not only impart knowledge but also nurture individuals who will positively impact society.

As we venture into this digital dawn, we hold a dual commitment: to harness the immense capabilities of AI and other advanced technologies and to preserve the essence of education as a human endeavor that enriches both the intellect and the soul. It is through this symbiotic relationship between technology and humanity that we can forge a transformative path forward, shaping a brighter future for higher education and the world it serves.

Acknowledgments

We would like to express our heartfelt thanks to all of our chapter authors for their valuable contributions. It has been a great pleasure and honor to embark on this journey together; we highly appreciated the opportunity to collaborate with experts in the field of digital transformation in higher education. Additionally, we are profoundly grateful to the books team at Emerald Publishing, especially Lydia Cutmore, Kirsty Woods, and Lucy Loveday, for their commitment, professionalism, and continuous support in advancing our project. We also appreciate the meticulous editorial support provided by Pavithra Muthu. Working with each of these individuals has been a privilege, and we are thankful for their support, expertise, shared perspectives, and willingness to share their valuable work and experiences with us.

Furthermore, we acknowledge our colleagues and students who inspired us to initiate this very timely project during a period of rapid changes in higher education.