Aug 2026· International journal of English language studies· Vol 8, pp. 34-41· 0 citations· 24 references
TL;DR
This paper reviews the evolution of digitalization in Moroccan higher education, from the earliest national information and communication technology integration efforts of the late 1990s to its recent framing as an institutional requirement rather than a strategic option.
Abstract
The integration of digital technologies into higher education has become a defining transformation of the contemporary university, and Morocco offers a distinctive case of this global movement. This paper reviews the evolution of digitalization in Moroccan higher education, from the earliest national information and communication technology (ICT) integration efforts of the late 1990s to its recent framing as an institutional requirement rather than a strategic option. Drawing on a qualitative synthesis of the existing literature, it examines peer-reviewed journal articles, conference papers, and institutional and policy reports published between 2008 and 2025, retrieved from academic databases including Semantic Scholar, ScienceDirect, SpringerLink, and Google Scholar. The reviewed literature is organized into five analytical phases: the theoretical foundations of technology adoption and integration; the global emergence of e-learning; pre-pandemic digitalization in Morocco; the COVID-19 acceleration; and the post-pandemic shift toward institutionalization. The review identifies a consistent pattern: despite successive national strategies, digitalization is repeatedly described as partial, unevenly resourced, and constrained by a recurring set of obstacles - inadequate digital infrastructure, limited faculty training, resistance to pedagogical change, and a persistent urban-rural digital divide. The COVID-19 pandemic acted as a catalyst that shifted digitalization from an optional initiative to an operational necessity, while more recent policy frameworks, notably the PACTE ESRI 2030, reinforce its status as an institutional obligation. Unlike prior reviews centred on institutional performance or digital inclusion specifically, this review foregrounds the historical trajectory of the transition itself, and it outlines underexplored areas - particularly long-term learning outcomes and regional disparities - that remain open for future research.
Digitalization process, which is rapidly accelerating, is deeply penetrating in all spheres of social life. In this context, technological modernization represents one of the key priorities of contemporary society. The origins of this issue should be searched through the higher education system, where human capital serves as the determining factor in the formation of digital competencies. This determines the digitalization processes particular importance in the educational sphere. The article analyzes the theoretical foundations of the educational process digitalization and examines key contemporary approaches to this problem. The definitions related to the direction digitalization and interpretations of this concept in both domestic and foreign scientific circles are classified. The author considers digitalization as one of the main factors of adaptation and educational systems transformation in accordance with global standards, emphasizing that identifying effective directions of digital transformation plays a crucial role in improving the higher education system. Analyzing innovative models, the author explores the substantive, methodological, and social aspects of implementing digital technologies in the educational process. It is confirmed that the successful implementation of digitalization in education depends not only on technical infrastructure but also on scientifically grounded strategies, pedagogical approaches, systemic support of educational policy. In this context, digital programs implemented in Kazakhstan are examined, emphasizing the importance of adopting best international practices while taking national characteristics into account. Based on a comparative analysis of international and national experience, patterns, specific features, and key directions of the digitalization of the domestic education system are identified.
Karlygash Kalybekkyzy, G. Tulekova· 3i: intellect, idea, innovat...· 0 citations
Transnational education (TNE) has emerged as one of the most dynamic and rapidly expanding dimensions of contemporary higher education, reshaping the way institutions conceptualise and pursue internationalisation in an increasingly globalised world. As globalisation continues to accelerate borderless educational exchange, TNE has grown from a peripheral activity into a central strategic concern for higher education institutions in both providing and receiving countries. However, despite the growing volume of literature on the subject, there remains a need for a comprehensive and critical synthesis of how TNE simultaneously influences institutional internationalisation strategies and affects the educational systems and economies of host countries, particularly within developing nation contexts. This study therefore addresses two core research questions: how TNE influences the strategic internationalisation processes of higher education institutions in both providing and receiving countries, and what impacts TNE has on the local educational systems and economies of host nations. To address these questions, a narrative literature review was conducted, drawing on approximately 73 peer-reviewed sources gathered from four major academic databases — Scopus, Web of Science, EBSCO, and Google Scholar. The findings reveal that while TNE offers considerable opportunities, including expanded access to higher education, enhanced graduate employability, and increased institutional competitiveness, it also presents significant challenges, among them quality assurance concerns, Western-centric curriculum design, financial dependency, and the risk of educational decline in host countries. Evidence drawn from the United Arab Emirates, Botswana, and Mauritius further illustrates how socioeconomic, political, and cultural contexts shape TNE adoption and its outcomes at the national level. It is consequently argued that sustainable and equitable TNE requires locally responsive, ethically grounded frameworks that balance the commercial imperatives of providing institutions with the genuine educational development needs of host countries, particularly in the developing world.
F. Qureshi· International Journal of Hig...· 0 citations
Future progress depends less on adding isolated platforms than on building a resilient learning ecosystem that guarantees minimum access, strengthens teacher and leadership capability, supports Bangla and accessible content, governs data and artificial intelligence responsibly, and evaluates whether technology improves learning, inclusion and system responsiveness.
Md. Al Murshed, Ummy Anisa Tabassum· Asian Journal of Education a...· 0 citations
Digital transformation has reshaped education in contemporary times, with institutional and teacher demands creating new challenges within a technology- and knowledge-driven society. Meanwhile, in this context, teachers' digital competence has become strategically important, acquiring strategic significance in changing teaching and learning processes and fostering sustainable institutional change. However, research focusing on this competence as a predictor of institutional innovation is scarce, especially in church-affiliated schools. This study aimed to examine teachers' digital competence as a measure of institutional innovation in church-affiliated schools in Esmeraldas, using an exploratory method based on a systematic review of the most recent scientific literature. A systematic review was proposed, following the PRISMA 2020 guidelines as a methodological approach, to facilitate the review. Publications indexed in Scopus, Web of Science, ERIC, SciELO, and Dialnet from 2020 to 2026 were included. Based on the inclusion and exclusion criteria, 25 studies were included in the analysis. The findings suggest that teachers' digital competence has shifted from an instrumental perspective to a multidimensional one based on technological, pedagogical, collaborative, and innovative capabilities. Similarly, a strong relationship was found between digital skills, pedagogical innovation, digital culture, organizational learning, and institutional innovation. As a starting point, the CDD-II model is introduced, which describes how teachers' digital skills become a catalyst for the sustainable transformation of education. It is implied that teachers' digital competence is a strategic instrument for institutional innovation and a fundamental tool for improving educational quality in sensitive environments.
Luis Adrián González Quiñónez, Andrea Gabriela Cortés Gutiérrez, Erick Fabian Mosquera Quiñónez et al.· Ibero-American Journal of Ed...· 0 citations
The deep integration of digital education has become a key strategy for improving educational quality and na-tional competitiveness. Since 1996, the United States has continuously released seven versions of the National Education Technology Plan (NETP), forming a development model characterized by top-level policy design, technology-driven educational transformation, and coordinated multi-stakeholder collaboration. Representing the model of digital education development in the USA and analyzing global virtual classrooms and collabora-tive work on Massive Open Online Course (MOOC) platforms as two illustrative cases, the author examines in detail the significant advantages of Sino-American partnership in resource sharing and mutual capacity build-ing. At the same time, the article reveals a profound crisis in which cooperation is shifting from the logic of “technology empowerment” to the logic of “clash of core interests”, with root causes identified in disagreements over data sovereignty, as well as in intensifying securitization and even militarization of educational coopera-tion under the influence of geopolitical factors.
Keywords: US digital education, National Education Technology Plan, Sino-American relations, coop-eration
Zuqi Yang· Общество политика экономика...· 0 citations
The technology acceptance model (TAM) has been central to understanding technology adoption in higher education (HE) for decades. However, a comprehensive decade?scale synthesis of its evolution in digital learning contexts has remained absent. This bibliometric review systematically mapped TAM research in digital HE from 2015 to 2025. PRISMA guidelines were followed. A total of 429 Scopus?indexed articles were analyzed using VOSviewer for co?authorship, keyword co?occurrence, and co?citation analyses. The literature review confirmed that prior studies were largely qualitative, domain?specific, or limited in time span. Three salient findings emerged. First, publication output grew steadily, with a sharp acceleration during the COVID?19 pandemic. Second, the field shifted from core TAM constructs (perceived usefulness, perceived ease of use) toward affective, social, and contextual variables such as enjoyment, self?efficacy, and social influence. Third, research was geographically concentrated. Malaysia (62), Saudi Arabia (41), and China (38) led output. Collaboration networks showed strong regional clustering but weak intercontinental ties. Structural holes thus limited cross?cultural validation. Keyword analysis further revealed an emerging emphasis on artificial intelligence (AI), ChatGPT, and immersive technologies. It was concluded that TAM remained highly adaptable but faced challenges in geographic dispersion and theoretical generalization. Future research should prioritize international collaboration, culturally adaptable extensions, and deeper investigation of AI?driven learning systems. Educational institutions are recommended to use the identified collaboration patterns to form international consortia and faculty exchanges. This review provides a structured baseline for cross?cultural and collaborative research on technology acceptance in HE.
Lulu Li, Lei Mee Thien, A. Devisakti· International Journal of Lea...· 1 citation
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