2026· International journal of research and innovation in social science· Vol 10, pp. 6736-6754· 0 citations
TL;DR
The findings suggest that institutional readiness for digital transformation is a multidimensional construct that requires the alignment of technological, organizational, human, and strategic dimensions.
Abstract
Digital transformation has become a strategic priority in higher education, particularly in engineering education, where technological innovation, Industry 4.0, and digital competencies are essential for preparing future professionals. However, the successful implementation of digital transformation initiatives depends largely on an institution’s readiness to adapt organizationally, technologically, and strategically. This systematic literature review (SLR) aimed to examine institutional readiness for digital transformation in engineering education by identifying the factors that influence readiness, the challenges and barriers encountered, and the strategies, frameworks, and best practices proposed to enhance readiness. Guided by the PRISMA 2020 framework and Kitchenham Guidelines, the review employed a systematic search using Lens.org, with studies screened and managed through Zotero and Rayyan.ai. From an initial pool of 5,636 records, a rigorous screening, eligibility assessment, and quality evaluation process resulted in 19 studies being included in the final qualitative synthesis. Data were analyzed using thematic analysis, narrative synthesis, and bibliometric analysis. The findings revealed that institutional readiness is primarily influenced by leadership and governance, technological infrastructure, faculty competencies and digital literacy, organizational culture, and institutional support. The review also identified key barriers, including infrastructure limitations, digital competency gaps, resistance to change, resource constraints, and organizational challenges. Furthermore, effective strategies for enhancing readiness include digital leadership and strategic planning, faculty development and capacity building, readiness assessment frameworks, technology integration, and stakeholder collaboration. Overall, the findings suggest that institutional readiness for digital transformation is a multidimensional construct that requires the alignment of technological, organizational, human, and strategic dimensions. This review contributes to the growing body of knowledge on digital transformation in engineering education and provides evidence-based insights for policymakers, institutional leaders, educators, and researchers seeking to strengthen institutional preparedness and support sustainable digital transformation initiatives.
This systematic literature review examines how emerging technologies in higher education impact learning outcomes, foster entrepreneurial innovation, and advance Quality Education (SDG 4) and proposes an integrative theoretical framework that links digital transformation initiatives to educational outcomes, innovation, and sustainability goals.
Aisha Ansari, Haroon Bakari, Elaaf Awan et al.· Frontiers in Education· 0 citations
This study presents a Systematic Literature Review of peer-reviewed research published between 2019 and 2025, guided by PRISMA 2020 standards and employing Gioia, Corley and Hamilton (2013)'s thematic analysis framework.
Mostafa Hamadi, Umera Imtinan, Florence Mwagwabi et al.· ACM Transactions on Computin...· 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
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.
A. D. Sánchez Rodríguez, Teresa Isabel Mina Quiñónez, D. C. Sánchez Rodríguez et al.· Ibero-American Journal of Ed...· 0 citations
The rapid expansion of distance and hybrid education has significantly increased the strategic role of Learning Management Systems (LMS) in supporting teaching, learning, and institutional digital transformation. This study presents a systematic literature review that examines recent technological innovations in LMS and their impact on learning outcomes, user adoption, and organizational readiness. The research addresses a timely question: how do emerging technologies and organizational factors impact LMS adoption and educational effectiveness? The review followed a structured literature review methodology based on predefined search criteria, inclusion and exclusion criteria, and thematic synthesis of studies published between 2020 and 2025. Publications were identified through major academic databases and analyzed to identify technological trends, organizational factors, and their influence on LMS adoption and educational effectiveness. Additionally, factors like institutional support, perceived usefulness, and user training were examined through the lens of the Extended Technology Acceptance Model (ETAM). The findings show that while new technologies enhance personalization and student engagement, their success depends heavily on organizational readiness and user perception. Perceived usefulness, quality of training, and strategic implementation emerged as critical drivers of LMS adoption. The study also identifies current gaps in empirical research and offers recommendations for future investigation. These insights can benefit educational researchers, policymakers, and technology developers alike. By aligning technological innovation with pedagogical and organizational strategies, LMS platforms can become more effective tools for supporting quality distance education.
Background:Digital transformation has accelerated the integration of technology in education, positioning teacher digital competency (TDC) as a critical determinant of school readiness in the digital age.Purpose :To bridge the gap in existing literature that frequently evaluates pre-service and in-service educators separately, this systematic literature review aims to comprehensively map TDC in secondary education by examining its core characteristics, development initiatives, and discipline-specific applications.Method:Following PRISMA 2020 guidelines, a systematic search of the Scopus database was conducted, selecting 20 empirical papers published between 2020 and 2025 for thematic synthesis.Result:The synthesis revealed three core insights: (1) TDC extends beyond operational IT skills to encompass pedagogical implementation, teacher willingness, and social impact; (2) competency development relies heavily on teacher training, institutional school support, and proactive university curricula; and (3) practical applications are currently concentrated in STEM courses, with growing needs in non-STEM disciplines.Conclusion:Teacher education programs must systematically embed digital pedagogy into their curricula to align educator readiness with real-world secondary school demands. Despite methodological limitations from relying on a single database, this study provides a foundational roadmap for future mixed-methods research.
Rizka Latifah, C. Budiyanto, Dewi Anjarsari· IJIE (Indonesian Journal of...· 0 citations
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