From Momentum to Digital Culture: A Three-Phase Framework for Digital Transformation in Schools
TL;DR
An empirically grounded three-phase framework that conceptualizes digital transformation as an evolving institutional process rather than a linear technology adoption trajectory is developed and provides policymakers and school leaders with a strategic reference for strengthening institutional capacity, infrastructure, governance, and sustainable digital culture.
Abstract
Digital transformation has become a strategic priority in education, yet existing research predominantly emphasizes technology adoption, digital readiness, and maturity, providing limited explanation of how schools institutionalize digital practices and develop sustainable digital cultures. This study addresses this gap by developing an empirically grounded three-phase framework that conceptualizes digital transformation as an evolving institutional process rather than a linear technology adoption trajectory. Employing a qualitative case study design, the study investigated digital transformation at SMPN 7 Mataram, Indonesia, using in-depth interviews with 24 participants, including school leaders, teachers, and IT coordinators, complemented by document analysis of policy frameworks and implementation reports from 2019 to 2024. Data were analyzed using thematic analysis, constant comparison, and chronological mapping to identify patterns across organizational practices. Findings reveal three interconnected phases: momentum creation, structural integration, and cultural actualization. Momentum creation was triggered by external pressures, particularly the COVID-19 pandemic, accelerating ICT adoption. Structural integration involved institutionalizing digital practices through integrated school portals, curriculum integration, and digitally supported administrative processes. Cultural actualization emerged when digital technology became embedded in organizational routines and students shifted from passive consumers to active digital creators. Transformation was facilitated by leadership commitment, peer-mentoring networks, professional development, and community partnerships, but constrained by digital literacy disparities, infrastructure limitations, resource constraints, and resistance to change. The study contributes theoretically by extending digital transformation scholarship toward an organization and culture-centered perspective. Practically, the framework provides policymakers and school leaders with a strategic reference for strengthening institutional capacity, infrastructure, governance, and sustainable digital culture.