Digital Transformation in Higher Education Institutions

Artificial intelligence is a driver of digital transformation that permeates all sectors of the economy. In this context, it becomes relevant to understand the applicability of artificial intelligence in higher education. Thus, the following problematic issues arise: (1) What is digital transformation?, (2) What is artificial intelligence? and (3)How can artificial intelligence technology be applied in higher education? To answer this problem, the following objective was set: to map digital transformation and the application of artificial intelligence in higher education. To this end, a bibliometric search was conducted in the Web of Science database. The findings demonstrated that artificial intelligence can be applied to higher education through an intelligent contract that encourages collaboration among students and participation in extracurricular activities while also boosting machine reliability by creating a chain of information. Additionally, it is decided that this technology will assist in educating a generation that is prepared to cooperate more and adopt sustainable attitudes for solving difficult problems in twenty-first-century daily life.

The decentralized and safe structure of open data is made possible by the unique and developing technology known as blockchain. The digital transformation that spans all areas of the economy is being driven by this technology and artificial intelligence. In this light, it is important to comprehend how blockchain and artificial intelligence can be used in higher education. The following goal was established to address this issue: to map, through a scoping assessment, how artificial intelligence and blockchain can be used in education as a technology for higher education. To do this, a bibliometric search using the PRiSM scoping review approach was carried out in the Web of Science and Scopus databases. The findings demonstrated that blockchain and AI can be applied to higher education through a smart contract that encourages collaboration and student participation in tasks carried out in a classroom setting. This smart contract also serves to increase machine reliability by creating a chain of information. Additionally, it is determined that these technologies will contribute to the development of a generation that is prepared to work more cooperatively and adopt sustainable attitudes in both local and global contexts to address the complicated issues of modern-day living.

Digital content creation is essential for the digital transformation of higher education institutions, enabling them to adapt to the changing needs of students and prepare them for the digital age. It fosters pedagogical innovation and facilitates distance learning, providing personalized and self-paced experiences for diverse learners. By incorporating multimedia elements, educators can create engaging materials that improve understanding, retention, and application of knowledge. This case study focuses on the creation of digital educational content for the Polytechnic University of Tomar (IPT) using an agile learning approach. The process involves several phases, including analysis, design, development, implementation, and assessment. The research is in the implementation phase. This streamlined process simplifies content production and enables more teachers to integrate interactive learning materials into their teaching practice. The production of these online courses is part of the STRONG project – skills and resilient teachers focused on the next generations. Led by the Laboratory of Pedagogical Innovation and Distance Learning at the IPT, this initiative aims to empower teachers and students at this level of education, promoting their better preparation in terms of digital skills and resilience for the future labor market, combined with new ways of living and participating in society.

There is evidence that the Brazilian population is among the countries that have the most access to the Internet, although it is unequal in terms of the type of network and bandwidth for educational purposes. For some decades now, the executive branch has been devising public policies in order to improve the teaching and learning process with the application of information and communication technologies. In this chapter, a critical descriptive approach carried out, about public policies and the digital transformation in higher education, in the country, where higher initial education training takes place in the various areas of knowledge. In this cut, the findings pointed to the application of information and communication technologies aimed at expanding and diversifying access to higher education, through programs and projects by the Ministry of Education. From the analyses, this study concluded that the government intended to improve educational processes by adhering to digital government to strengthen the competencies of units linked to the MEC. However, there is evidence of the incipient maturity in the digital government of education, which tends to weaken the democratization of access, expansion, and quality of the offer of higher education in the country. In this context, digital transformation in higher education is recommended as a State public policy.

Open and distance learning as an alternate mode of education has benefited millions of learners. The unique pedagogy, self-learning materials, and flexibility in study and assessment break the feeling of isolation in the learners. Gamification has been used in the industry for enhancing productivity and acquiring skills. The instructional approach and nature of open and distance education study materials serve the independent learner. To augment the learning of such self-learners, gamification in the form of rewards, feedback, competition, collaboration, and interactions helps enhance extrinsic and intrinsic motivation. This chapter delves into gamification pedagogy and how the gamification design framework can support active learning, performance monitoring, and instant feedback. The chapter will further explore the challenges of integration of game mechanisms in open and distance learning and offer suggestions.

This chapter examines Gamification’s use in Oman’s higher education institutes, explicitly focusing on the University of Technology and Applied Sciences (UTAS) Salalah. The chapter employs a qualitative research method utilizing interviews with the faculty members to investigate the potential and awareness regarding Gamification in engaging and motivating students at UTAS, Salalah branch. The findings indicate that awareness regarding Gamification is still at the infant stage; however, it has positively influenced student engagement and motivation. The chapter concludes that Gamification can enhance the quality of education and improve the student’s learning outcomes in introductory courses in higher education institutions in Oman. However, successful implementation requires a comprehensive collaboration strategy between stakeholders and ongoing training and development. The chapter provides recommendations for universities planning to incorporate Gamification in their teaching and learning practices, including the importance of stakeholders’ involvement, promoting a culture of innovation and experimentation, and providing training and support for faculty members. Overall, the chapter highlights the potential benefits of Gamification in higher education institutions in Oman and provides valuable insights for educators, policymakers, and researchers in the field of education.

The use of ChatGPT, an artificial intelligence (AI) application, in higher education has become one of the most promising tools of recent times. However, it may not always provide accurate and reliable information, as pointed out by several authors from various fields. We conducted a study to understand how Portuguese graduate students use ChatGPT and their perspective on its functionality. In this exploratory study, data was collected through an online questionnaire and included a scale of ChatGPT use that was developed specifically for this research. A sample of 389 graduate students, with 77.1% female participated in the survey. The majority of the participants were master’s students, while 21.6% were enrolled in a PhD program. More than half reported using ChatGPT, primarily in academic context, followed by social and professional context. Most of the students use it to search for information, followed by looking for initial ideas to tackle a topic. Moreover, they pointed out the advantages of using ChatGPT such as easy search, quick response, and summarized information. Students are concerned with the accuracy of information, so they have to check it across other sources. They are reluctant that ChatGPT can replace human interaction, and are aware of ChatGPT’s advantages and limitations.

Technology has become a driving force in reshaping accounting and financial management in an era dominated by digital transformation. Organizations increasingly use artificial intelligence (AI) solutions to optimize financial operations. ChatGPT, built on OpenAI’s architecture, represents a significant leap in conversational AI. Launched in November 2022, it has garnered substantial interest for its human-like interactions and potential applications in accounting. This chapter examines ChatGPT’s use in accounting, emphasizing its benefits and challenges. It explores how ChatGPT can simplify tasks ranging from data entry to financial report preparation while acknowledging data security and system integration concerns. Additionally, it highlights the evolving role of accounting professionals who can leverage ChatGPT for deeper analysis and strategic consulting. While current limitations exist in educational and professional contexts due to errors and reasoning limitations, our chapter underscores technology’s continuous evolution. It envisions ChatGPT becoming a more reliable resource, offering diverse research prospects, including enhanced analytical capabilities, integration with non-publicly traded companies, improved user interfaces, and applications in financial risk analysis. Ethical considerations, education, and industrial adoption challenges are also vital for future exploration, reflecting AI’s vast potential in finance and accounting.

Artificially intelligent transformative tools, like ChatGPT, are designed to generate complex writing that is indistinguishable from that produced by a human being and are applicable in a wide range of circumstances in the digital world where we are connected by invisible threads of information. As a result, the following concerns emerge: Describe ChatGPT. What does the use of ChatGPT mean for the future of education? The following goal was set forward as a solution to this issue: to map the future of education using ChatGPT in the context of the bibliometric review. A bibliographic search was done in the Web of Science database for this reason. ChatGPT, which is used in a variety of socioeconomic areas, was found. In the future of education, both teachers and pupils will be able to use it. This ChatGPT can be utilized for a number of things, such as instruction and training, entertainment, question prediction, arranging appointments, and code debugging.

In a world undergoing digital transformation, the education sector needs to increasingly develop new competencies in individuals so that they can act proactively in the face of change. In this sense, Neolearning was developed as a teaching and learning methodology for the development of competencies required by digital transformation. To this end, it uses the theory of experiential learning, and expansive learning. In Experiential learning, there is an emphasis on classroom experience, whereby knowledge is created through the transformation of experience. In Expansive learning, the learning object is expanded to include the network’s stakeholders during the learning process. This chapter aims to present Neolearning as a methodology that advances from experiential and expansive learning theories to practice. In pursuit of this aim, a qualitative with exploratory and descriptive approach was selected, using the theoretical foundation of Neolearning to analyze multiple case studies. The results present students’ satisfaction with the application of the methodology in class, leading to increased motivation and practical applicability of the content. Additionally, it highlights the training of teachers to innovate in the classroom.

Blockchain technology is gaining popularity in education, addressing challenges in obtaining formal and non-formal credentials. This chapter explores the feasibility, challenges, benefits, and risks of implementing blockchain in education. The technology is expected to drive global economic growth and educational grants. Our research aims to provide a blockchain overview of the Italian education system, addressing key stakeholder issues. We take into consideration some case studies of Italian universities, focusing on the University of Turin, which adopted the blockcerts project by applying the public blockchain of Ethereum. This chapter reveals some interesting insights about the level of digital transformation in the Italian university system in improving international mobility by decentralizing the loading of educational credits and microcredentials, addressing issues of student mobility, and human rights protection for refugees.

The TECO will address mismatches between the needs of emerging sectors and the offer of higher education institutions and propose integral solutions for education, designed to educate, inspire, and connect students, stakeholders, and community members in the Italian ecosystem.