Prelims

Half Title Page

Digital Transformation in Higher Education, Part B

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 B: Cases, Examples and Good Practices

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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No part of this book may be reproduced, stored in a retrieval system, transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without either the prior written permission of the publisher or a licence permitting restricted copying issued in the UK by The Copyright Licensing Agency and in the USA by The Copyright Clearance Center. Any opinions expressed in the chapters are those of the authors. Whilst Emerald makes every effort to ensure the quality and accuracy of its content, Emerald makes no representation implied or otherwise, as to the chapters' suitability and application and disclaims any warranties, express or implied, to their use.

British Library Cataloguing in Publication Data

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

ISBN: 978-1-83608-425-9 (Print)

ISBN: 978-1-83608-424-2 (Online)

ISBN: 978-1-83608-426-6 (Epub)

Dedication

In recognition of the persistent advocates of academic excellence who navigate the complexities of the digital revolution in higher education, this volume acknowledges the significant impact of this transformation on the learning process. It highlights those who employ innovative technologies to enhance learning outcomes and the overall student experience. Our investigation into the profound consequences of artificial intelligence for education pays tribute to the dedication of scholars, practitioners, and learners who foster inclusive, forward-thinking academic communities guided by ethical principles. This endeavor is aimed at inspiring sustained excellence and innovative management in adapting to the ever-changing digital environment.

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 the 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 seven 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 the Editor in Chief for Global Journal of Business, Economics and Management: Current Issues (journal indexed in many international databases). She is a reviewer for prestigious international journals and a 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 the 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

Duaa AlSaeed is an Associate Professor in AI, bringing over 13 years of academic and administrative experience. With a foundation established in 1993, she spent over 13 years teaching computer courses for students with hearing disabilities. Furthermore, she served as an Educational Supervisor for six years, overseeing educational programs for individuals with disabilities in Saudi Arabia. Dr AlSaeed's research interests are in AI, computer vision, NLP, UXD, accessibility, and data visualization.

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 and Scopus Indexed) in reputed international journals and conferences worldwide.

Dr Muhammad Shahzad Aslam is recognized as 1% top reviewer according to the Web of Science in 2017, 2018, and 2019 in multidiscipline, cross-discipline, and clinical medicine, respectively. He has served as an Honorary Academic Editor in several journals and has over eight years of experience as a peer review and academic editor. Dr Muhammad Shahzad Aslam is the author/editor of four books titled Cases on Teaching Pharmacology to Complementary and Alternative Medicine Students, Multidisciplinary Applications of Natural Science for Drug Discovery and Integrative Medicine, Artificial Intelligence Applications Using ChatGPT in Education: Case Studies and Practices, and Workplace Cyberbullying and Behavior in Health Professions. He works as an Assistant Professor in the School of Traditional Chinese Medicine at Xiamen University Malaysia and in Department of Traditional Chinese Medicine, School of Medicine at Xiamen University, China. He had completed his PhD from the School of Bioprocess Engineering, Universiti Malaysia Perlis (UniMAP) and worked on natural product chemistry. He was awarded a scholarship by the Ministry of Higher Education (MOHE), Malaysia, under the Malaysian International Scholarship (MIS) to pursue his PhD. He did a Master of Philosophy in Pharmaceutical Chemistry from Bahauddin Zakariya University, Pakistan. He graduated from Baqai Medical University, Pakistan, with a Doctor of Pharmacy degree (often abbreviated as Pharm.D. or PharmD). He started his career as a Production Supervisor and Quality Control Analyst in different pharmaceutical companies, and in 2013, he moved his academic career as a Lecturer at Lahore Pharmacy College, Pakistan, where he taught pharmaceutical chemistry, instrumentation, and organic chemistry. He has served as an Assistant Professor at Rashid Latif College of Pharmacy and Ziauddin University after his PhD. During his research work, Dr Muhammad Shahzad Aslam worked on metabolomics analysis, fragmentation analysis of bioactive compounds, a polyherbal formulation, and their interactions in wound healing. His areas of expertise are phytochemistry, pharmacognosy, green extraction techniques, wound healing studies, animal modeling, novel plant extraction methods, green solvents, public health, and medical education.

Dr Deepika Dhingra possesses more than 15 years of combined experience in academia and industry, serving as an academician, finance professional, trainer, and consultant. She holds a PhD in Finance from Delhi University's Faculty of Management Studies and an MBA in Finance from Guru Gobind Singh Indraprastha University. Her research contributions have been disseminated through publications and presentations at esteemed conferences. She teaches postgraduate and undergraduate cohorts, while also mentoring PhD candidates at BML Munjal University.

Dr Meena Gupta pursued her PhD in Biomedical Engineering from North Eastern Hill University, Shillong, Meghalaya, India in 2019. Master's degree in Physiotherapy (Neurology) in 2010 and Bachelor of Physiotherapy from Santosh Medical College, Ghaziabad, UP, in 2007. She is currently working as an Assistant Professor-III in Department of Physiotherapy, Amity Institute of Health Allied Science, Amity University, Noida, Uttar Pradesh, India. From 2015 to 2017, she worked as a Research Fellow in the Department of Biomedical Engineering, North Eastern Hill University, Shillong. She was selected for the best research award in the field of disability name as Dr MB Athreya Award 2016. In 2020, she got best women scientist award. She has published many books with good publishers such as Elsevier's, Springer Nature and Jaypee Brothers. She has many best research paper awards in her credit. She also has more than 50 publications in reputed journals which are cited in Scopus and Web of Science.

Dr Fareeha Javed holds a PhD and postgraduate diploma in Teaching and Learning from Massey University, New Zealand, Master’s in English from Punjab University (Lahore College for Women), and Master’s in Educational Planning & Management from Allama Iqbal Open University Islamabad. She is currently working as an Associate Professor. Dr Javed's research interests include first-year experience, student engagement, teaching and learning of second/foreign language, psycholinguistics, language policy, TESOL leadership and management, preparedness for university, curriculum development, assessment and evaluation, and blended learning.

Mr Kushagra Joshi, a recent graduate of Bennett University, The Times Group, holds a Bachelor of Business Administration (Hons) degree with a specialization in Human Resource Management. With a passion for research and a desire to make meaningful contributions to the field, he aspires to establish himself as an emerging scholar. Currently focused on furthering his academic pursuits, Mr Joshi eagerly seeks opportunities to explore and engage in scholarly endeavors within the realm of human resources and beyond.

Dr Prakash Kumar received his Bachelor of Occupational Therapy from Delhi University in 2006 and his Master of Occupational Therapy from the Hamdard University in 2008 and a PhD in Geriatric Mental Health from King George's Medical University, Lucknow, in 2017. He has over 12 years of clinical and research experience, primary in geriatric population in a variety of settings including inpatient hospitals, outpatient hospitalization, and community-based settings. He has presented nationally and internationally on his research work in more than 15 countries. Dr Kumar published more than 15 papers in national and international journals and is also the author for three books. In 2015, he received prestigious Government of Ireland International Scholarship for postdoc advanced research opportunity in Ireland. He completed his advanced research-based master program from Trinity College Dublin in 2017. At present, he is working as an Assistant Professor in Department of Occupational Therapy, Amity University, Noida, India.

Mr Aniket Mishra pursued his education from Delhi and is currently pursuing a Bachelor's degree in Physiotherapy from Amity Institute of Health Allied Science, Noida. He has also published an abstract in the Journal of Exercise Science and Physiotherapy.

Aby Mitchell is a Senior Lecturer in Nursing Education and the Simulation Faculty Lead in the Faculty of Nursing, Midwifery and Palliative Care at King's College London, specializing in primary care, health promotion, public health, and simulation and immersive technologies. She began her career in a burns and plastics unit, then worked in district nursing, focusing on wound care and leg ulcer management. She holds an MSc in Advanced Practice in healthcare education. Aby's publications cover topics such as tissue viability and virtual reality in nurse education, with a particular interest in theater in education. Recent work has examined forum theater in anti-bullying health promotion education, virtual interprofessional learning, and drama-based patient pathways to improve self-confidence in holistic activities of daily living assessments for first-year undergraduate nursing students. She is a member of the British Journal of Nursing editorial board and the BJN inform advisory panel.

Saima Nisar, PhD, holds a degree in Information Technology from Universiti Utara Malaysia and is a certified Data Scientist by IBM. She brings extensive experience in Data Science and Analytics, encompassing skills such as Python programming, machine learning, data analysis, statistical analysis, and predictive modeling. Saima has contributed to the academic community by publishing 11 articles, and her research impact is reflected in an h-index of 3. Currently, she serves as a Lecturer at Xiamen University Malaysia.

Soha Rawas holds a PhD in Mathematics and Computer Science, graduated from Beirut Arab University (BAU) in 2019. Dr Rawas possesses a broad spectrum of expertise spanning several domains, notably artificial intelligence, deep learning, the Internet of Medical Things (IOMT), cloud computing, and image processing. With unwavering dedication to her research pursuits, she currently serves as an Academic Lecturer within the Faculty of Science, Department of Mathematics and Computer Science, at Beirut Arab University (BAU). In addition, she holds a managerial role at the Center for Continuing and Professional Education (CCPE) at BAU.

Tiago Horta Reis da Silva is a Lecturer in Nursing Education (AEP) in the Adult Nursing department at King's College London (KCL). He assists with the running, development, and administration of the BSc program and participates in teaching several modules. Tiago is also the Faculty Partnership Lead for University College London Hospital (UCLH) and the Faculty Lead for Moving and Handling. He collaborates with international teaching organizations. Tiago is a Senior Fellow in Higher Education, a Fellow of the Royal Society of Medicine, and a Fellow for Faculty Nursing and Midwifery at the Royal College of Surgeons Ireland. He teaches both undergraduate pre- and postregistration curriculum and postgraduate courses nationally and internationally, including Nursing Practice 2 (5KNIA011) and Fundamental Knowledge and Skills in Older Person's Care (6KNIS605). Author of several articles and chapters.

Mr Amjad Ali Rind is currently doing PhD in Education at Department of Education, Sukkur IBA University, Sindh, Pakistan. His research interest areas are teacher motivation, transformational leadership, school culture, curriculum ideologies, EMO schools, digital technologies, and school clustering policy. Mr Rind has published many research papers in various domains of education.

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.

Dr Nidhi Sinha carries over two decades of experience working in corporate as well as academic institutions. She is an Associate Professor of Marketing and Communication in the School of Management at Bennett University. On the academic front, she specializes in the areas of brand management, marketing communication, internet and digital marketing, and social media marketing. Her current research focuses on branding in the digital domains, the use of online and social media in today's world of marketing. As an educator, she aims to inspire, empower, and encourage students to produce authentic, innovative, and socially conscious research outcomes in the domain of marketing. To her credit, she has several research papers in the various refereed international and national journals and conferences.

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, and digitalization in education. She has published several research articles in reputed international journals.

Preface

The first volume of this compendium laid the groundwork, exploring the philosophical underpinnings and the strategic frameworks essential for navigating the digital shift in higher education. It illuminated the paths that institutions might traverse to harness the potential of Artificial Intelligence and foster human-centric educational models.

In this second volume, we aim to provide a comprehensive exploration of the connection between digital transformation and higher education. Each chapter focuses on a specific aspect of this dynamic relationship, covering topics such as the impact of digital transformation on learning outcomes and student experiences, the role of emerging technologies in shaping inclusive internationalization efforts, and the ethical considerations surrounding the use of artificial intelligence tools in academic research (Lytras, 2023a). Through detailed analyses and case studies, this book offers insights into how professors, learners, and policymakers can use and improve the power of digital transformation to enhance research, teaching, and learning practices, prepare students for future challenges, and encourage innovation in higher education.

In the context of digital transformation in higher education, cooperation and competition emerge as dual forces driving innovation and improvement within academic institutions. Collaboration among universities, both locally and globally, encourages the sharing of resources, expertise, and best practices, with the final objective of increasing the quality of education processes and research (Aldosemani et al., 2019; Lytras & Vaz de Almeida, 2023). Constructive competition encourages institutions to strive for excellence, driving them to adopt innovative technologies and teaching methods to act as relevant players in an increasingly competitive landscape. This competition drives culture of innovation, encouraging institutions to explore new pedagogical approaches, integrate emerging technologies, and adapt to changing student needs (Aldosemani, 2023; Alkhaldi, 2022; Vasilescu et al., 2020).

As an essential part of our current society, digital transformation in higher education facilitates English language learning through interactive online platforms, multimedia resources, and virtual collaboration tools (Lytras, 2023b; Malik & Mantas, 2021; Sairete et al., 2021). This enables students and professors from diverse linguistic backgrounds to engage with English language content, communicate effectively across borders, and participate in international academic communities. The internet serves as a powerful enabler of collaboration and knowledge exchange within higher education across borders (Lytras et al., 2023). Rapid advancements in technology and communication have led to the globalization of knowledge and research production and dissemination (Şerban et al., 2022a). Higher education institutions are increasingly interconnected, with trends, opportunities, and innovations emerging from various countries, influencing practices and policies on a global scale. Institutions must adapt to these global effects by embracing digital transformation initiatives that enhance their competitiveness, relevance, and capacity to address the evolving needs of students, professors, labor markets, and society as a whole (Alkhaldi et al., 2024; Sarirete et al., 2022; Şerban et al., 2022b).

In this volume, the narrative progresses, deepening the exploration of digital transformation with a focus on tangible impacts and the frontiers of teaching excellence.

• Digital Transformation for Learning Impact and Enhanced Student Experience: Investigating the pivotal role digital transformation plays in enriching the educational journey, enhancing both the impact of learning and the overall student experience.

• ChatGPT: Revolutionizing Lifelong Learning in Higher Education: Emphasizing on the transformative impact of AI-driven chatbots like ChatGPT on continuous education and lifelong learning processes.

• Pre-service Teachers' Digital Self-efficacy toward Education 5.0: A thorough literature review that unpacks the readiness and confidence of future educators in the digital-forward Education 5.0 landscape.

• Integrating Digital Transformation in Nursing Education: Detailing the incorporation of digital tools in nursing programs, outlining successful practices, and addressing the complexities faced in curricular innovation.

• Digital Transformation in Teaching and Learning of English in Higher Education: An exploration of how digital advances are reshaping the teaching and learning of the English language in academic settings.

• The Role of Emerging Technologies in Advancing Inclusive Internationalization in Higher Education: Highlighting how new technologies are crucial in creating a more inclusive and globally connected educational environment.

• Ethical Considerations for AI Tools in Academic Research and Manuscript Preparation: Offering a web content analysis on the ethical use of AI tools in academic research, framing guidelines and ethical considerations.

• Digital Transformation in Higher Education: A chapter that encapsulates and reflects the ongoing changes and adaptations in higher education driven by digital transformation.

• Transformative Learning for Future Higher Education: The AI-enabled Learning Revolution 2035: Projecting the future landscape of higher education as influenced by AI, this chapter forecasts the shape of transformative learning by the year 2035.

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

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Fig. 1.

A Snapshot of the DT Themes, Volume Coverage.

The conclusion of this volume invites higher education institutions to embrace a comprehensive digital transformation and learning and teaching excellence strategy. It advocates for transcending the limitations of time and space through innovative modalities of instruction. We emphasize the promotion of team-based and active learning interventions, which are powered by technology and underscored by digital transformation initiatives.

As we project our sights to the future, it is imperative that these educational strategies not only adapt but thrive within a digital ecosystem of enhanced human capabilities for knowledge creation, dissemination, and utilization. The collaborative, developmental interventions discussed herein are not merely enhancements but essential pillars that uphold the integrity and efficacy of higher education. By embedding these practices, institutions will not only respond to the current digital imperatives but also cultivate an academic landscape that is resilient, inclusive, and dynamic, equipped to foster the next generation of learners, leaders, and innovators. It is about refocusing and redefining the objective of higher education as a game changer for the prosperity, peace, and well-being of humankind.

Acknowledgments

We extend heartfelt thanks to all of our chapter authors, whose valuable contributions have made this journey a great pleasure and honor. Our collaboration with experts in digital transformation in higher education has been immensely enriching. We are particularly grateful to the books team at Emerald Publishing, including Lydia Cutmore, Kirsty Woods, and Lucy Loveday, for their unwavering commitment, professionalism, and continuous support. Additionally, the meticulous editorial support provided by Pavithra Muthu has been invaluable. Working with each of these individuals has been a privilege, and we are profoundly thankful for their support, expertise, and shared perspectives.

We also wish to acknowledge our colleagues and students, whose inspiration was pivotal in initiating this timely project during a period of rapid changes in higher education.