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This paper proposes adequate strategies that companies, public administrators and organisations in the education industry can undertake to successfully face the challenges of digital transformation in a regional innovation system. This research considers stakeholders that operate in the Tyrol–Veneto macroregion (the Tyrol, South Tyrol and Veneto areas), a significant case of moderately innovative European macroregion.

This study undertakes explorative research based on a qualitative method. It adopts a place-based multi-stakeholder approach to emphasise the role of three categories of stakeholders (companies, educational system and regional governments) in facing digital changes. More precisely, interviews with 60 stakeholders from the Tyrol–Veneto macroregion were conducted and examined via both text mining analysis and content analysis. First, correspondence factor analysis was performed using IRaMuTeQ software to identify homogeneous subsets of concepts (pillars–i.e., macroareas of strategic actions). Second, two coding phases were implemented using NVivo software to detect strategic fields of action and specific strategic actions undertaken to address the challenges of digital transformation.

The results highlight that digital transformation is a pervasive challenge of regional innovative system that requires a multifaceted set of strategic actions falling into three main pillars. The first pillar, named “culture and skills”, includes three strategic fields of action as follows: digital education, talents and digital culture. The second pillar, named “infrastructures and technologies”, points out the need of information, interaction and artificial intelligence as key strategic fields of action. The third pillar, named “ecosystems”, highlights the importance of investing in medium- to long-term visions, partnerships and life quality. In brief, this study shows that standalone interventions are insufficient to tackle digital transformation from a systemic perspective. Moreover, this study outlines the potential contribution of each category of stakeholder to foster the digitalisation of the Tyrol–Veneto macroregion.

This study highlights the importance of developing digital culture and skills before investing in digital infrastructure and technology in a moderately innovative macroregion. Companies should alter their vision before reconfiguring their business models, invest in smart working and establish contacts with start-ups. In addition, this study recommends that public administration should mainly invest in digital education and partnerships, while, in terms of education and training organisations, it suggests providing digital skills to several cohorts of both students and workers. Policy implications call for the creation of new occasions of cooperation among stakeholders by fostering “table talks” as strategic and policy actions and by making more financial resources available to encourage the digital transformation processes.

The results of this study may be adapted to the characteristics of other regional innovative systems and used as a reference point in terms of the improvement of business, market and local development.

The reputation has a significant impact on business, and it influences by causing an exponential positive or negative effect. There are many different issues that affect the level of reputation, and they are independent from the sector of the activity. If we focus on museums, previous studies mainly highlight the different strategies in order to manage and to increase their reputation. However, each research points out a specific aspect linked to the engagement, the use of digital technologies, or social media platforms. Our research aims to deep investigate the governance and leadership drivers in order to increase positive feeling within stakeholders also by using social media instruments. This research has indeed an exploratory nature as, to the best of our knowledge, no previous research focused on a similar strategy that characterizes for a “stellar” manager applied to a small museum in a small city.

The research uses a case study by observing the effects of selecting a well-known manager of the top ranked museum in the world (Louvre) in order to boost the reputation of a “startup” museum barely known (Pistoia Museums). After having analyzed the main drivers of reputation of the case, the study uses interview with the scientific director of the small museum.

The results contribute to the discussion about the drivers and the different strategies to boost reputation by showing how the management and leadership issues are able to increase it rapidly. However, findings also point out the need to have a clear overview about the digital tools applied to an adequate communication. The results show how the flexibility of a small growing museum can positively affect and boost reputation. This strategy can be applied to other small museums that aim to affirm their identity.

This study presents a model for assessing the effects of employee ICT training on organizations’ results. It also introduces digital transformation as a mediator between the two concepts and studies the role of organizational commitment and human capital in terms of digital transformation.

Surveys were completed by the CEOs of 184 Spanish companies, and their responses were analyzed with Partial Least Squares.

The results empirically analyze the proposed theoretical model and highlight the fact that human capital and organizational commitment partially mediate the link between ICT training and digital transformation. Furthermore, there is a direct relationship between ICT training and company performance.

Directors and managers should invest more resources in the human capital of their company through ICT training. In fact, it can improve organizational commitment, encouraging employees to adopt innovative behaviors, thus allowing for the necessary digital transformation.

Despite heavy theoretical emphasis on the study of the conditions necessary for the digital transformation of companies, few studies have empirically analyzed the effects of adopting certain practices for its implementation. This paper focuses on analyzing the effect of ICT training, which is configured as a tool capable of improving staff knowledge and increasing employee commitment. This is essential for adopting organizational change such as digital transformation.

This case study examines the experiences of 20 student teachers at an Indonesian private university in enhancing their self-efficacy in utilizing instructional technology.

The participants of this study had different cultural backgrounds and spoke different indigenous languages. Situated in diverse classroom settings, the participants were interviewed using online platforms to examine their learning experience when learning to integrate technology into teaching. Furthermore, observational data were collected through photographs taken during the learning process to triangulate the findings.

Grounded in case study analysis, the study reveals three emerging themes indicating the development of the preservice teachers' confidence in multilingual classrooms: (1) designing technology-mediated learning activities, (2) using learning technology to foster students' autonomy in learning and (3) promoting peer engagement in diverse classrooms through technology-based learning. Furthermore, the participants demonstrated their ability to develop self-efficacy in overcoming the challenges associated with technology use in education by adapting, innovating, and collaborating.

The study has three limitations. First, the limited number of participants involved in the study restricts the generalizability of the findings and does not allow for testing the potential influence of variables such as age, gender or experience on preservice teachers' beliefs. Second, limitation pertains to the reliability of self-report data provided by the preservice teachers. Given that self-efficacy can fluctuate over time, a longitudinal study is needed to investigate whether preservice teachers' self-efficacy in utilizing technology for learning evolves over time. Third, while the study was conducted in diverse classroom settings, it lacks an in-depth exploration of how cultural diversity impacts the learning outcomes of these preservice teachers.

The findings suggest that nurturing the technological self-efficacy of preservice teachers enhances their competence in technology-mediated pedagogy, both during the pandemic of COVID-19 and in the future.