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Our research objective here is to contribute theoretically and empirically to providing a gap model of digital mastery development in a company. The gap model will be a reference for the companies to develop their digital mastery.

To gain deeper insights into the study, a mixed method of qualitative and quantitative was performed. The level of digital mastery of the organization was determined using quantitative techniques through a self-assessment questionnaire. Meanwhile, digital mastery at the individual level was measured by a qualitative method using an open-ended (essay format) survey questions.

The findings show a stark difference between the organization and individual regarding their digital mastery level. At the end of the paper, the authors suggest some remedies that will help those companies narrowing the gap and fulfill the agenda of their digital transformation.

Further research should analyze more industries or companies, conducting case studies to discover more detailed findings as to where the gaps are located or conducting digital readiness and leadership skills at the individual level to discover the direction of development of digital technology in a company. We expect this research can be replicated in other countries, so that wider general insights into the development of digital technology may be obtained.

Upper-area companies are indicated by their execution of partial digital initiative in the company which results in the lack of socialization of the ongoing digital activities into the individual level. Companies, especially Top Management, need to develop more knowledge about digital application and transformation to every individual in the company. Meanwhile, lower-area companies should improve their engagement across all organization members. The companies should be able to take advantage of their existing employees who possess knowledge in digital application and transformation and generated various artifacts to motivate other employees to jointly transform the organization into a Digital Master.

Our study compares the perception toward digital mastery at the organization and individual levels. Both levels are different and need to be compared, as suggested by Schuchmann and Seufert (2015) and Hinings et al. (2018). Comparison at both levels does not exist at the time of this study. Accordingly, what problems and challenges are faced by companies undergoing a digital transformation will largely remain unknown.

In the context of the digital age, this study aims to investigate the impact of citizens' digital participation on the scientific and democratic decision-making processes of the government. Specifically, the authors focus on the factors influencing citizens' digital participation, with a particular emphasis on their digital skills.

Exploring the influence of citizens' digital skills on their digital participation is of great practical significance for eliminating the digital divide and for promoting a life characterized by enriched digital interactions with the public. This study selected the social consciousness survey database of Chinese netizens in 2017, used ordered Probit and OLS models, and comprehensively used the instrumental variable method (IV), causal stepwise regression method and bootstrap method to empirically verify and construct a mechanism model of the influence of digital skills on citizens' digital participation.

The empirical findings indicate a noteworthy positive association between citizens' proficiency in digital skills and their active engagement in digital activities. This relationship is positively mediated by factors such as political interest and attention to social issues, underscoring their role in encouraging greater digital participation. Conversely, national identity exhibits a counteractive influence on this mechanism, potentially discouraging digital engagement. Notably, the impact of digital skill mastery on digital participation is more pronounced among non-elderly individuals and those residing in metropolitan areas, highlighting the significance of demographic characteristics in this context.

These research results can help the government and other organizations make better decisions and facilitate improvement of citizens' digital participation by promoting their mastery of digital skills.

Continuous training in professional teaching competencies has become one of the challenges of the school of the 21st century, especially if we refer to the mastery of digital competence. The aim of this study is to analyze the degree of digital competence of secondary school teachers of different areas of knowledge during the global pandemic of COVID-19 in the Galician autonomous community and obtain data that allow us to infer whether there is an association between individual variables such as age, gender, degree, work experience and their mastery of digital competence.

A cross-sectional descriptive quasi-experimental study is performed using an accidental sample of secondary school teachers from different fields of knowledge.

The different results obtained determine that the level of knowledge and use of digital media and tools is low. There are no significant differences depending on the variables analyzed, but it is necessary to establish specific continuing education plans for the improvement of digital competence in secondary school teachers to enable the effective use and management of information and communication technologies in future professionals.

Therefore, the findings of this study allow the development of educational interventions focused on increasing the digital competence of teachers, taking into account their individual characteristics.

This study develops the idea that resource orchestration (RO) of ISS-enabled strategy-making (ISS-SM) can influence dynamic and improvisational capabilities in innovation resulting in corporate performance (CP) gains under a hostile environment.

The structural equation modeling is applied to the data collected from 551 Brazilian firms.

The results suggest that ISS-SM facilitates dynamic and improvisational capabilities in innovation, consequently promoting CP. The research also showed that, under conditions of high environmental hostility, the impact of improvisational capabilities in innovation on CP is significantly amplified. Finally, in the specific case of high hostility, ISS-SM is especially important in enabling organizational capabilities on CP, for digital mastery firms, large firms in the manufacturing and services sectors.

The findings provide insights on how RO of ISS and resource management action enable strategy-making to leverage innovation and corporate performance during an uncertain environment.

This study developed an original contribution to resource orchestration, information systems strategies, and strategy-making literature through developing a novel construct of ISS-enabled strategy-making to enhance proximate and distal outcomes under a hostile environment.

This paper aims to examine changes occurring in the organization and delivery of learning at the level of higher education, and argues that it is now possible to envision the shape and structures of the future digital university.

Beginning with a history of the basic organizational paradigm underlying the traditional university, this paper systematically explores the impact on this paradigm of new technological and pedagogical innovations: learning management systems (LMSs), learning objects, iPods, blogs, student e‐mail, wireless connectivity, Google's search capacity, distance (web‐based) education, and blended learning on the pedagogy of tertiary education.

The physical structure of the university is a consequence of the hierarchically organization of knowledge, the predominant model from the late middle ages through the industrial era. As knowledge becomes more extensive and complex, the old organization is proving inadequate. The organization of knowledge in several dimensions will bring a massive restructuring of institutions of higher education. The new digital university will have the web rather than disciplines and the library at its virtual center with (nearly) infinite access to the larger peripheral world. No longer holding a monopoly on information, the postmodern café university competes with commercial, for‐profit institutions of learning, thus offering traditional and new adult learners immediate access and enormous learning flexibility. This enables students of all ages to take advantage of learning experiences from any connected institution, commercial or traditional, in the world.

As a comprehensive and systematic examination of the impact of digital tools in the contemporary university, this paper can offer guidance to university administrators, faculty members, and others involved in the educational process.

This study has two main objectives. First, to examine the indirect effects of digital platform capability and digital resilience on digital transformation (DT) outcomes for small- and medium-sized enterprises (SMEs), and second, to investigate how digital business model maturity influences these indirect effects.

The study adopts a quantitative design and collects data through a self-reporting survey from individuals in the technological industries. The Partial Least Squares-Structural Equation Modelling (PLS-SEM) and PLS multi-group analysis examine the measurement and structural models and the significance of differences in indirect paths based on the digital business model maturity level, serving as a moderator.

The findings of this study provide valuable insights into the internationalisation of digital SMEs. They indicate that digital platform capability and resilience fully mediate, connecting digital resources to SME growth. The study also confirms the digital business model maturity’s positive and significant moderating effect on these indirect relationships.

This research contributes to the existing literature by focusing on the international outcomes of platform ecosystems in developing markets. It explores how digital platform capability and resilience support the digital transformation of SMEs, considering their vulnerability due to their small size. The study also fills a research gap by investigating the relationship between big data, digital leadership and the international growth of digital platforms. Lastly, it explores the role of digital maturity in the relationships between antecedents, determinants and outcomes of digitalisation.

The leadership shift from conventional to digital comes from the compulsory digitalization of the workplace because the technological progress provides the opportunity of doing work remotely, and this is a great advantage of reducing costs that stem from the offline workplace. Thus, this research aims at demonstrating the relationship between digitalization of leadership and innovative work behavior.

Data were collected from 320 Turkish department managers in the Textile Industry through digital leadership and innovate work behavior scales. The hypotheses were tested using path analysis. The analyses were conducted by using SPSS and AMOS package programs.

The results show that the employees’ perceptions of digital leadership have a positive and significant effect on all dimensions of an employee innovative work behavior. Also, the leaders with high digital skills were perceived positively by the employees and the employees tend to adapt innovative behaviors when they have the digitally skilled leaders.

This study contributes to leadership research by providing evidence for the role of leadership shift in innovative work behavior. Extending the verification of leadership shift in innovative work behavior that can be adopted in Turkey has also been considered.

The purpose of this paper is to provide advice to organizations on how to become successful in the digital age. The paper revisits Peter Senge’s (1990) notion of the learning organization and discusses the relevance of systems thinking and the other four disciplines, namely, personal mastery, mental models, shared vision and team learning in the context of the current digitalization megatrend.

This paper is based on content analysis of essays from international organizations, strategy experts and management scholars, and insights gained from the author’s consulting experience. A comparative case study from the health and social sector is also included.

With the current digitalization megatrend sweeping across the globe, the practice of systems thinking would certainly become more crucial for organizations seeking to develop new digital ecosystems. In addition, the application of the other four disciplines of the learning organization would also help to nurture a digital culture for organizations to stay ahead of the competition.

Organizations and digitalization practitioners could benefit from applying systems thinking to develop digital ecosystems, and the other four disciples to nurture a digital culture.

This paper contributes to the existing literature by offering a relook and justifications on the relevance of the five disciplines, in particular systems thinking, in the present times. It offers advice to organizations on how to become successful as part of the digital transformation journey.

Challenging students to create digital documentary films in history courses engages students in both mastery of content knowledge and higher order thinking experiences. Teachers considering this type of work must contend with the focus on standards-based testing, a wide breadth of content to be covered, the challenge of finding relevant primary source materials, and restrictions related to copyright and Fair Use. This paper explores a resource site for teachers, Digital Docs in a Box, that attempts to mediate some of these concerns and support their students in the creation of digital documentaries. First, we explore the rationale for student creation of digital media, the challenges inherent in these endeavors, and the creation of the resource site. We then overview the structure and use of the site, with an illustration of how a practicing teacher would use one of the documentary kits in the classroom.

An increasing amount of research and debate has emerged over the last few years, emphasising the need for developing digitally competent, literate, able, skilled, capable people within a constantly changing technological and online environment. Existing definitions and perspectives in this area go beyond the use of technological tools or media for the creation of a digital literacy mindset, which develops throughout one's life. However, Higher Education strategies have not yet caught up with this agenda.

A student survey with Library and Information Science students from three higher education institutions in Scotland, Ireland and Greece was conducted as a basis of empirical data to support the theoretical propositions of the study. The survey centred on the technical and higher-level digital competences of students and drawing from students' self-perceived digital competences for learning and for the everyday life digital context, addressing e-leisure, e-learning, e-democracy, e-government and e-health activities. The survey critically enabled students to assess digital competences from their perspectives as digital participants.

Students' self-assessment of digital competences were lacking in a number of areas, which involved the development of information literacy, digital creation, digital research and digital identity management. In addition, students' digital competences were found to be linked to previous experiences within the everyday life digital environment. The higher the self-perceived digital competence levels of students were on the basis of dealing with everyday life digital tasks, the more likely they were to also develop high self-perceived digital competence in other digital areas related to their education.

Higher education has not fully embraced digital competences as a core, fundamental literacy which addresses both technology mastery and a digital citizenship mindset. As emerging models begin to challenge traditional teaching and learning paradigms, with global connectivity and personalised approaches, existing digital divides may be further accelerated. This requires revisiting digital competences with emphasis on the diversity of the contexts where it develops and of the learners involved, in the overall continuum of learning for life.