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The Impact Of Digital Transformation On Higher Education
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By Emilio Abad-SeguraEmilio Abad-Segura SciProfiles Scilit Preprints.org Google Scholar 1, * , Mariana-Daniela Gonzalez-ZamarMariana-Daniela Gonzalez-Zamar Scilit Preprints.org Google Scholar, 2, In Ju-Ju. -Moro SciProfiles Scilit Preprints.org Google Scholar 3 and German Ruipérez GarcíaGerman Ruipérez García SciProfiles Scilit Preprints.org Google Scholar 4
Received: February 21, 2020 / Revised: March 5, 2020 / Accepted: March 5, 2020 / Published: March 9, 2020
Education And Technology Overview
Digital transformation in the field of education implies the involvement of sustainable management in order to adapt to the changes introduced by new technologies. Global research trends on this topic over the years 1986-2019 are analyzed and studied. To achieve this goal, a bibliometric study of 1590 articles from the Scopus database was used. The results provided information about the scientific productivity of authors, journals, institutions and countries that contribute to the development of this field of research. The evidence shows an exponential trend that is of particular interest in the last five years. The main categories are social and environmental sciences. The most prolific journal is Sustainability. The author of most articles is Mulder of The Hague University of Applied Sciences. The most productive institution is Delft University of Technology. The USA is the country with the most academic publications and international collaborations in its research. The main keywords used in the articles are “sustainability”, “sustainable development”, “higher education”, “innovation”, “technology”, “environmental technology”, “technological development” and “environmental management”. Global research has followed an increasing trend with optimal publication rates in recent years.
In recent decades, universities have been experiencing a number of important changes caused by technological and social trends towards digitization. As with all revolutions, digitalization involves radical restructuring in all sectors, from manufacturing and energy chains to banking [1, 2, 3].
Currently, the adoption of technologies by universities is associated with a paradigm shift in which technology is envisioned as a complex and interconnected environment that enables digital learning [4]. In this way, the focus is more on the students than on the technology itself, in addition to the learning experiences it enables.
In this context, digitalization in higher education institutions (HEIs) is a necessity, which is able to attract more and better students, improve the experience of courses, educational materials and the educational process in general [5, 6]. It also allows for monitoring to identify barriers to learning and reduce the risk of dropping out. However, the reluctance to understand and take advantage of the opportunities to move into this digital environment remains.
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Thus, in the reviewed literature, it is determined that the digital transformation (DT) should be established according to the axioms of connectivism, so that its commitment to meet the expectations of different interest groups in economic, social and environmental aspects is integrated. [7]. In terms of sustainable management, higher education institutions will invest in the use and development of clean technologies in their activities and manage their distribution in the environment of their influence [8]. Clean technology, also referred to in scientific literature as ecological, green or ecologically sound technology, refers to a process or service that reduces negative environmental impacts through significant improvements in energy efficiency, sustainable resource use, or environmental protection activities. These processes are inherently less polluting, use resources more sustainably, and treat more waste in addition to better recycling. Similarly, the development of clean technologies is based on the evolution of information and communication technologies (ICT). Universities are adopting telecommunications services that are hosted in the cloud on the Internet, thus eliminating physical devices and additional hardware [9].
The purpose of this study is to study trends in IT in higher education (IT) in order to analyze the impact of the adoption of new technologies by higher education institutions.
In the review of the literature conducted, studies were identified that address this issue, so the research question is to determine whether the involvement of sustainable management in the transformation of digital universities over the last few years has a growing interest in academic production.
Likewise, the issue of this study is to understand whether, among other variables, the number of published articles is related to the interest generated by DT or, conversely, to regulatory provisions.
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Therefore, the main objective of this paper is to analyze global research trends on the implications of sustainable DT management in HE.
To get an answer to the research question, a sample of 1590 scientific journal articles from the Scopus Elsevier database was analyzed for the period 1986-2019, that is, since the publication of the first article on the subject of study in 1986. up to the last full year, 2019. To check the main subfields of each selected manuscript, according to the reviewed literature, a search string consisting of the main terms of the study topic was used. The search only includes articles because of the guarantee of the peer review process to guarantee its scientific quality. This study used the bibliometric method to summarize the knowledge base in the field of sustainable IT management at the global level and to identify its research trends. The results showed the contributions in this field of research, which allows to identify the main authoring agents, their research trends and to reveal certain important knowledge gaps. Thus, it can be concluded that higher education institutions are making progress in ensuring their economic, environmental and social sustainability management in relation to DT education in order to achieve the model of an open, digital, innovative and networked institution.
Finally, it should be noted that among the research areas that are currently being developed in relation to the research topic, these concern, among other things, the development of models that meet the requirements of the digital economy for higher education systems. , or promotion of digitization of education in stable conditions.
The study of sustainable DDT management is supported by the analysis of the theoretical framework, which together with the key concepts defines the frame of reference in this research work. Table 1 shows the main results of the status of the research topic. Each article lists the name of the contribution and the authors, the year of publication and the journal in which it was published.
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The invasion of technology into society has changed both the nature of services and products and the meaning of time in the workplace, in addition to learning processes [25]. Thus, nowadays technology has regulated a new scenario in the field of education.
In this context, connectivism emerges as a learning theory for the digital age that attempts to explain complex learning in an ever-evolving digital social world [26, 27]. The academic community has considered this theory as a model from computer science using the concept of a network with nodes and connections to define learning [15, 28].
In this way, connectivism defines learning as a continuous process that occurs in different scenarios, namely group, personal and spatial. Important in the study of connectivity between networks is the strict distinction between connectivism and traditional learning theories [29]. Thus, in 2004, Siemens showed that some traditional learning theories have limitations, such as behaviorism, cognitivism, and constructivism, because they were developed at a time when technology had not yet had much impact on learning [30, 31]. That is, these theories were developed when knowledge was slowly developing; but at the same time, knowledge is growing at a high rate.
The principles of connectivity are based on the fact that learning and knowledge recognize diversity of opinion and communication between sources of information is prioritized, which promotes the coherence of learning [32]. Similarly, the ability to see connections between topics, ideas, and concepts is important. Finally, decision-making itself is a learning process, that is, choosing what