Digital Transformation and Technological Innovation on Higher Education Post-COVID-19

Abstract

The university is an important pillar in sustainable development; however, COVID-19 imposed new dynamics that called for rethinking university praxis to achieve this mission, and although the systematization of good practices is a powerful mechanism for understanding educational success, this perspective of positive change has been little developed. Hence, the present study aimed to identify positive cores of faculty in their successful post-COVID-19 performance. A qualitative methodological approach was deployed, with the Netnography method, complemented with elements of positive psychology, appreciative inquiry, and management of formative potentialities. The online community consisted of 1238 university teachers from 10 Latin American countries, who participated for two months in an appreciative interview as an asynchronous journey of constructive proposals, for the active co-construction of post-COVID-19 success factors. The findings reveal multiple affirmative topics grouped into nine positive cores, identifying two target categories: digital transformation and technological innovation, as well as the processes directly associated with their dynamization. Finally, the epistemic implications of the findings in theory and practice, and their relevance in the creation of a formative agenda of positive change for Latin American Higher Education, are presented.

Examining workweek variations in computer usage patterns: An application of ergonomic monitoring software

“…Moreover, remote work offers flexibility, reducing work-family conflicts and improving family relationships [ 35 , 36 ]. It also allows for increased time for leisure and exercise, which positively impacts both physical and mental health and increases work productivity [ 37 ]. In addition to the benefits for employees, remote work has environ-mental advantages.…”

Uso de herramientas y tecnologías emergentes en la enseñanza de la educación superior

“…Este modelo se basa en gran medida en la confianza en el papel profesional de los educadores (Chan, 2023). Las demandas de la era digital se aplican tanto a los estudiantes, que son la próxima generación de la fuerza laboral, como a los docentes, que son facilitadores del modelo de competencias (Deroncele-Acosta et al, 2023). Volumen 5 N°4.…”

“…La pandemia de coronavirus ha obligado a millones de estudiantes a realizar cursos en línea en un experimento de aprendizaje global sin precedentes (Deroncele-Acosta et al, 2023). Este cambio repentino ha llevado a un aumento significativo de las habilidades digitales de la educación superior profesional.…”

Trends in Educational Research for Sustainable Development in Postgraduate Education Programs at a University in Peru

“…The global socio-educational context is experiencing the post-pandemic period which has accelerated the processes of digital transformation and technological innovation in education [21]. Thus, with the advancement of the computerization of education, educational management methods have gradually become more information-based and large amounts of data stored in teaching have accumulated [70], calling for educational innovation with ICT to promote relevant learning [60], which necessarily requires digital competencies.…”

“…This cannot be achieved today outside of a single discipline, as it requires multidisciplinary collaboration and interdisciplinary approaches as a model of sustainable research [2], nor can it be achieved outside of technology, especially when it has been demonstrated how digital transformation can contribute to sustainability in HEIs [20]. In this regard, a recent study showed important findings for the future of higher education based on digital transformation and technological innovation [21].…”