Abstract Purpose The Industrial Revolution 4.0 and technological development have resulted in a digital transformation. This research aims to build a theoretical model for digital pedagogies and quality management of HEIs with reference to a Finnish university. Methodology The qualitative research explored the question: ‘What factors build the theoretical model of digital pedagogies and quality management of HEIs?’ The study was conducted at Laurea University in Helsinki as a single case study. Data collection included document analysis, classroom observations and semi-structured interviews. This provided a multidimensional picture of the changes stemming from digital transformation in learning and quality management. Findings The results section discusses the empirical outcomes, supported by direct quotes from interviewees and structured codifications, and a proposition of model dynamics. The study produced a theoretical model of digital pedagogy and quality management in practice-orientated HEIs, consisting of four interrelated nodes: Digital Learning Foundation – the pedagogical and technological basis; Enabling Factors – digital flexibility and learning support facilitating implementation; Institutional Quality Control – ensuring standards through frameworks such as DigCompEdu; and Challenges – pedagogical, technical and economic barriers. Originality/value The article presents a new perspective on digital technologies in HEIs. The results offer understanding of how digital pedagogy supports the teaching process and becomes a key element of quality management strategy. The authors provide insights to university authorities, educators and policymakers into how digital transformation affects digital pedagogies and quality management in HEIs.
Ulatowska et al. (Sun,) studied this question.