University Managers' Insights into Collaborative Networks and the Adoption of Digital Technologies for Human-Centric Teaching and Learning Models

Abstract This study investigates the strategic narratives of university managers in South Africa, aimed at the acceptance of digital technologies to advance human-centric teaching and learning models. It examines fundamental gaps in grasping how collaborative networks, digital skill, and interdisciplinary systems influence institutional strategies. The questions aimed at examining the mechanisms of strategic planning, encouraging effect of interdisciplinary teamwork in initiating. The research integrates qualitative thematic and quantitative network analysis with results demonstrating three critical insights: localized relationship strengthens intra-group reliability but limits broader incorporation across departments; digital readiness advances equitable adoption, permitting interdisciplinary pathways, knowledge diffusion, driving developments in human-centric education strategies. These results articulate through pathways such as localized collaboration → strong intra-group cohesion → limited cross-departmental incorporation; as well as digital readiness → equitable adoption → sustainable innovation; and interdisciplinary pathways → knowledge diffusion → enhanced human-centric education strategies.