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Changes in teaching and administration at universities are dramatic. These dramatic shifts are being prompted by a number of factors. Micro and Nano degrees, as well as digital transformation, online education, tech-savvy students, operating expenses, and other factors, are all instances of such influences. Students in higher education make use of a variety of digital technology to supplement traditional lecture-based classroom instruction. Technology from the Fourth Industrial Revolution has made its way into HEIs, requiring them to adapt to the digital revolution (DT) in all its forms. Recently, there has been a lot of interest in applying digital transformation methodologies to the education sector, as these methods allow us to characterise the numerous interrelationships among stakeholder in a digitally enabled environment of teaching and learning. The purpose of this research is to highlight the unique aspects of the digital shift implementation process in academic settings. In addition, we will discuss how digital learning fits within the larger context of contemporary universities. More research is needed to understand how universities can adapt to the fourth industrial age and digital transformation.
Manchanda et al. (Tue,) studied this question.
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