INSTITUTIONAL READINESS FOR TECHNOLOGY-ASSISTED ISLAMIC LEARNING: A CASE FOR HUMAN-CENTERED DIGITAL TRANSFORMATION

Raysa Rahma, Zuliana Zuliana

Abstract


The digital transformation of higher education post-COVID-19 pandemic has been massive, yet institutional readiness, especially in Islamic higher education, remains highly varied and often neglects the human dimension as the center of change. This article aims to formulate a conceptual framework for institutional readiness for technology-assisted Islamic learning with a human-centered approach, and to identify key dimensions influencing the success of digital transformation in the context of Islamic higher education. This research uses a qualitative approach with a multiple case study design across three Islamic higher education institutions in Indonesia and Saudi Arabia, involving 45 participants consisting of students, lecturers, and administrators through in-depth semi-structured interviews, participatory observation, and document analysis, with thematic analysis following the framework. The main findings reveal four interconnected dimensions of institutional readiness: technological infrastructure as a critical foundation, the digital competency gap between lecturers and students, the dynamics of attitudes and culture encompassing resistance to change alongside enthusiasm for flexibility, and the urgency of a governance and data ethics framework to anticipate the risks of the "dark side" of digital transformation. This research contributes to the development of a conceptual framework that integrates Islamic values such as amanah (trustworthiness) and maqashid syariah (objectives of Islamic law) into digital readiness dimensions, which have been overlooked in conventional digital transformation literature. In conclusion, sustainable digital transformation in Islamic higher education demands an integrated strategy that not only focuses on technology investment but also on human capacity development, culturally sensitive change management, and a strong ethical framework. Further research is suggested to expand the geographical scope to the broader Southeast Asia and Middle East regions and to develop institutional readiness measurement instruments that accommodate Islamic values and local wisdom.


Full Text:

PDF

References


Alhubaishy, A., & Aljuhani, A. (2021a). The challenges of instructors’ and students’ attitudes in digital transformation: A case study of Saudi Universities. Education and Information Technologies, 26(4), 4647–4662. https://doi.org/10.1007/s10639-021-10491-6

Alhubaishy, A., & Aljuhani, A. (2021b). The challenges of instructors’ and students’ attitudes in digital transformation: A case study of Saudi Universities. Education and Information Technologies, 26(4), 4647–4662. https://doi.org/10.1007/s10639-021-10491-6

Aljanazrah, A., Yerousis, G., Hamed, G., & Khlaif, Z. N. (2022a). Digital transformation in times of crisis: Challenges, attitudes, opportunities and lessons learned from students’ and faculty members’ perspectives. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.1047035

Aljanazrah, A., Yerousis, G., Hamed, G., & Khlaif, Z. N. (2022b). Digital transformation in times of crisis: Challenges, attitudes, opportunities and lessons learned from students’ and faculty members’ perspectives. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.1047035

Alotaibi, N. S. (2022a). The Significance of Digital Learning for Sustainable Development in the Post-COVID19 World in Saudi Arabia’s Higher Education Institutions. Sustainability (Switzerland), 14(23). https://doi.org/10.3390/su142316219

Alotaibi, N. S. (2022b). The Significance of Digital Learning for Sustainable Development in the Post-COVID19 World in Saudi Arabia’s Higher Education Institutions. Sustainability (Switzerland), 14(23). https://doi.org/10.3390/su142316219

Braojos, J., Weritz, P., & Matute, J. (2024). Empowering organisational commitment through digital transformation capabilities: The role of digital leadership and a continuous learning environment. Information Systems Journal, 34(5), 1466–1492. https://doi.org/10.1111/isj.12501

Braun, V. , & C. V. (2021). Thematic analysis: A practical guide.

Creswell, J. W. , & P. C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.).

Farias-Gaytan, S., Aguaded, I., & Ramirez-Montoya, M. S. (2023a). Digital transformation and digital literacy in the context of complexity within higher education institutions: a systematic literature review. Humanities and Social Sciences Communications, 10(1). https://doi.org/10.1057/s41599-023-01875-9

Farias-Gaytan, S., Aguaded, I., & Ramirez-Montoya, M. S. (2023b). Digital transformation and digital literacy in the context of complexity within higher education institutions: a systematic literature review. Humanities and Social Sciences Communications, 10(1). https://doi.org/10.1057/s41599-023-01875-9

Fernández, A., Gómez, B., Binjaku, K., & Meçe, E. K. (2023a). Digital transformation initiatives in higher education institutions: A multivocal literature review. Education and Information Technologies, 28(10), 12351–12382. https://doi.org/10.1007/s10639-022-11544-0

Fernández, A., Gómez, B., Binjaku, K., & Meçe, E. K. (2023b). Digital transformation initiatives in higher education institutions: A multivocal literature review. Education and Information Technologies, 28(10), 12351–12382. https://doi.org/10.1007/s10639-022-11544-0

García-Peñalvo, F. J. (2021a). Avoiding the dark side of digital transformation in teaching. an institutional reference framework for eLearning in higher education. Sustainability (Switzerland), 13(4), 1–17. https://doi.org/10.3390/su13042023

García-Peñalvo, F. J. (2021b). Avoiding the dark side of digital transformation in teaching. an institutional reference framework for eLearning in higher education. Sustainability (Switzerland), 13(4), 1–17. https://doi.org/10.3390/su13042023

Guest, G., Bunce, A., & Johnson, L. (2006). How Many Interviews Are Enough?: An Experiment with Data Saturation and Variability. Field Methods, 18(1), 59–82. https://doi.org/10.1177/1525822X05279903

Hamdanah, H., Rusmaniah, R., Rajiani, I., & Muslimah, M. (2024a). Continuance intention of digital education in traditional Indonesian higher education: Policy implication forward. Journal of Infrastructure, Policy and Development. https://doi.org/10.24294/jipd.v8i5.3596

Hamdanah, Rusmaniah, Rajiani, I., & Muslimah. (2024b). Continuance intention of digital education in traditional Indonesian higher education: Policy implication forward. Journal of Infrastructure, Policy and Development, 8(5). https://doi.org/10.24294/jipd.v8i5.3596

Lee, H. J., & Hwang, Y. (2022). Technology-Enhanced Education through VR-Making and Metaverse-Linking to Foster Teacher Readiness and Sustainable Learning. Sustainability (Switzerland), 14(8). https://doi.org/10.3390/su14084786

Lincoln, Y. S. , & G. E. G. (1985). Naturalistic inquiry.

Michelotto, F., & Joia, L. A. (2024). Organizational Digital Transformation Readiness: An Exploratory Investigation. Journal of Theoretical and Applied Electronic Commerce Research , 19(4), 3283–3304. https://doi.org/10.3390/jtaer19040159

Miles, M. B. , H. A. M. , & S. J. (2020). Qualitative data analysis: A methods sourcebook (4th ed.). .

Mohamed Hashim, M. A., Tlemsani, I., & Duncan Matthews, R. (2022). A sustainable University: Digital Transformation and Beyond. Education and Information Technologies, 27, 8961–8996. https://doi.org/10.1007/s10639-022-10968-y

Mohamed Hashim, M. A., Tlemsani, I., & Matthews, R. (2022). Higher education strategy in digital transformation. Education and Information Technologies, 27, 3171–3195. https://doi.org/10.1007/s10639-021-10739-1

Moustakas, C. (1994). Phenomenological research methods.

Otto, S., Bertel, L. B., Lyngdorf, N. E. R., Markman, A. O., Andersen, T., & Ryberg, T. (2024a). Emerging Digital Practices Supporting Student-Centered Learning Environments in Higher Education: A Review of Literature and Lessons Learned from the Covid-19 Pandemic. Education and Information Technologies, 29(2), 1673–1696. https://doi.org/10.1007/s10639-023-11789-3

Otto, S., Bertel, L. B., Lyngdorf, N. E. R., Markman, A. O., Andersen, T., & Ryberg, T. (2024b). Emerging Digital Practices Supporting Student-Centered Learning Environments in Higher Education: A Review of Literature and Lessons Learned from the Covid-19 Pandemic. Education and Information Technologies, 29(2), 1673–1696. https://doi.org/10.1007/s10639-023-11789-3

Patton, M. Q. (2015). Qualitative research & evaluation methods (4th ed.). .

Rubin, H. J. , & R. I. S. (2012). Qualitative interviewing: The art of hearing data (3rd ed.).

Shenkoya, T., & Kim, E. (2023a). Sustainability in Higher Education: Digital Transformation of the Fourth Industrial Revolution and Its Impact on Open Knowledge. Sustainability (Switzerland), 15(3). https://doi.org/10.3390/su15032473

Shenkoya, T., & Kim, E. (2023b). Sustainability in Higher Education: Digital Transformation of the Fourth Industrial Revolution and Its Impact on Open Knowledge. Sustainability (Switzerland), 15(3). https://doi.org/10.3390/su15032473

Shenkoya, T., & Kim, E. (2023c). Sustainability in Higher Education: Digital Transformation of the Fourth Industrial Revolution and Its Impact on Open Knowledge. Sustainability (Switzerland), 15(3). https://doi.org/10.3390/su15032473

Spradley, J. P. (2016). Participant observation.

Veseli, A., Hasanaj, P., & Bajraktari, A. (2025a). Perceptions of Organizational Change Readiness for Sustainable Digital Transformation: Insights from Learning Management System Projects in Higher Education Institutions. Sustainability (Switzerland), 17(2). https://doi.org/10.3390/su17020619

Veseli, A., Hasanaj, P., & Bajraktari, A. (2025b). Perceptions of Organizational Change Readiness for Sustainable Digital Transformation: Insights from Learning Management System Projects in Higher Education Institutions. Sustainability (Switzerland), 17(2). https://doi.org/10.3390/su17020619

Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.).




DOI: https://doi.org/10.3059/insis.v0i0.29978

DOI (PDF): https://doi.org/10.3059/insis.v0i0.29978.g15243

Refbacks

  • There are currently no refbacks.