Investigating the Impact of Determinants Influencing Students' Readiness for Digital Transformation in Academic Institutions in Pakistan

Abstract

It is crucial to assess the digital transformation readiness of students in order to develop knowledgeable, capable and qualified alumnus who can enhance the qualified personnel within a country. This study will help HEIs in examining whether their students have the skills they need to survive in the 4IR era. Data have been collected from Higher Educational institutions (HEIs) which were listed in QS-Ranking list. Purposive sampling technique was employed for sample selection and the respondents were students. For analysis, Smart-PLS4 and SPSS-24 were used. According to the findings of structural equation modelling, students' traits, technological understanding of the 4IR and organisational aspects have a big impact on how well-prepared they are for the 4IR. Additionally, organisational aspects also have influence on students' readiness. Additionally, the organisational dimensions also have impact on students' understanding of 4IR technology. Additionally, students' understanding of 4IR technology and organisational dimension has a big impact on their qualities connected to 4IR. Higher education institutions can help students do well in a digital learning setting by creating support services that are tailored to their needs and concerns. These services could include workshops on digital literacy or one-on-one coaching. Further, the study adds to our understanding of what affects student readiness by pointing out the specific problems students face and the things that help them deal with them. The results can be used to help create lessons that better incorporate digital tools and skills, making sure that students have the skills they need for an educational world that has become more digital. The study's conclusion has policy implications for HEIs, highlighting the necessity of institutional policies that support digital transformation. By giving faculty members the chance to grow professionally and by giving them opportunity to learn about and practise new pedagogical approaches and emerging technologies, HEIs could encourage faculty members to conduct research and innovation in their learning as well as pedagogical methods. This provides us with fresh perspectives on the strategic importance of students' readiness in encouraging HEIs to promote digital transformation. HEIs can encourage creativity and business, and working together across disciplines and organisational aspects like academic programmes, training, technical infrastructure and others is essential for putting students on the path to a better future through this study.