Digital Transformation in Higher Education: A Comparative Analysis of Ukraine and the Czech Republic
DOI:
https://doi.org/10.47451/soc2025-04-02Keywords:
digital transformation, higher education, Ukraine, Czech Republic, student access, digital pedagogyAbstract
This article explores the digital transformation in higher education, offering a comparative analysis of Ukraine and the Czech Republic. Over the past decade, digitalization has become a pivotal component of educational reform, with universities striving to adapt to the rapid evolution of digital technologies. The COVID-19 pandemic further accelerated this transformation, forcing institutions to shift to online modes of learning, teaching, and research. This study investigates how both Ukraine and the Czech Republic have responded to these challenges through national strategies, institutional innovations, and international cooperation. In particular, the paper examines five core dimensions of digital transformation: national digitalization policies, digital infrastructure, faculty development, student access, and institutional autonomy. While the Czech Republic benefits from strong integration with European Union frameworks and funding programs such as Erasmus+ and Horizon Europe, Ukraine faces considerable structural and geopolitical obstacles, especially during the ongoing military conflict. Despite these challenges, Ukrainian universities have demonstrated notable resilience and creativity in implementing digital tools, often relying on international partnerships and external support. The study reveals both convergences and divergences between the two national systems. Czech universities typically enjoy more autonomy and stable infrastructure, enabling them to design sustainable digital strategies and participate in international research initiatives. Ukrainian universities, meanwhile, navigate resource constraints but show strong adaptability and motivation to align with European educational trends. The findings suggest that successful digital transformation depends not only on technological infrastructure but also on policy consistency, institutional leadership, and inclusive access for all stakeholders. The article concludes with strategic recommendations to foster long-term digital capacity, including strengthening faculty digital competencies, supporting students in rural areas, and promoting cross-border academic collaboration. This comparative study contributes to the growing body of literature on digital transformation by highlighting context-specific responses and offering insights for policy-makers and educational leaders in similarly positioned countries.
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