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Empowering Academics in the Digital Age: Navigating the Transformation of Higher Education

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Title: Empowering Academics in the Digital Age: Navigating the Transformation of Higher Education
Language: English
Authors: Miray Dogan (ORCID 0000-0002-6734-8947), Hasan Arslan
Source: European Journal of Education. 2026 61(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 9
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: College Faculty, Public Colleges, Technology Integration, Technology Uses in Education, Educational Technology, Educational Change, Teacher Role, Faculty Development, Faculty Workload, Teacher Motivation, Teacher Attitudes, Affordances, Barriers, Technological Literacy, College Role, Foreign Countries
Geographic Terms: Turkey
DOI: 10.1111/ejed.70420
ISSN: 0141-8211
1465-3435
Abstract: This study examines the multifaceted impact of digital transformation on academic staff in higher education, focusing on their lived experiences at a public university in Turkey. As universities increasingly integrate digital technologies into their core operations, this transformation is reshaping teaching, research and administrative practices. Drawing on a qualitative phenomenological approach, the study involved 25 faculty members and examined how digitalization affects academic roles, professional development, workload, motivation and perceptions of institutional policies. The findings reveal that while digital transformation offers opportunities for innovation, flexibility and global collaboration, it also presents significant challenges, including increased workload, administrative burden, digital fatigue and inequities in access and competence. Participants emphasised the importance of acquiring digital competencies, receiving institutional support and being included in decision-making processes regarding technology use. The study highlights the need for inclusive, sustainable and ethically grounded digital strategies in higher education and calls for stronger alignment between institutional policies and the realities experienced by academic staff. These insights contribute to a deeper understanding of how universities can empower faculty to navigate the digital age effectively while fulfilling their social and educational missions.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497841
Database: ERIC
FullText Text:
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  Data: Empowering Academics in the Digital Age: Navigating the Transformation of Higher Education
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  Data: <searchLink fieldCode="AR" term="%22Miray+Dogan%22">Miray Dogan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6734-8947">0000-0002-6734-8947</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hasan+Arslan%22">Hasan Arslan</searchLink>
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 10.1111/ejed.70420
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  Data: 0141-8211<br />1465-3435
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  Data: This study examines the multifaceted impact of digital transformation on academic staff in higher education, focusing on their lived experiences at a public university in Turkey. As universities increasingly integrate digital technologies into their core operations, this transformation is reshaping teaching, research and administrative practices. Drawing on a qualitative phenomenological approach, the study involved 25 faculty members and examined how digitalization affects academic roles, professional development, workload, motivation and perceptions of institutional policies. The findings reveal that while digital transformation offers opportunities for innovation, flexibility and global collaboration, it also presents significant challenges, including increased workload, administrative burden, digital fatigue and inequities in access and competence. Participants emphasised the importance of acquiring digital competencies, receiving institutional support and being included in decision-making processes regarding technology use. The study highlights the need for inclusive, sustainable and ethically grounded digital strategies in higher education and calls for stronger alignment between institutional policies and the realities experienced by academic staff. These insights contribute to a deeper understanding of how universities can empower faculty to navigate the digital age effectively while fulfilling their social and educational missions.
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      – SubjectFull: College Faculty
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