From ICT integration to digital transformation: perceptions and pedagogical innovations in Ivorian higher education—comparative study of UVCI and ISTC

This analysis focuses on the evolution from Information and Communication Technologies (ICT) integration to digital transformation within Ivorian higher education, recognizing it as a key factor for modernization in Africa. The research highlights a gap in understanding how technological adoption leads to broader transformations in pedagogical practices and institutional models, particularly in Sub-Saharan Africa. A comparative study is being conducted to examine academic perceptions of digital transformation as a driver of pedagogical innovation.

Why it matters

The transition from basic ICT integration to comprehensive digital transformation is critical for the future competitiveness and relevance of higher education institutions. Understanding perceptions and drivers of pedagogical innovation in this context enables strategic planning for educational modernization and ensures that institutions can effectively prepare for and adapt to evolving technological landscapes.

Key insights

• Digital transformation is a significant driver for modernizing higher education in Africa.
• There is a documented understanding of ICT integration in teaching practices.
• Less attention has been given to how ICT integration evolves into broader digital transformation processes.
• This research gap is particularly pronounced in Sub-Saharan African higher education, where comparative empirical studies are limited.
• The study investigates academic perceptions of digital transformation as a catalyst for pedagogical innovation in Ivorian higher education.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1749295