Transforming Tertiary Education: Navigating the Future through Innovation and Inclusivity

3.1 Digital technologies and online learning

Higher education institutions play a key role in economic development by fostering research and development, knowledge, technologies, and innovation [6]. There is an important relationship between higher education, innovation, and economic growth, and it is becoming increasingly necessary to determine how the latter is influenced by innovativeness and institutions.

Laaser and Exeni [7] studied the influence of digital transformation on the educational sector, with a focus on blended learning and online learning in Latin America. They shed light on the benefits and challenges of these technologies in terms of establishing an inclusive educational system that is highly needed to face the challenging and uncertain business environment. They observed that the implementation of these technologies is usually accompanied by resistance to change, a need for training, and adequate infrastructure.

Singh [8] tackled the transformative influence of digital technologies on the educational sector and the availability of new learning models that require being cautious using them because they are quick and have tremendous effects. The risks and opportunities of these digital solutions cover a wide range of educational components, from the quality of education to inclusiveness, social support, and personalized learning experiences. Platforms will have to be developed for all these components to improve decision-making and solve problems. Furthermore, Resnick [9] investigated the transformative potential of digital technologies in education, with a focus on the role of these technologies in supporting innovation.

According to Tyagaiah [10], e-learning uses online digital educational resources, providing accessible learning opportunities. The origins of e-learning go back to the nineteenth century with the invention of testing and teaching machines and, later, the introduction of training programs based on computer capabilities such as PLATO. In the twentieth century, this was followed by the development of personal computers and the internet, which radically transformed e-learning strategies, tools, and methods of delivery.

Chan et al. [11] examined the increasing popularity of online education platforms throughout the COVID-19 pandemic. Higher education institutions were forced to adopt online teaching to survive. The main question to tackle is the effectiveness of online teaching in engaging learners and ensuring the highest quality of education and achievements. The reliability of the internet and the level of performance were the most prominent challenges in this period, influencing learners’ engagement and satisfaction.

According to Chan et al. [11], the pandemic period saw a need to move suddenly to online teaching and distance learning as institutions were obliged to turn to online and digital learning during lockdown. Quick adaptation was essential, and the following were important considerations:

• Effects on the faculty members’ teaching and learning.

• Advantages and obstacles facing learners and faculty.

• Best practices and ways to improve in the future.

Different platforms emerged, such as Zoom, Google Meet, Microsoft Teams, and LMS, each with positive and negative aspects, and both faculty and learners had to be trained accordingly. This placed an additional burden on faculty members, who were obliged to continually innovate and improve their teaching methodologies and strategies to ensure high-quality work in the face of technological barriers, decreased engagement of learners, and digital challenges.

3.2 The rise of digital technologies and their impact on education

Digital fluency and technologies are highly needed given that education is information-centric, and learners are empowered to obtain knowledge through exploration and creation. Digital technologies can create hybrid spaces, and intercultural learning can be improved to obtain better skills and a more favorable environment in tertiary education.

According to Jorgensen et al. [12], different factors affect the impact of digital technologies on education and the effectiveness of learning between cultures:

• The skills and attitudes of learners play a key role in facilitating exchange between cultures.

• Institutional goals and asymmetries can hinder learning if they are misaligned with practical realities.

• Student engagement and reflection take time and differ across companies.

Figure 4 illustrates the importance of listening to youth and basing decisions on their input to achieve a better learning environment that is youth-centered.

According to the Center for Digital Thriving [14], the impact of education also reflects the mental health of teens in this digital era, and the following components should be taken into consideration to remain healthy and thrive:

• Better critical thinking and technology literacy

• Better digital literacy

• Better support for mental health and teenagers’ well-being.

Effective digital well-being resources are crucial to be able to influence the well-being of the young generation.

3.3 Benefits and challenges of online learning platforms

According to Hiltz and Turoff [15], online teaching is making education more collaborative, flexible, and student-centric while being supported by international organizations. More specifically, Laserna and Leitner [16] showcased the strategies and innovations that enable higher education institutions to provide high-quality education to a larger audience without negatively influencing faculty members.

Importantly, digital technology has both positive and negative effects on the mental and emotional health of youngsters. They need guidance and help to navigate this digital environment [13]. Notably, evidence-based strategies are highly needed to support these youngsters and help them be resilient and adapt to online environments. This will require collaboration between youths, educators, and psychologists [8].

This is becoming normal, and influencing the behaviors of these young generations is essential for them to strive and be successful. Youngsters need support for improved mental health outcomes in the digitally connected world, and evidence-based facilities are an effective manner to strengthen this understanding and positive effect [14]. Accordingly, case studies should be integrated into course delivery, student interaction, and evaluation methods to upskill learners [16].

Tyagaiah [10] outlined the numerous advantages and challenges of e-learning, from increased efficiency, reduced costs, ease of assessment, and ease of access to isolation, lack of interactions, poor connectivity, a growing requirement of technological excellence and practice, limited certification offerings, and resistance to change to maintain traditional teaching strategies.

Tertiary education has been widely influenced by e-learning, and diverse stakeholders have been positively impacted, including faculty, learners, and administrators.

4.1 Understanding inclusivity and equity

Kelly and Padden [17] worked on transforming diversity and inclusion from theory to practice, aiming to make them an essential part of educational strategies and values. The mission and vision, in addition to all activities, will be based on inclusion and equity. Implementation is critical in achieving the best results and creating an environment that focuses on these guiding principles for better performance and motivation of the employees.

Inclusive higher education is based on the following pillars:

1. Curriculum redesign

2. Student support and experience

3. Physical environment

4. Infrastructure and technology.

Boyle et al. [18] studied the integration of inclusivity in international assessment methods, examinations, legislations, and systems’ design, looking for areas of improvement in the assessments to upgrade the whole learning experience. Inclusiveness is based on the participation and learning of all, removing barriers, and establishing an environment of involvement and respect for diversity. Many challenges remain in the integration of inclusiveness in educational assessments.

Zambrana et al. [19] investigated the challenges that face diversity, equity, and inclusion (DEI) implementation efforts in higher education institutions and underlined faculty adversity, supporting under-represented minorities and achieving institutional changes.

4.2 Strategies for creating inclusive learning environments

The OECD [20] examined how educational systems can answer the need to increase inclusiveness and diversity in a world aggressively shaped by demographic shifts, migration, inequalities, and fast changes.

Chan et al. [11] found that investments in technology, professional development, and improved policies are essential for equitable access to education. DEI strategies are effective when the diverse stakeholders in the institutional environment are committed to it, leadership is involved, and adaptation occurs at all organizational levels. Additional regulations, policies, and procedures should be implemented to get the best results.

According to the World Bank [21], a holistic approach is needed to promote equity and inclusiveness, mainly in providing high-quality education to marginalized groups. The researchers build on the principles of the United Nations’ Sustainable Development Goals and the Convention on the Rights of Persons with Disabilities. The goal is to ensure equal participation in education.

Claeys-Kulik et al. [22] studied the adoption of DEI in higher education institutions in terms of policies and practices. They showed that leadership in some higher education institutions considers DEI one of the key components of operations and activities. To be more innovative and successful at achieving its goals. Learners can be supported by the establishment of outreach programs, training, inclusive teaching methods, and flexible educational environments. Meanwhile, staff can be supported by continuous training, support, awareness, and promoting inclusiveness and equality at all levels of the institution.

Curricula will be updated to promote inclusiveness and equity, and teachers will play a key role in achieving these targets. They will indeed complement the role of the institutional administration in pursuing these objectives while adopting the best practices to make the most benefits in terms of adoption and successful implementation.

Zambrana et al. [19] recommended adopting the following strategies: equity and inclusiveness in hiring and diverse human resources practices, providing mentoring opportunities, improving work-life balance, clarifying how promotion can be achieved, and leadership commitment.

4.3 Policies and practices that promote diversity and inclusion

Buhrmann and Bunescu [23] argued that higher education institutions often lack specific measures and policies to address equity and inclusion. The OECD [20] looked at the effects of DEI on higher education systems in an ever-changing global environment and promoted the following policies and practices: governance, resourcing, capacity building, school-level interventions, and monitoring and evaluation.

Buhrmann and Bunescu [23], in their study of how higher education institutions can promote equity and inclusion through various teaching and education practices, reported that the main barriers are the lack of concrete measures and initiatives, digital poverty and inclusion, and the need to train academic staff.