Digital Transformation as a Generator of Sustainable Value in Educational Organizations
DOI:
https://doi.org/10.37886/Keywords:
digital transformation, sustainable value, educational organizations, teacher digital competences, EFQM 2020 model, challenges of school digitalizationAbstract
Research Question (RQ): How does digital transformation contribute to the creation of sustainable value in educational organizations?
Purpose: The aim of the study is to analyse the impacts of digital transformation, accelerated by the COVID-19 pandemic, on the quality, equity, and sustainability of education. Special emphasis is placed on the development of key competences and on identifying risks that arise from the lack of a sustainability perspective.
Method: A qualitative systematic literature review was conducted, with scientific articles identified through Scopus, ScienceDirect, and COBISS using targeted keywords related to school digital transformation. Only peer-reviewed sources published between 2020 and 2025 that examine teacher digital competences, professional development, and organizational factors of digitalization were included; irrelevant and technically oriented contributions were excluded.
Results: The digital transformation of education reveals that teacher professional development, digital self-efficacy, and supportive leadership are key factors influencing successful technology integration and teacher well-being. Teachers recognize the potential of digital tools but express gaps in their competences, while practice often shows an overly technology-driven approach that requires a more balanced and sustainable use of digital solutions. Smart classrooms and advanced technologies have significant innovative potential; however, they require a clear pedagogical vision, thoughtful planning, and sustainable leadership. When positioned within the EFQM 2020 Excellence Model, digital transformation emphasizes the creation of sustainable value and the long-term well-being of stakeholders.
Organization: The study highlights that school managers must lead digital transformation holistically, as teachers and students require continuous support, training, and a clear digital strategy. Organizations must ensure the gradual development of digital competences, ongoing modernization of tools, and the creation of an inclusive, safe, and motivating learning environment.
Society: Digital transformation directly affects society by either reducing or deepening digital inequalities—from access to technology to developmental opportunities for children. Environmental aspects of digitalization are often overlooked.
Originality: The study provides new insight into how advanced technologies (AI, metaverse, IoT) can systematically reshape classrooms and enhance the learning experience. The added value of the research lies in highlighting the critical role of instructional coaches and revealing future teachers’ needs for practical, mentored, and reflective development of digital competences.
Limitations/Future Research: As digital education reform is ongoing; the study cannot offer a long-term assessment of the sustainability of digital practices or their impact on teaching. It identifies variability among professional development activities but does not provide precise criteria for evaluating their effectiveness, which complicates the comparison of different forms of support.
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