Current Research Bulletin

The COVID-19 pandemic catalyzed a historic, if uneven, digital pivot in global higher education. This study offers a post-pandemic, theory-driven synthesis of how universities have navigated digital transformation, with particular attention to adoption patterns, quality assurance (QA), and governance reform. Drawing on a comprehensive corpus of literature (2020–2025), global datasets (UNESCO, World Bank), and comparative case studies from Rwanda, India, and the U.S., we interrogate not only the empirical outcomes but the normative architectures underpinning higher education’s digital turn. Integrating Institutional Theory, Diffusion of Innovation, and Complexity Theory, we propose a multi-stage conceptual framework—“external shock → institutional response → digital adoption → QA adaptation → governance outcomes”—to analyze systemic shifts. Our findings reveal a persistent digital divide: while technological adoption surged, access disparities and epistemic inequities remain entrenched. QA mechanisms, originally designed for analog contexts, often lag behind digital delivery, leading to improvised standards or suspended accreditation. Governance responses diverge across neoliberal, social-democratic, and hybrid regimes, shaping institutional resilience and equity impact. We argue that platform-mediated education risks entrenching epistemic injustice, commodifying pedagogy, and centralizing power in global EdTech monopolies. Yet counter-trends emerge: local innovation in the Global South—mobile-first micro-credentials, offline content, and collaborative governance models—demonstrates alternative trajectories. We conclude by advancing a normative call for technological solidarity: an approach to digital transformation grounded in equity, openness, and participatory governance. This study contributes to global debates on higher education’s future, offering theoretical integration and policy foresight for a post-COVID landscape defined not by inevitability, but by institutional choices and moral commitments.

digital transformation; higher education governance; quality assurance; post-pandemic pedagogy; EdTech equity; hybrid learning futures; institutional adaptation

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