🕒 22.04.2023 at 11:15 UTC+3 – On-site (Room M7)

Chaired by Rūta Čiutienė and Peter Arras

How Colleges and Universities Are Driving to Digital Transformation Today: Conceptual Model of Digital University (Designed for the University of Georgia)

– by Roya Anvari, Kumpikaitė-Valiūnienė Vilmantė, Mariam Janjaria


This paper attempted to present the concept of university digital transformation which aims to provide a conceptual model of a digital university and propose a framework in dimensions of digital transformation at The University of Georgia. It identifies the main opportunities and strategic documents of the university in line with its vision, goals, and strategies. We refer to digital concepts and offer insight for university staff and students and contribute to possible future organizational directions to achieving sustainable development. In this article, the key features of the digital university have been studied. It reviews the conceptual framework of digital transformation and tries to understand how universities learn from direct experience, learning technology-driven and innovation organizations, encouraging and creating a healthy and sustainable ecosystem, and how universities develop conceptual frameworks for interpreting that experience.

Transformations Towards 5.0: Perspective of Industry, Education and Society

– by Vaida Jonaitienė, Jurgita Barynienė, Asta Daunorienė


Today’s constant economic, political, social and cultural transformations raise demand for industry, education and society rapid development. In the face of globalization, increasing competition, technological changes and uncertainty industry sector should rethink its ways and means of acting. Moreover, educational institutions should also reconsider ways of students’ education in fast changing world. The aim of this article is to provide answers about industry, education and society development towards 5.0 identifying interconnections between these important parts. Research methods used: scientific literature analysis, document analysis and case study.

Agile Framework for the Elaboration of E-learning Materials

– by Peter Arras and Galyna Tabunshchyk


Digital transformation in all industrial and societal spheres causes a shift on to the required skills of people, educators, academics and researchers. To deliver these skills and competences news methods of delivering contents have been explored. Digital transformation in education and content delivery often means a shift to digital content. This paper summarizes an approach for the development of digital content for different digital learning modules and deliverables, based on the collaboration concepts of the Open Communities of Practice. With a defined methodological approach and a vision on instructional design, development of learning content and digital media for digitalized education is structured. This is especially important in international educational projects where developers and teachers are distributed over the consortium partners.

Competences and the Digital Transformation: Case Study of a German Management Consultancy

– by Nargiza Mikhridinova, Bertha Joseph Ngereja, Leonardo Sastoque Pinilla, Daniel Neumann, Carsten Wolff, Wim Van Petegem


The digital transformation (DT) became a challenge for social, business and education systems, as it requires sophisticated ways of management in comparison to traditional, well-established project management methods. In addition, certain competences, as well as new competence profiles emerge during this transformation. Following the case study method based on a big German management consultancy, series of interviews, a focus group discussion, and analysis of competences and DT management approaches were conducted to answer the following research questions: (1) what are peoplerelated challenges in DT projects? (2) how people enable success of DT projects? (3) are there specific competences relevant for DT projects’ success? Application of the qualitative research methods resulted in such findings as: the biggest challenge in the DT management is a lack of the right set of competences, the “Number 1” factor of the successful DT is a change management, and the right, problem-solving mindset, empathy and ability to learn are above all needed for DT skills.

Conceptual Framework for Implementing a User Education System Based on Blended Learning in Smart Cities

– by Rūta Čiutienė, Nataliia Kholiavko, Andrii Karpenko and Dmytro Plynokos


In the modern world, the introduction of new smart city technologies, etc. is accompanied by a large amount of information that will need to be processed and perceived by users. To do this, it will be necessary to accompany the introduction of technologies with the training of users – the User Education Systems in smart cities. The purpose of the article is to consider the theoretical foundations of the introduction of the User Education System Based on blended learning in smart cities. The conducted research made it possible to form the concept of the User Education System. User Education System is a system of special knowledge obtained by users of modern smart systems and technologies in informal education. The concept of the User Education System is based on informal and non formal education. The Quadruple Helix Model can be successfully used to test the elements of the User Education System. Within the framework of this Model it is possible to fully describe the relationships and synergistic effects from the collaboration of key stakeholders (business, higher education institutions, government, civil society). The cooperation of these stakeholders within the User Education System becomes effective due to the active use of modern blended learning tools.