Research on Digital Transformation Performance of University Teachers – A Case Study of Xiangsihu College of Guangxi Minzu University

Abstract

With the rapid development of global information technology, digitalization has become an important strategic direction to promote the modernization of higher education. Governments of various countries have put the strategy of digitalization of education into the national development agenda. At present, research in various countries focuses on technology and policy, while research on teachers’ digital literacy and transformation ability is relatively insufficient. Taking Xiangsihu College of Guangxi Minzu University as a case, this study explored the role change and capacity building of university teachers in the process of digital transformation, aiming to enrich the theoretical system of digital education, respond to policy needs, and provide feasible paths and practical experience for local colleges and universities, especially western ethnic universities, to promote the fair and high-quality development of regional education.
This study had three main purposes: (1) To explore the effect of digital conscious thinking on the digital transformation of university teachers; (2) To explore the effect of digital technology capability on the digital transformation of university teachers; (3) To explore the effect of digital teaching practice on the digital transformation competency of university teachers.This study adopted quantitative research methodology, and a questionnaire survey was conducted to collect data for analysis.
The findings reveal that in Xiangsihu College of Guangxi Minzu University, young and short-term teachers perform better, and there are significant differences in digital transformation by genders and professional titles in some competency dimensions. Based on the data analysis, it is found: (1) Digital conscious thinking has a positive effect on digital transformation; (2) Digital technology capability has a positive effect on digital transformation; (3) Digital teaching practice has a positive effect on digital transformation.
On the basis of these findings, several suggestions are proposed: Institutions should optimize mechanisms of institutional guarantees and incentives to strengthen the role of digital conscious thinking. A hierarchical empowerment system should be built to bridge the gaps in group capacity, thereby enhancing the influence of digital technology capability. The kinetic energy of professional development should be activated through ecological cooperation to improve the role of digital teaching practice.

Keywords: digital transformation, digital conscious thinking, digital technology capability, digital teaching practice

6317195866 Dai Xuan,  2568 (2025). Advisor: ดร.จิดาภา ชลธารรัตนพงศ์ – Dr. Jidapa Chollathanrattanapong, สารนิพนธ์ (Independent Study), Research on Digital Transformation Performance of University Teachers – A Case Study of Xiangsihu College of Guangxi Minzu University, นำเสนอในที่ประชุมวิชาการ (Conference), The 18th National and International Academic Conference 2025, ปริญญาโท (Master’s Degree), บัณฑิตวิทยาลัย (Graduate School), Master of Business Administration, Education Management, Siam University, Bangkok, Thailand – มหาวิทยาลัยสยาม กรุงเทพมหานคร ประเทศไทย