From ICT integration to digital transformation: perceptions and pedagogical innovations in Ivorian higher education—comparative study of UVCI and ISTC
Résumé
Digital transformation has become a major driver of higher education modernization in Africa. While the integration of Information and Communication Technologies (ICT) into teaching practices is widely documented, less attention has been paid to how this technological adoption evolves into broader processes of digital transformation capable of reshaping pedagogical practices and institutional models. This gap is particularly evident in Sub-Saharan African higher education, where empirical comparative studies remain limited. Drawing on Rogers' Diffusion of Innovation Theory and Huberman's work on educational change, this study examines how academic actors perceive digital transformation as a driver of pedagogical innovation in Ivorian higher education. A comparative case study was conducted between the Virtual University of Côte d'Ivoire (UVCI) and ISTC-Polytechnique. The study addresses the following question: how do academic actors perceive the effects of digital transformation on pedagogical innovation? A mixed-methods approach was adopted, combining quantitative and qualitative data collection and analysis. Quantitative data were analyzed using non-parametric tests (Mann–Whitney and Kruskal–Wallis) and regression models, while qualitative data were subjected to thematic analysis. The findings reveal significant institutional differences in the adoption of hybrid teaching practices, with higher levels observed at UVCI. Institutional context emerges as the strongest predictor of adoption, whereas individual characteristics exert only limited influence. Qualitative evidence further indicates that digital transformation extends beyond ICT integration by fostering pedagogical innovations that enhance accessibility, flexibility, interactivity, and learner engagement. These results highlight the pivotal role of institutional environments in enabling the transition from ICT integration to meaningful digital transformation in higher education. The study contributes to the literature by empirically distinguishing technological integration from broader digital transformation processes and by demonstrating how institutional conditions shape the emergence of pedagogical innovation in an African higher education context.
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