As the rapid development and widespread adoption of modern information technologies and media, such as big data, cloud computing, artificial intelligence, virtual reality, mobile internet, online communities, 5G, and blockchain, have taken place, society as a whole has entered the digital age. Emerging technologies like online courses, remote teaching, flipped classrooms, and cloud classrooms are gaining momentum in the field of higher education. It is evident that the digital transformation of higher education talent development models is an inevitable requirement of the new era and a prevailing trend(sources from usms.ac.ma).

I. Innovative Development of Digital Age Universities

(I) Arrival of the “Digital” Education Era

Digitalization is considered a “golden key” for the transition between the “new world” and the “old world,” offering unique advantages in higher education, such as in educational philosophy, teaching materials, learning tools, educational environments, and teacher roles, providing distinct advantages for talent development.

First, digital teaching enhances teaching efficiency. Simply put, digital teaching involves the use of modern mobile internet devices (MID), such as multimedia classrooms, tablets, and smartphones. The combination of digital and traditional teaching methods increases students’ enthusiasm for learning, nurtures students’ self-directed learning abilities and research spirit, and creates a relaxed and harmonious learning atmosphere with diverse and flexible learning tools (such as iPads) that enrich learning resources, breaking through limitations imposed by learning resources (e.g., textbooks), and fostering active classroom participation. For example, the recent rise of “MOOCs” based on connectivism theory and open education using digital technology effectively engages students, enhancing the quality of their learning. The “flipped classroom” is another excellent example, transferring decision-making authority to students, allowing them to focus on active, project-based learning, and collaboratively researching learning issues with teachers, leading to a deeper understanding. “Cloud classrooms,” based on digital and cloud computing technologies, represent an efficient, convenient, and real-time interactive remote teaching format, breaking through time and space constraints to create a fully interactive learning mode. Currently, distance teaching and online lectures have become familiar terms, reflecting the convenience and benefits that digital teaching brings to contemporary university students.

Second, digital teaching can overcome time and space limitations, providing university students with opportunities to access educational resources and teaching philosophies from China and around the world anytime, anywhere, bridging information gaps and overcoming the digital/information divide. In traditional education, students in different regions cannot access equitable educational resources. However, with the deep integration of digital technology and education, underdeveloped regions can enjoy the same or similar high-quality educational resources as developed regions. Students adapt to new devices and resources, significantly improving the effectiveness of learning, narrowing the gap in higher education resources between regions, and greatly contributing to the balanced development of higher education.

Third, the role of university teachers has undergone significant changes in the digital trend. In traditional educational models, teachers and students play the roles of educators and learners separately. Traditional teaching models lack personalized interaction between teachers and students, emphasizing dependence on traditional lecture methods, with communication limited to the classroom, and a lack of teacher concern for students. Teachers and students should be composite subjects of educational activities, not parallel entities. Their activities should be closely linked, mutually influential, progress together, and relevant over time. In the context of internet technology and digital teaching, teachers transform from “lecturers” to organizers, mentors, helpers, and facilitators. The new classroom teaching model changes the mindset of teaching personnel, making the classroom more dynamic, allowing teachers and students more time to engage in meaningful teaching activities, and enhancing the teacher-student relationship.

Fourth, universities have become more information-oriented in managing students and teaching administrative systems, reducing the workload of university faculty and staff. With the advancement of internet technology and the expansion of digital campus coverage, students’ activities on campus are conducted through information technology. This reduces unnecessary factors in the decision-making process for universities and strongly promotes the scientific nature of university decision-making.

(II) The Digital Era Prompts Profound Reform and Innovation in University Talent Development Models

In the digital era, the transformation of university talent development models becomes a crucial topic. The deep reform and innovation of talent development models hold epoch-making significance. In the digital age, societal development is rapidly changing, placing increasing emphasis on intangible resources such as intelligence, capabilities, and knowledge information, with the lifespan of knowledge becoming shorter. Universities must plan personalized development paths for students with different talents and interests, providing a digital platform for reasonable knowledge, capabilities, and quality reserves, as well as skill development.

Furthermore, a crucial factor for the successful transformation of digital enterprises in the digital era is the selection of digital talents. In China, digital talents are primarily concentrated in formal undergraduate programs, with very few engaging in information engineering research at the postgraduate level. However, abroad, a significant portion of information technology talents comes from vocational colleges (similar to China’s higher vocational institutions), where talent education is based on continuous practice and real-world application. Therefore, higher education in China could draw inspiration from overseas talent development models.

(I) Weak Regulatory Oversight of the Informationized Education System

 

While the digital mode plays a certain role in promoting education, its development must consider various aspects. Specifically, it is not a standalone entity but closely connected to many aspects. For instance, in the informationized era, mobile phones are indispensable communication tools, but many university students receive undesirable information on their phones, disrupting their normal studies and even affecting their physical and mental health. Due to the limited social experience of university students and the weak regulatory oversight of the informationized education system, the content on university students’ mobile apps tends to focus more on entertainment. Addressing the adverse effects is a pressing issue that relevant departments at universities need to explore and resolve.

 

(II) Insufficient Governance Capacity in Universities Hindering the Digital Transformation of Talent Development Models

 

Currently, many traditional universities lack a clear position on educational model reforms in the context of the digital era, leading to difficulties in making corresponding changes. The educational philosophy of traditional universities mainly revolves around presenting knowledge through textbooks, while a “digital university” not only involves textbook teaching but also engages in teaching activities through digital technology and related practical activities. Many university researchers fail to distinguish the fundamental differences between the two, resulting in significant problems in formulating relevant education models and governance measures(quotes from usms).

 

These problems mainly manifest as incomplete understanding and recognition, the issue of “heavy on infrastructure, light on application,” lack of effective information sharing, and weak awareness of network and information security among application personnel. These issues represent the “shortcomings” in the construction of a “digital university.” Additionally, some universities lack in-depth theoretical research on digital campuses, blindly following the trend, resulting in some digital projects or campus networks becoming mere cosmetic or ceremonial projects. Similarly, inconsistencies in information between departments, preventing widespread and efficient exchange and sharing, inevitably lead to significant waste. Moreover, application personnel in universities lack systematic and scientific training, and security issues such as computer virus propagation, hacking, and unauthorized access leading to leakage and breaches have been a persistent concern, highlighting the inadequate governance capacity of universities.

 

(III) Disconnect Between Some Universities’ Talent Development and the Demand for Digital Industry Talents

 

Currently, the distribution of digital talents in enterprises is unreasonable. There is a particularly prominent shortage of high-end technical experts in digital talents, while there is also a lack of low-end technical personnel and individuals familiar with the industry. Yet, these technical personnel are essential to be cultivated in universities. The most fundamental characteristic of digital talents is the ability to rapidly and accurately discover new information and situations in the information field as information technology continues to evolve, requiring the ability for continuous self-directed learning.

 

In the implementation of this training model, although enterprises, universities, and students play a major role, the government also plays a crucial role. The government serves as a communication bridge between enterprises and universities, as insufficient communication often puts universities in a passive and awkward position. In this situation, the government establishes specialized departments, providing a new platform for communication between universities and enterprises. Relevant departments from universities conduct research in enterprises, and personnel from enterprises understand universities, enhancing mutual understanding and trust, thereby promoting the healthy development of the “order-based” talent development model. In this way, the government strengthens the connection between enterprises and universities, creating a trinity to promote development. It plays a pivotal role in resolving contradictions and promoting the development of both enterprises and universities. This digital talent development model also has significant implications for the reform of university talent development models.