Digital Transformation in Postgraduate Education

Abstract

The digital transformation of higher education institutions is a critical enabler for enhancing educational accessibility, operational efficiency, and student outcomes. While global trends advance, the implementation within specific socio-political contexts, such as Libya, remains critically underexplored. This study presents a comprehensive empirical investigation into the state of digital transformation within postgraduate education across Libyan universities. We employed a mixed-method approach, utilizing a quantitative survey of 123 postgraduate students to assess key dimensions of digital readiness, including institutional infrastructure, financial support mechanisms, and student perceptions. The analysis reveals significant deficits in institutional readiness and only moderate levels of student acceptance, with statistical variations observed across gender, age, and academic disciplines. Furthermore, this paper conducts a comparative benchmarking analysis against both regional (MENA) and international standards. The results highlight a pronounced digital divide, illustrating Libya's substantial lag in infrastructure, technology adoption, and pedagogical integration compared to advancing Gulf nations and developed countries. The study attributes this gap to a confluence of political instability, economic constraints, and institutional resistance. In conclusion, we propose a strategic framework to guide policy and investment, focusing on infrastructure modernization, capacity building, and culturally-aware change management to foster digital readiness in Libya's higher education sector.