Cognitive transformation in the use of information technology as an approach to achieving quality in higher education institutions: A case study of the University of Tripoli

Abstract

This study aimed to identify the role of cognitive transformation in the use of information technology as an approach to achieving quality in higher education institutions, through a case study of the University of Tripoli. This was undertaken in light of the rapid digital transformations and continuous development in information and communication technologies, and the new requirements they impose for improving academic and administrative performance and enhancing the competitiveness of universities. The study also sought to evaluate the current state of information technology utilization, analyze the level of cognitive transformation, and reveal the extent of their contribution to supporting the application of quality standards within the university.

The study adopted a descriptive-analytical approach and used a questionnaire as the primary tool for collecting data from a sample of faculty members at the University of Tripoli. The data were analyzed using appropriate statistical methods to achieve the study's objectives and answer its questions.

The results showed that the level of information technology utilization in the educational process at the University of Tripoli was moderate (68.12%), while the percentage of those motivated to adopt information technology reached (80.19%), reflecting a high level of awareness of the importance of digital transformation in developing higher education. The results also showed that challenges and obstacles related to digital infrastructure, technical capabilities, training, and institutional support continue to significantly impact the effectiveness of information technology implementation, with an impact rate of 95.32%. Furthermore, the results indicated that the level of cognitive transformation in the use of information technology, in light of quality management requirements, was moderate at 48.99%, suggesting a need to enhance the integration of cognitive and technological transformation to achieve more effective institutional quality.

The study concluded that achieving quality in higher education institutions requires adopting a comprehensive strategic vision based on developing digital infrastructure, cultivating human competencies, promoting digital literacy, modernizing quality management systems, and leveraging emerging technologies, including artificial intelligence and data analytics, to support decision-making and improve institutional performance. The study recommended increasing investment in digital transformation, developing continuous training programs, and updating policies and procedures to meet the demands of the knowledge economy and contribute to raising the quality of higher education in Libya.