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In the modern world, digitalization<\/a> has moved beyond being a trend \u2014 it is now a fundamental driver of progress, particularly in education. Today\u2019s universities are expected not only to keep their curricula relevant, but also to create learning environments that are flexible, engaging, and powered by technology.<\/p>\n Yet how achievable is this kind of transformation for Ukrainian universities and vocational colleges?<\/p>\n To explore this question, we conducted a survey of over 60 educational institutions across Ukraine. The main goal was to gather data on their readiness for digital transformation, the tools currently in use, the extent to which artificial intelligence is being applied, and the key barriers hindering the adoption of digital solutions.<\/p>\n It is important to note that the study focused specifically on institutions of higher and professional pre-tertiary education: universities, academies, colleges, and institutes. General education schools, lyceums, and gymnasiums were not included, as the conditions and scale of digitalization in those settings differ significantly.<\/p>\n According to a survey of over 60 Ukrainian educational institutions, the majority of respondents consider their institutions to be only partially prepared<\/strong> for digital transformation. Approximately half of those surveyed selected this response. Only 19% did not provide a clear answer, while the remaining 28% stated that their institutions are fully prepared<\/strong> for digital transformation.<\/p>\n The largest segment consists of those who consider themselves \u201cpartially ready\u201d for change, while the shares of those who feel \u201cfully ready\u201d or are \u201cundecided\u201d are significantly smaller. This distribution aligns with expectations for a sector that is still actively learning and adapting to digital innovation.<\/p>\n Digital tools have already become an everyday part of educational institutions\u2019 operations. Nearly all respondents reported using basic platforms for online communication and learning. The most commonly used are Learning Management Systems (LMS) and video conferencing tools. Many institutions, for example, have implemented LMS platforms (Moodle being among the most popular) that enable them to manage the learning process online. Video conferencing via Zoom, Google Meet,<\/strong> or similar platforms has become a routine tool for delivering lectures, holding meetings, and conducting thesis defenses, and is now used by virtually all institutions.<\/p>\n Cloud-based solutions<\/strong> for collaboration and data storage are widely used. Most universities rely on services like Google Drive, Microsoft 365, or similar platforms to work jointly on documents and back up information. In contrast, ERP systems<\/strong> (Enterprise Resource Planning) and electronic document management systems<\/strong> are not yet as widespread. Only a few large institutions have implemented full-scale ERP solutions or internal information systems such as \u201cDekanat\u201d (a comprehensive system for managing the educational process). Around one-third of respondents reported having either an ERP system or electronic document management in place, while the rest either operate without them or are in the process of implementation.<\/span><\/p>\n While Artificial intelligence (AI) tools <\/strong>are still in the early stages of adoption at Ukrainian universities, they have already sparked strong interest. The vast majority of respondents are familiar with modern AI solutions: most notably, ChatGPT<\/strong>. This text-generation tool was mentioned most frequently in the responses. In addition to ChatGPT, some survey participants also mentioned other AI tools, including image generation models like MidJourney<\/strong>, as well as services such as Anthropic Claude and experimental projects by Google. This indicates that forward-thinking educators and IT professionals in the education sector are actively keeping up with emerging AI technologies.<\/p>\n However, the actual adoption of artificial intelligence turned out to be quite widespread. Approximately 83% of institutions reported using free AI tools in either educational or administrative activities, while 3% use paid ones. For example, some are experimenting with ChatGPT to prepare materials or automate routine tasks. Around 9% of respondents plan to implement AI but are unsure how to proceed. Meanwhile, 5% of institutions admitted they are not using any AI tools yet, often due to a lack of expertise or understanding of how AI can be integrated into the learning process.<\/p>\n Educational institutions surveyed were fairly unanimous in identifying the main barriers to digital transformation. The most frequently mentioned challenges were related to limited resources and insufficient staff training.<\/p>\n Lack of a cohesive strategy.<\/strong>\u00a0Respondents also pointed out the absence of long-term planning for digital transformation. Many initiatives are implemented selectively, without an overall plan, which reduces their overall effectiveness. Developing a strategic vision for the integration of digital technologies remains a significant challenge for many institutions.<\/span><\/p>\n An analysis of the responses reveals several interesting differences between various groups of respondents and institutions.<\/p>\n By staff category.<\/strong>\u00a0Academic staff (professors) tend to assess their institutions\u2019 digital readiness more critically, more often selecting the option \u201cpartially ready.\u201d They also emphasize practical challenges in implementation: from a lack of trained personnel to technical issues in classrooms. In contrast, administrative staff are more likely to highlight strategic aspects. Their responses more frequently mention the need for funding, management support, and the development of an overall development strategy. At the same time, administrators sometimes express greater optimism about full readiness: some believe that the basic prerequisites for digital transformation (infrastructure, policies) are already in place, and the institution is nearly ready for the transition. This gap in perception underscores the importance of internal communication: successful digitalization requires both management and academic staff to share a common understanding of the goals and challenges involved.<\/p>\n By type of institution.<\/strong>\u00a0Responses indicate that a university\u2019s profile and scale influence the nature of its digital transformation. Large national universities and institutions with a technical focus tend to take a more comprehensive approach. They are more likely to implement their own IT systems (such as corporate portals, ERP systems for resource management, or specialized learning platforms) and often have more advanced IT infrastructure. In such institutions, there are cases of full or near-full readiness: digitalization is treated as a strategic priority, and significant investments are being made.<\/p>\n Smaller institutions or those with a humanities focus tend to follow a more fragmented<\/strong> path toward digitalization<\/strong>. They often rely on ready-made (and frequently free) solutions: they use standard LMS platforms and cloud services, and rarely develop custom tools. Digital innovations are typically introduced in response to immediate needs (for example, the shift to remote learning during the pandemic) rather than as part of a unified system that integrates all processes. Their level of readiness is generally assessed as partial; these institutions often lack both the resources and the personnel needed to make the leap to full digital transformation.<\/p>\n Based on these differences, several general models can be identified:<\/p>\n Ultimately,\u00a0the survey shows that Ukraine\u2019s education sector is steadily moving toward digital transformation, albeit unevenly. Most institutions have already adopted basic digital tools and are aware of their weaknesses. The key priorities in the near term remain: overcoming resource constraints, preparing staff to work with new technologies, and developing a unified digital development strategy. Given the rapid pace of progress (especially in areas like AI) and the experience accumulated by leading institutions, it is reasonable to expect that the gap between \u201clate adopters<\/em>\u201d institutions and the rest will gradually narrow, and the overall level of digital readiness across Ukrainian educational institutions will continue to rise.<\/p>\n BDO in Ukraine recently hosted a webinar for the representatives of higher education institutions on the topic \u201cUsing Artificial Intelligence to Optimise Operations in Educational Institutions\u201d. The event focused on practical AI tools, including solutions for automating translations, drafting presentations, and building a secure digital environment. Special attention was given to Microsoft\u2019s role in providing the technological foundation for digital transformation in education.<\/p>\n For higher education institutions aiming to implement digital transformation effectively, we recommend contact<\/a> to the BDO in Ukraine team for professional support.<\/p>\n BDO in Ukraine<\/a> experts provide support in implementing modern Microsoft-based solutions<\/a>, including AI tools<\/a> tailored to your institution\u2019s needs, and offer guidance throughout every stage of the digital transformation journey.<\/p>\n <\/p>","protected":false},"excerpt":{"rendered":" In the modern world, digitalization has moved beyond being a trend \u2014 it is now a fundamental driver of progress, particularly in education. Today\u2019s universities are expected not only to keep their curricula relevant, but also to create learning environments that are flexible, engaging, and powered by technology. Yet how achievable is this kind of […]<\/p>\n","protected":false},"author":4489,"featured_media":662736,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"inline_featured_image":false},"categories":[24,23],"tags":[],"yoast_head":"\nDigital transformation readiness level<\/strong><\/h4>\n
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<\/p>\nCommon digital tools<\/strong><\/h4>\n
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<\/p>\nUse of AI in the Educational Process<\/strong><\/h4>\n
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<\/p>\nKey barriers to implementation<\/strong><\/h4>\n
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<\/p>\nDifferences and models of digitalization<\/strong><\/h4>\n
Typical models of digitalization<\/strong><\/h4>\n
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