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The objective of this research is to present the use of blockchain technology, the internet of things and fog computing to develop the potential of school management for smart education. By using the blockchain to record and store various pieces of information the organization will create credibility of administrative data in all departments and will reduce corruption. Data can be examined transparently, especially the financial and budget management and procurement of durable articles. Regarding the academic work and registration, it can be used to store learners' information, educational history, information of enrollment, academic results, and participation in the various activities of the educational institutions. It can create credibility in the management of information about content, learning and ability assessment results that students receive, and these can be recorded and stored in a blockchain that can be safely distributed. In addition, IoT and fog computing are integrated with AI systems embedded in various modern devices to be applied in environmental management and smart education management. IoT and fog computing help to support and respond quickly to questions about the use of all types of equipment for real-time management of executives, personnel and students, as well as creating new work and learning styles that can solve the situation of dangerous communicable diseases, such as the COVID-19 situation, or can solve emergency situations that will emerge in the future by working and studying from home. It can organize and share resources for work and learning together to access the organization from outside anywhere and at any time

The objective of this research aims 1) to study the components of the digital learning ecosystem 2) to design the digital learning ecosystem with digital story telling for students in the teaching

The purpose of this research is to synthesize the social-emotional learning process to develop practicing skills for hands-on students, to develop the process, and to evaluate the process. In this study, the documentary research method and in-depth interview method were employed. The results showed that the synthesis of the social-emotional learning process to develop practicing skills for hands-on students consisted of six steps: 1) perception is divided into sensory perception and explaining perceived, 2) observation is divided into certain goals, discretion, notes, observations, and time limit, 3) analysis and brainstorming is divided into information, brainstorming, and discovering new knowledge, 4) practicing is divided into cognitive phase, associative phase, and autonomous phase, 5) checking and improvement is divided into opinion, learning exchange, and providing opportunities, and 6) action is divided into behavior changing, and application of academic knowledge. Evaluating the social-emotional learning process to develop practicing skills for hands-on students employed in-depth interview technique consisting of 21 experts in three different areas (i.e., in learning and teaching, information technology, and mass communication technology terms). The results of the suitability evaluation revealed that the social-emotional learning process model with mixed reality for the hands-on students was at the highest level.

In the 21st century world, dynamic challenges bring about changes in the global economic and social context. Due to the digital revolution, the fourth industrial revolution and the demand for skilled workforce in the 21st century, Vocational Education College are required to prepare and formulate guidelines for transformation toward high performance digital organization in order to work in the same way with efficiency. The purpose of this research was follows: to synthesis of digital transformation framework, to study the component of transformation Vocational Education Colleges, to synthesis of digital organization, to synthesis of high performance organization for Vocational Education Colleges, and to synthesis of the process to transformation from the Vocational Education Colleges to the high-performance digital organization which have been studied from theories, documents and researches related to digital transformation, high performance organization, digital organization and operating process within Vocational Education College. The results of the research showed that Vocational Education College transformation process toward high performance digital organization consist of five pillars which are Policy is the digital transformation process for college management operations, Process is the digital transformation process for work process and learning management, People is a digital transformation process for personnel within the college, Stakeholder is a digital transformation process for create collaborating with establishment, and communities, and Infrastructure is a digital transformation process for educational institutions' infrastructure which will help to transform Vocational Education College toward the High Performance Digital Organization effectively.

Background Small private online course (SPOC) combined with the flipped classroomis established in higher education as an innovative tool for improvingstudents’ learning efficiency.To investigate the impact of the SPOC-based flipped classroomapproach, we implemented this reform pedagogy on anbasic immunology course for medical technology students. Methods The undergraduate medical technology students of Mahidol Universityenrolled SPOC platform for self-active online learning in the detection of immunological reactions and applications and then attended the face-to-face teaching activity in the classroom. The learning improvement was evaluated by conceptual test (CT)throughout this reform curriculum. Furthermore, students were required to fill in a questionnaire to reflect their perceptions and motivations. Results A significant increase in the overall score data of the mid- and the post-conceptual test was found. The result indicated that SPOC based flipped classroom method improved university students’learning knowledge in the detection of immunology reactions and applications. From the perception and motivation questionnaires, students had a positive attitude in which they had more practical and meaningful activities with this reform course. Students revealed that better interest and enjoyment with less anxiety could induce them to connect the topic to their career in the future. Conclusions TheSPOC-based flipped classroom approach effectively encouraged students’learning improvement and positively impacted their learning perceptions and motivations on fundamental immunology study in the field of medical technology education.

This research aimed to study the results of collaborative project-based learning by students studying the training technique course to conduct training programs for older adults in state home care in Chiang Mai, Thailand. The population consisted of 40 undergraduate students from different faculties and years. The instruments used for data collection consisted of the lesson plan of the training technique course, student behavior form, journal form after teaching, student products, student reflection journals, the questionnaire to gauge the level of satisfaction of students, writing and presenting reflections on students’ learning, and training evaluation based on the level of satisfaction of the older adults. The research separated students into two groups based on different faculties, each group was composed of 20 students, and they could learn better in a small group. Data were analyzed by using content analysis, statistical calculation, and percentage, and were presented in the form of a description and table. The findings showed the results of the collaborative project-based learning to train students for conducting training projects for older adults successful. The students had a change in their attitudes, behaviors, knowledge, skills, and experience in conducting training, their satisfaction showed at the highest level (97.50%). Students were satisfied with the project-based learning at the highest level (90%), and especially the opportunity to gain knowledge and experience from conducting training programs at the highest level (95%). The older adults’ satisfaction from participating in two training programs conducted by the students was at the highest level (100%) too.

Current and emerging technologies have changed a lot. Consequently, every year, Gartner Technology has made many new changes in accordance with global developments. For example, in terms of artificial intelligence (AI), mixed reality (MR), extended reality (XR), collaboration platforms, online learning, distributed cloud, internet of behaviors (IoB), and cybersecurity. Due to changes in technology, disruptors have to constantly learn new technology in order to be up to date in the transfer of knowledge to learners. Therefore, in this research, critical success factors (CSFs) have been studied, which help them become highly skilled professionals by developing their own skills with technology to be a successful disruptor at university. The study found the CSFs, which were derived from the synthesis of international research papers. Disruptors' success consists of 12 internal and 10 external success factors. Smart-professional disruptors in universities were assessed using a focus group method with eight experts. Focus group results found that there were seven important internal factors for smart-professional disruptors in universities and seven minor internal factors. Including all internal factors, smart-professional disruptors have 14 factors; external factors are the most important ones for smart-professional disruptors in universities. In total, smart-professional disruptors have a total of 11 external factors.

The development of knowledge and skills of learners and teachers is a guideline for the development of new technologies and innovations which therefore affects the development of the knowledge-based economy. To make existing resources on campus to bring in values in a strategic manner by applying research to industrial use, it must use a support mechanism in the form of a digital technology ecosystem to transform the traditional university operating model into a university that supports entrepreneurship. And in order for the university to develop and build strength from within: policies are needed to allocate appropriate internal resources and the understanding of intellectual property should be established. The results publishing with technology and mutual relationship between the industry and the government then should directly affect economic growth. The university is comprised of large and complex systems. Enterprise Architecture is a strategic planning tool for organizing technology in an organization. By following the principles and practices to Framework development of enterprise architecture developers, it results in an overall system in the organization for systematic design which is consisted of 1) Business architecture, 2) Data architecture, 3) Applications architecture, and 4) Technology architecture. This research aims to synthesize enterprise architecture framework from related research papers, to analyze digital university elements from the digital action plan, to synthesize the Entrepreneurial University framework, and to synthesize enterprise architecture elements for Digital Entrepreneurial University.

This research is the study and development of an augmented intelligence system for higher education students. Augmented intelligence is an intelligent system driven by feedback, self-learning, and self-assuring. An augmented intelligence system facilitates the practitioner's self-learning through questioning, active listening, and appropriate challenges. The learning environment has five main components: 1) the learner section, 2) the content section, 3) the teaching format section, 4) the learner analysis section, and 5) the user interface. Using the system appropriately will support learning management easily, conveniently, and quickly. Learners can manipulate their learning activities at any time and anywhere with access to an internet signal. The system will consist of four components: a coaching management system consisting of 1) Setting the topic 2) Questions, 3) Act & Check, and 4) Commitment. The learners can choose a learning style according to their needs. Moreover, there is a test in each learning unit to assess and determine the level of ability of the learners. The options to help learners understand the content of each lesson are also provided.

The development of human resources to be competent, knowledgeable, capable, positive attitude towards work and work more efficiently is very important in personal and organizational development. Especially organizations in the digital age society with the rapid development of technology. The growth of the number of Internet users and the growth of the smartphone market has made the process of social communication a social media. There is a variety of ideas, attitudes, and different cultures known as a multicultural society. As a result, the communication process from the sender to the receiver has to have a changed communication style. Using digital public relations in the process to reach the target society quickly and create a better understanding and relationship between the organization and the target group. To build a positive corporate image and understanding together in a multicultural society. The objectives of this research are: 1. To synthesize multicultural digital publicist competencies. And 2. To assess the results of the synthesis multicultural digital publicist competencies. The evaluation was performed using an In-depth Interview with a total of 21 experts, divided into 3 groups as follows: 1st group is the operator of public relations. 2nd group is the information technology operators. And last group is the multicultural specialist. From synthesis, the researchers found that the multicultural digital publicist competencies consisted of four competencies: 1) digital engagement competencies, 2) dissemination competencies, 3) facilitation competencies, and 4) consulting competencies.

The 20-Year National Strategy (2017-2036) defines the country vision that "Thailand is stable, prosperous, sustainable, is a developed country". On the issue of human resource development and empowerment to become highly skilled Thai people in the digital age. Human development is a very important factor in raising the country to become a developed country in the future. Especially government personnel who have to develop to become professional personnel with new competencies, able to support changes in the development context and operating in accordance with the national development direction, raising the new competencies to be comparable at the international level. To change the culture of work and create good values of government personnel to perform government service based on the public sector of the people for the people, as well as developing leadership with high capacities. The development of a supervisor, a personnel in the government sector who serves to inform and introduce educational knowledge to teachers in schools or colleges is essential. Supervisor is one of the important government personnel who serves to inform and introduce educational knowledge to teachers in schools or colleges in promoting and supporting education management in order to drive policies from the Ministry of Education to schools and colleges. The development of the supervisor to be a person with digital competence in bringing technology and digital tools to be integrated into performance according to the specified competencies to drive towards Thailand 4.0. The situation in the spread of infectious virus, corona 2019 (COVID-19), which is the driving force for adaptation and bringing new technology and educational model innovation to change Thai education. Supervisors are considered as essential personnel to increase digital competencies in their operations. The digital supervisor's competencies consist of 3 areas: digital knowledge, digital skills, and self-reliant traits in digital individuals.

The modern world’s social systems are rapidly becoming more complex and humans need to adapt their learning strategies due to the development of advanced technology, such as artificial intelligence (AI), the internet of things (IoT) and virtual technology. Intelligent technology is able to promote smart modern education. This research aims to present the results of synthetic and intelligent virtual universal learning platforms. It consists of a review of universal designs for learning, intelligent learning systems and the virtual learning environment. The results of the research are as follows. An intelligent virtual universal learning model has three core components: the first is a universal learning process, the second is an intelligent learning system and the third is a virtual learning environment. Each section contains details of the sub-elements as follows: the universal learning process has three components: 1) engagement of the learners (Engagement); 2) clarification or demonstration of knowledge (Representation); and 3) the actions and expressions of the learners (Action and Expression). Each of these components has three sequences: access, build and internalize. An intelligent learning system has four components: 1) an intelligent learning system, 2) an automatic learners analysis system, 3) an intelligent knowledge presentation system and 4) an intelligent suggestion system. Finally, the virtual learning environment has five components: 1) virtual contents, 2) virtual learning activities, 3) virtual learners’ interaction, 4) virtual media and resources, and 5) virtual assessments.

Research subject Competency Experience-Based Training (CEBT) Model with Ubiquitous Community of Practice (U-CoP) to Enhance Transformation Digital Supervisor. This research aims to evaluate the digital supervisor competency trained with the Competency Experience-Based Training (CEBT) Model with Ubiquitous Community of Practice (U-CoP). The researcher has divided the research process into 3 steps as follows: Step 1: To develop the Competency Experience-Based Training (CEBT) Model with Ubiquitous Community of Practice (U-CoP) to enhance transformation digital supervisor. Step 2: To develop the Competency Experience-Based Training course with Ubiquitous Community of Practice (U-CoP) to enhance transformation digital supervisor. Step 3: Evaluate the digital supervisor competency trained with the Competency Experience-Based Training (CEBT) Model with Ubiquitous Community of Practice (U-CoP). The results of the research were as follows: 1) the Competency Experience-Based Training course with Ubiquitous Community of Practice (U-CoP) to enhance transformation digital supervisor, it consists of 3 main processes and 10 sub-steps. Ubiquitous community of practice consists of 2 parts. 1) Community of practice, and Ubiquitous technology 2) Competency Experience-Based Training course with Ubiquitous Community of Practice (U-CoP) to enhance transformation digital supervisor consisting of 6 components. The results of the evaluation of digital supervisor competency in training participants with a model developed using pre-training and post-training surveys showed that trainees scored higher than their pre-training digital supervisor competency at a statistically significant .01 level.

The research titled career skills and entrepreneurship for students by collaborative project-based learning management model aimed to study the results of learning management to develop students to have career skills and entrepreneurship by collaborative project-based pedagogy. The population consisted of 15 undergraduates who were teacher students at the Business Education Program, the Faculty of Education, Chiang Mai University, Thailand. This group of students had to attend an internship at schools after enrolling in this course in, and they had to teach career subjects at schools. The instruments used for data collection consisted of a lesson plan for the self-employment course, a behavior observation form, a journal form after teaching, student products from assignment tasks, students’ reflections in a journal, an in-depth interview, a focus group, and a questionnaire to gauge the level of satisfaction of students, writing and presenting reflections on students’ learning, and projects evaluation. The research separated students into three groups upon their interests, each group was composed of 5 students volunteer, they learned better in a small group. Students learned the theory of the self-employment program and the principles of project work step by step. After that, students studied field trips for data collection from career surveys and entrepreneurs’ interviews, and a special lecture from an entrepreneur, students conducted self-employment projects for selling products both on-site and online, then analyzed the results presented, to listen to suggestions for improvement, and developed knowledge and skills on the self-employment program. Data were analyzed by using content analysis, statistical calculation, and percentage, and were presented in the form of a description and table. The findings showed the results of the collaborative project-based learning to train students to have career skills and entrepreneurship and conduct projects for selling products successfully. The students had a change in their attitudes, behaviors, knowledge, career skills, and experiences in conducting self-employment projects, and their satisfaction with collaborative project-based learning showed at the highest level (100%). Students were satisfied with the project-based learning at the highest level (90%). and especially the opportunity to gain knowledge and experiences from conducting self-employ programs at the highest level (95%).

This research aims to design and develop a learning management system and learning model based on digital storytelling in the digital learning ecosystem, to study the learning achievement and assess the digital emotional intelligence of the student teachers before and after implementing the model, and to study satisfaction towards the learning management system and model. The research found that the learning management system and the learning model based on digital storytelling in the digital learning ecosystem consisted of the learning management system which consisted of the learner, the instructor and the admin, the digital storytelling learning model in the digital learning ecosystem; the digital learning ecosystem consisted of the Biotic Component and the Abiotic Component. The average score of the student teachers’ learning achievement after implementing the learning management system is significantly higher than before implementation. The average score of digital emotional intelligence was at the highest level. The satisfaction towards learning management system based on digital storytelling learning in the digital learning ecosystem was at the highest level.

The purposes of this research were: 1) Analyze factors affecting the student retention of higher education students, 2) Develop intelligent consulting system models with intellectual technology for the student retention of higher education students, 3) Design intelligent consulting system architecture with intellectual technology for the student retention of higher education students, 4) Develop intelligent consulting systems with intellectual technology for the student retention of higher education students, and 5) Study the results of intelligent consultation systems with intellectual technology for the student retention of higher education students. An intelligent counseling system with intellectual technology for the student retention of higher education students is a system that can reduce students' mid-exit rates and increase student retention rates. The research has synthesized analysis of factors that affect Student retention applied to Cognitive technology, machine learning can provide accurate student retention forecasts. Counselors can know before students drop out.

There appear to be two problems with organizing educational programs in higher education institutions to meet the needs of the current job market. The first issue is that higher education institutions use the Work Integrated Learning (WIL) program solely for the development of professional competences, although digital competences are also important. The second issue is that the evidence from WIL information system cannot be publicized to the online job market due to lack of credibility. The objective of this research is to address both issues: (1) promote digital competence in the WIL program and (2) build the credibility of digital evidence with Blockchain technology. The research method has three phases: (1) study of related research, (2) study of related technologies, and (3) architecture designs. The result of the research is an architecture that can publicize reliable digital competence from WIL program to the job market with Blockchain technology.

During COVID-19 epidemic, governments around the world now recommend or require their citizens to cover the lower half of their faces in public places. The researchers investigated whether surgical face masks affected the performance of the Video-Based facial recognition system. The purposes of this study are 1) to study Video-Based Facial Recognition algorithm for accurately identify people wearing masks. 2) to design the architecture of the Video-Based Facial Recognition develop for accurately identify people wearing masks.3) to develop a Video-Based Facial Recognition develop for accurately identify people wearing masks. The researcher found that face masks have a large effect on human face matching performance. But our findings demonstrate that face masks hardly impair the ability of Video-Based Facial recognition systems, significantly.

Digital literacy is important because it is the underpinning influence that sustains an individual’s competent and purposeful use of digital technology in education. Having digital literacy requires more than just the technical ability to operate digital devices properly; it also comprises a variety of skills that are utilized in executing tasks in digital environments, such as information skills, socio-emotional skills, cognitive skills and reproduction skills that the learner needs to master in order to use digital environments effectively. This research aim is to propose a learning process model to enhance digital literacy using critical inquiry through digital storytelling (CIDST). The research methodology was divided into two phases: the first phase involves document analysis and synthesis to develop the learning process model and the second phase involves evaluating the suitable learning model by experts. From the results, we anticipate that our learning process model could be used for reference on the part of teachers planning and implementing instructional activities to enhance the digital literacy of undergraduate students.

[EN] This paper has two main aims: the first is to study pre- and post- leaning achievement utilizing AL MIAP to promote copyright digital intelligence for Suan Suan Sunandha Rajabhat University undergraduate students; and the three is to investigate the appropriateness of leaning management adopting an AL MIAP leaning model to promote the students’ digital intelligence. An AL MIAP learning model was utilized in the processes to promote five digital intelligence skills, i.e. respecting copyright, prevention, checking before sharing, threat awareness and using safely. Fifty-eight Suan Sunandha Rajabhat University undergraduate students in the three year enrolled in the introduction to digital economy course and were selected in a sample group. The tools were: Kahoot!, Google Forms, content network chart, pre- and post-test, digital media copyright test and the AL MIAP learning model. Percentage, mean, S.D, and T-test were applied in the research. The study revealed that the post-learning achievement was better that the pre-learning achievement with statistical significance at 0.01; the students gained total scores of 17.06, which was 7.16 points higher than the pre-learning scores, signifying that their digital intelligence skills were better. As for AL MIAP leaning model, it revealed that this model was appropriate at the highest level., We would like to express our gratitude to the Office of General Education and Innovative Electronic Learning, Information Science program, Humanities and Social Science, SSRU and Vocational and Technical Education, Science and Technology Research Institute, King Mongkut's University of Technology North Bangkok to extent their support for this study.

The purpose of this research was follows: 1) synthesis of components of enterprise architecture and 2) to develop a vocational education digital enterprise architecture framework (VEDEAF) 3) evaluate of VEDEAF. Which have been studied from theories, documents and researches related to enterprise architecture, high performance organization, digital organization and operating process within Vocational Education College. The results of the research showed that components of VEDEAF consist of six component which are 1) Business Architecture, 2) Data Architecture, 3) Application Architecture, 4) Infrastructure Architecture, 5) Security Architecture and 6) Human Capital Architecture. Each components also divided into sub-module as follows; Business Architecture divided into 2 submodules which are Mission and Core Processes; Data Architecture divided into 2 sub-modules which are Core Process Data and Supporting Process data; Application Architecture divided into 3 sub-modules which are Instructional Application, Process Application and Integration Application; Infrastructure Architecture divided into 5 sub-modules which are Communication Platform, Operating System, Hardware Platform, Network and Data Communication Platform and Server Platform; Human Capital Architecture divided into 4 sub-modules which are Executive, Teacher, Student and Administration. To evaluation results of VEDEAF, the result found that the appropriate is at very high levels.

Globalization and digital disruption have resulted in transformational innovation. Educational institutions need to develop quality human resources, knowledge, competencies, and skills that are relevant to various changes. Therefore, it is necessary to develop the systems and various supporting factors that are relevant at the same time. In terms of teaching and learning systems, service systems, and infrastructure, with an emphasis on improving the structure and education management system to be flexible, efficient and effective towards the quality and standards of international education. It relies on three main factors that influence the success of the information system based on the DeLone and McLean information system success model which are: 1) Digital Transformation by applying new technology to existing organizational resources in new operations to create opportunities and challenges for the organization which has 6 elements. 2) Enterprise Architecture is the design of the application of information and communication technology to be linked to a systematic work process in 5 dimensions and 3) Digital Leadership who has skills, attitudes, knowledge, and experience in both fields. Professional and personal in 7 areas. This conceptual framework of factors affecting the success of information systems in the digital transformation of this tertiary education institution. It will provide a guideline for preparing higher education institutions for digital transformation to help organizations more efficiently strategize, plan, and operate about the importance of each factor.

The objective of this study is to develop and evaluate a multicultural competency training model for digital publicists. It is research and development which the researchers have divided the research process into 3 steps. Step 1: Developing a multicultural competency training model for digital publicists. Step 2: Evaluating the suitability of the developed multicultural competency training model for digital publicists. Lastly, step 3: Adapting a multicultural competency training model to developed digital publicists. Furthermore, the study found that the multicultural competence of digital publicists consisted of 4 competencies: 1) Digital Engagement Competency, 2) Dissemination Competency, 3) Facilitation Competency, and 4) Consulting Competency. Moreover, the results of the developed multicultural competency training model adaptation for digital publicists can be divided the assessment into 3 areas including, 1) Knowledge: the sample group has higher scores after training, 2) Skill: the sample group has the overall multicultural digital public relations skills at an excellent level, and 3) Attitude: overall, the sample group has a superb attitude.

The objectives of this research were 1) to synthesize the model of early childhood Imagineering for developing digital storytelling; 2) to establish the model of early childhood Imagineering for developing digital storytelling; 3) to evaluate the model of early childhood Imagineering for developing digital storytelling. The research methodology was divided into three phases: 1) the documents in the Imagineering process, including the LA-OR model process and the stop motion animation process, were synthesized to establish the model of early childhood Imagineering for developing digital storytelling; 2) a model of early childhood Imagineering was established in order to develop digital storytelling; 3) the suitability of the model of early childhood Imagineering for developing digital storytelling was evaluated. The results showed that the model of early childhood Imagineering for developing digital storytelling consisted of the four following steps: 1) L: Leading to Learn consisted of imagination; 2) A: Active Learning consisted of two factors: Designing and Development; 3) O: Opinion Sharing consisted of Presentation; and 4) R: Reflective Thinking consisted of two factors: Improvement and Evaluation. According to an evaluation from experts, it was shown that the experts strongly agreed on the development model of early childhood Imagineering for developing digital storytelling.

This research was conducted with the following aims: to enable master teachers to develop electronic tales for preschoolers using Stop Motion techniques according to the Early Childhood Imagineering Model (ECIM) process; to evaluate the quality of these electronic tales; to evaluate master teachers’ ability to develop these tales; to evaluate the effect of master teachers’ transfer of the development of electronic tales to early childhood education (ECE) student teachers; and to evaluate master teachers’ satisfaction with their development of these electronic tales. The sample comprised 24 ECE instructors in higher education, who were selected as the master teachers, and 480 ECE student teachers. The findings revealed that the master teachers were able to develop 24 electronic tales for preschoolers using the Stop Motion technique according to the Early Childhood Imagineering Model (ECIM) process. They also indicated that the quality of the electronic tales, master teachers’ ability to develop these tales and transfer their development to student teachers, and master teachers’ level of satisfaction with the development of these electronic tales, were all at a high level.

This research aims to apply confirmatory factor analysis to identify the digital transformation components for higher education institutions. The research sample consisted of 300 personnel from agencies within higher education institutions, which are higher education institutions under the Ministry of Higher Education, Science, Research and Innovation, Thailand that use the database system on educational quality assurance called Commission on Higher Education Quality Assessment online system (CHE QA Online). The selection was the result of multi-stage random sampling from 100 higher education instructions. The research tool was an online questionnaire form on factors influencing the success of information systems in the digital transformation for higher education institutions by 5-level rating scale based on the Likert's scale. The result revealed that digital transformation factor consistent with empirical data (p-value = 0.860), which consist of 6 components: 1) Strategy 2) Process 3) Product/Service 4) People 5) Data) and 6) Technology. The research findings help higher education institutions prepare for the elements necessary for the institutional transformation to a digital organization.