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Digital technologies have brought changes to the nature and scope of education and led education systems worldwide to adopt strategies and policies for ICT integration. The latter brought about issues regarding the quality of teaching and learning with ICTs, especially concerning the understanding, adaptation, and design of the education systems in accordance with current technological trends. These issues were emphasized during the recent COVID-19 pandemic that accelerated the use of digital technologies in education, generating questions regarding digitalization in schools. Specifically, many schools demonstrated a lack of experience and low digital capacity, which resulted in widening gaps, inequalities, and learning losses. Such results have engendered the need for schools to learn and build upon the experience to enhance their digital capacity and preparedness, increase their digitalization levels, and achieve a successful digital transformation. Given that the integration of digital technologies is a complex and continuous process that impacts different actors within the school ecosystem, there is a need to show how these impacts are interconnected and identify the factors that can encourage an effective and efficient change in the school environments. For this purpose, we conducted a non-systematic literature review. The results of the literature review were organized thematically based on the evidence presented about the impact of digital technology on education and the factors that affect the schools' digital capacity and digital transformation. The findings suggest that ICT integration in schools impacts more than just students' performance; it affects several other school-related aspects and stakeholders, too. Furthermore, various factors affect the impact of digital technologies on education. These factors are interconnected and play a vital role in the digital transformation process. The study results shed light on how ICTs can positively contribute to the digital transformation of schools and which factors should be considered for schools to achieve effective and efficient change.

The current rapid technological advancements and the dynamic workplace environments call for engineering graduates to be equipped with a combination of interdisciplinary skills. Among the core skills for the engineering profession is problem-solving. Although industry professionals and academics consider problem-solving an essential attribute of engineers in industry 4.0, research shows that several engineering graduates are not adequately equipped to apply the problem-solving approach in workplace environments. During the past years, the most common approach referred to in the literature for enhancing problem-solving skills in engineering education is Problem-Based Learning (PBL). While research reported that PBL could improve students' skills iii the early stage of higher education or within their degree programmes, most engineers generally accept that graduates will "really" learn how to be an engineer at the workplace. This paper reports on the methodological process of designing and developing a postgraduate vocational training programme to enhance engineering graduates' problem-solving skills through PBL. Specifically, it aims to investigate the programme's impact on engineering graduates' problem-solving skills and their perceptions about the PBL experience. A mixed-methods study was applied to answer the research questions. The Problem-Solving Inventory (PSI) was used to collect quantitative data regarding engineering graduates' problem-solving skills and semi-structured interviews were used to gather qualitative data regarding the implementation of the PBL programme. The results showed that the programme was successful in developing engineering graduates' problem-solving skills. Furthermore, engineering graduates reported several additional benefits regarding their learning experience. Examples include gaining a deeper understanding of the problem-solving process, developing professional knowledge, and enhancing employability potential. They also referred to various challenges which emerged during the programme, such as the time allocation for the assimilation of new knowledge, the application ofproblem-solving processes, and the communication with the technical staffin the workplace settings. We hope that this work can open a platform for discussion regarding the engineering curricula and the use of problem-oriented pedagogies toward improving employability and professional skills through industry-academia collaboration. [ABSTRACT FROM AUTHOR]