YOUNG PEOPLE’S PERCEPTION OF DIGITAL TRANSFORMATION
DOI:
https://doi.org/10.24002/lj.v3i2.13299Abstract
This study aims to explain young people's perception of digital changes that are increasingly massive. This study is important to provide clarity on the readiness of young people, namely students in higher education, to face the challenges of the digital era. This study uses a descriptive approach with a sentiment analysis method. This approach was chosen because it can capture the perception of young people naturally. The respondents in this study were 440 students from various educational backgrounds. Respondents responded by answering open-ended questions submitted through google forms. The results show that the majority of respondents have positive sentiments towards the digital transformation that is taking place. Mayoitas of respondents also showed readiness to enter digital transformation. These findings show that young people can accept and are ready to enter the digital transformation. The findings emphasize the identification of patterns that higher understanding is not always proportional to positive sentiment, but rather encourages critical and reflective attitudes. These findings enrich the literature that has so far highlighted the linear relationship between digital literacy and positive attitudes towards digital transformation.
References
Abulibdeh, A., Chatti, C. B., AlKhereibi, A., & Menshawy, S. El. (2025). A Scoping Review of the Strategic Integration of Artificial Intelligence in Higher Education: Transforming University Excellence Themes and Strategic Planning in the Digital Era. European Journal of Education. https://doi.org/10.1111/ejed.12908
Abulibdeh, A., Zaidan, E., & Abulibdeh, R. (2024). Navigating the confluence of artificial intelligence and education for sustainable development in the era of industry 4.0: Challenges, opportunities, and ethical dimensions. Journal of Cleaner Production. https://doi.org/10.1016/j.jclepro.2023.140527
Alexander Oliva, H., Pérez-Morán, G., Epifanía-Huerta, A., Temoche-Palacios, L., & Iparraguirre-Villanueva, O. (2024). Critical Thinking and Digital Competence in College Students: A Cross-Sectional Study. International Journal of Engineering Pedagogy (IJEP), 14(2), 92–99. https://doi.org/10.3991/ijep.v14i2.46767
Czerwińska, M. M., Berniak-Woźny, J., & Plebańska, M. (2023). Are digital natives ready to work in a digitally transformed work environment? University students' perspective. Journal of Modern Science, 54(5), 163–180. https://doi.org/10.13166/jms/176179
Eri, R., Gudimetla, P., Star, S., Rowlands, J., Girgla, A., To, L., Li, F., Sochea, N., & Bindal, U. (2021). Digital resilience in higher education in response to COVID-19 pandemic: Student Perceptions from Asia and Australia. Journal of University Teaching and Learning Practice, 18(5). https://doi.org/10.53761/1.18.5.7
Fernández, A., Gómez, B., Binjaku, K., & Meçe, E. (2023). Digital transformation initiatives in higher education institutions: A multivocal literature review. Education and Information Technologies, 1–32. https://doi.org/10.1007/s10639-022-11544-0
George, B., & Wooden, O. (2023). Managing the Strategic Transformation of Higher Education through Artificial Intelligence. Administrative Sciences. https://doi.org/10.3390/admsci13090196
German Ruiz-Herrera, L., Valencia-Arias, A., Gallegos, A., Benjumea-Arias, M., & Flores-Siapo, E. (2023). Technology acceptance factors of e-commerce among young people: An integration of the technology acceptance model and theory of planned behavior. Heliyon, 9(6), e16418. https://doi.org/10.1016/j.heliyon.2023.e16418
Grimalt-Álvaro, C., & Usart, M. (2024). Sentiment analysis for formative assessment in higher education: a systematic literature review. Journal of Computing in Higher Education, 36(3), 647–682. https://doi.org/10.1007/s12528-023-09370-5
Kuleto, V., Ilić, M., Dumangiu, M.-A., Ranković, M., Martins, O., Păun, D., & Mihoreanu, L. (2021). Exploring Opportunities and Challenges of Artificial Intelligence and Machine Learning in Higher Education Institutions. Sustainability. https://doi.org/10.3390/su131810424
Potgieter, I., Coetzee, M., & Ferreira, N. (2023). University students' digital world of work readiness in relation to their employability competency. Journal of Learning Development in Higher Education, 27. https://doi.org/10.47408/jldhe.vi27.922
Quy, V., Thanh, B. T., Chehri, A., Linh, D. M., & Tuan, D. A. (2023). AI and Digital Transformation in Higher Education: Vision and Approach of a Specific University in Vietnam. Sustainability. https://doi.org/10.3390/su151411093
Simatupang, E. C., Zuraida, I., Illana, M. A. A., & Rodelas, A. N. (2024). Sentiment Analysis On Students' Perspective Toward English Online Learning Using Word Frequency Analysis. English Review: Journal of English Education, 12(2), 725–732. https://doi.org/10.25134/erjee.v12i2.9392
Sindakis, S., & Showkat, G. (2024). The digital revolution in India: bridging the gap in rural technology adoption. Journal of Innovation and Entrepreneurship, 13(1), 29. https://doi.org/10.1186/s13731-024-00380-w
Vodă, A. I., Cautisanu, C., Grădinaru, C., Tănăsescu, C., & de Moraes, G. H. S. M. (2022). Exploring Digital Literacy Skills in Social Sciences and Humanities Students. Sustainability, 14(5), 2483. https://doi.org/10.3390/su14052483
Xue, L., Rashid, A. M., & Ouyang, S. (2024). The Unified Theory of Acceptance and Use of Technology (UTAUT) in Higher Education: A Systematic Review. Sage Open, 14(1). https://doi.org/10.1177/21582440241229570
Yaqub, M., & Alsabban, A. (2023). Industry-4.0-Enabled Digital Transformation: Prospects, Instruments, Challenges, and Implications for Business Strategies. Sustainability. https://doi.org/10.3390/su15118553
Zhao, Y., Sánchez Gómez, M. C., Pinto Llorente, A. M., & Zhao, L. (2021). Digital Competence in Higher Education: Students' Perception and Personal Factors. Sustainability, 13(21), 12184. https://doi.org/10.3390/su132112184
Published
Issue
Section
License
Copyright (c) 2025 LATTE: A Journal of Language, Culture, and Technology ISSN 3063-0754
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
