This book provides a unique and holistic view on the future of teaching, learning and assessment in a world where learning and communication technologies present ever-increasing and complex digital options for educators. Whilst these can help to enhance learning programmes in addressing the changing needs and preferences of students, educators and employers, educational institutions face numerous challenges. These apply both to digital innovation in curriculum design and in the digital transformation of the entire institution (such that “digital” is completely embedded in culture, processes, systems, capabilities and practices). Digital transformation of institutions is of course, a long and convoluted journey and some would argue that such journeys never end.

Much can be learnt about how to address challenges by reviewing and evaluating the “track records” of educational institutions. In the UK, there have been two key periods of note. The first, during the period 2000–2020, saw multi-million pounds investments by the UK Government in digital innovations and transformation of universities and further education colleges. The second was in the period of COVID lockdown, where universities had to rapidly adapt to online teaching. What happened in these two key periods is described and reviewed in Chatterton (2022).

An overarching lesson learnt from the UK Government’s digital innovation and transformation programme is that universities can be highly effective at digital innovations in curriculum design, especially if programme teams are supported and resourced. However, they are overwhelmingly less effective at digital transformation i.e. institutionally embedding innovations and “digital” in processes, systems, culture, capabilities and practices. In the COVID lockdown period, when academics were forced to engage with digital learning, an overarching lesson was that significant numbers of them developed “belief” in blended learning approaches, if they were comprehensively supported in experiencing good practices in digital learning. However, this does require an “all in it together” support approach, involving academics, senior managers, professional support staff and students (see Specht et al., 2021).

Key challenges that curriculum teams face with digital innovation include the overwhelming vast range of learning and communications technologies, together with reservations (amongst some) about the changing roles and capabilities required for teaching with such tools. Workload planning, that does not recognise the time and effort needed to innovate, is another key barrier. Most importantly, curriculum teams need to develop future-proofed and flexible curricula designs so that content can be delivered in multiple, flexible ways e.g. fully online or adopting a blended format, allowing rapid and flexible responses to changing external environments and needs.

Whilst barriers exist for digital innovation, there are always a significant number of “early adopter” educators who will drive such innovations and “experiment” with emerging technologies. They typically have the motivation and wherewithal to overcome institutional challenges. However, the problems come with the “non-early adopters” (the majority) who are not so motivated nor willing to overcome organisational barriers. For instance, curriculum design and review and Quality Assurance (QA) processes and systems need to be updated to fully embrace digital innovation, ensuring that programme teams are effectively supported and resourced at critical periods of curriculum delivery. Co-ordinated and integrated approaches to data systems and management (incorporating e.g. student records, e-portfolio and virtual learning systems) need to be effected to provide tutors with real-time data for learner analytics (which can support student progression).

Institutions will, therefore, urgently need to address the deep-rooted cultural, structural, technical, management, capabilities, commercial and behavioural factors that constrain widespread adoption and innovative use of emerging technologies. This can be referred to as “digital transformation”. Institutions should draw on lessons learnt from external sectors which are already well into their digital transformation journeys, as in the publishing sector. Key lessons include the need to co-align and co-evolve digital and ALL institutional strategies. We are already witnessing new business models, partnerships and services in the education sector (e.g. partnerships with private sector EdTech companies) and institutions will need to be open to such brave ideas. Ethics, values, safety and behaviours will also need to be addressed for digital learning, recognising that the digital world is an “open” one.

A significant “elephant in the room” when it comes to digital transformation is the motivation and capabilities of senior leaders. Many of these have minimal digital management and practical experience and this can make them insecure and stifle informed decision-making. Many aspiring leaders have perceived the digital agenda as a “poisoned chalice” for their career plans, due to the complexities involved, so have tended to side-step the issue. This of course, has to change and institutions need to recruit a new breed of digitally savvy leaders who have proven skills in complex environments. The role and capabilities of IT directors/CIO s (Chief Information Officers) will also need to evolve. To-date, in the UK, digital learning has often been led and managed outside of the IT department, due to many reasons including the often poor communications and interdisciplinary working abilities of technical people. Although this is slowly changing, digital learning and IT will need to come under the same umbrella if a unified approach to learning/management systems and data and learner analytics is the goal (which it needs to be). It is not unlikely that the role of CIO will merge into a role of CCO (Chief Complexity Officer). Individuals who succeed in such a role would then be well-placed to lead the organisation.

Core to addressing the complexities of digital transformation will be to effect much improved communication and collaboration between the “generalists” and “specialists” (e.g. technical specialists and educators) and across departments. This will require new and novel approaches to professional development combined with developing an “all in it together” culture and working practices. This will all be essential to exploit emerging technologies fully and effectively as the digital world becomes increasingly pervasive. The aim should be for teaching with technology to be embedded throughout institutions (rather than just the preserve of the early adopters) and for it to become cost-effective, efficient and responsive to student, tutor and employer needs.