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In the face of fast technological improvements, higher education institutions must strike a balance between leveraging existing strengths and pursuing new opportunities to succeed. This study examines how organisational ambidexterity affects digital efficacy in Zimbabwean state universities, with a focus on the moderating influence that digital skills play. A cross-sectional research design was employed to collect data from 110 academic and administrative staff at three Zimbabwean state universities through digital platforms. The findings show a positive relationship between organisational ambidexterity and digital efficacy, with digital skills significantly moderating the relationship. Universities with ambidextrous staff have higher levels of academic excellence, research productivity, and stakeholder satisfaction. Due to limited time and funds, the study only focused on three state universities, but it would be interesting to explore private universities in the future. This research provides valuable insights for Zimbabwean state universities to enhance their digital capabilities. By fostering a balance between exploitation and exploration of digital innovations and investing in digital skills development, universities can improve their digital competence and competitiveness. The study contributes to enhancing digital efficacy within the higher education sector, informing strategic decisions, and providing valuable insights for university leaders, policymakers, and scholars grappling with the challenges of digital transformation. This research contributes to the existing literature on digital transformation in higher education, particularly within resource-constrained environments. The study provides novel empirical evidence based on data collected from university staff interacting through digital platforms.

This study focuses on evaluating the preferences of stakeholders of a comprehensive higher education institution located in Manila, Philippines, regarding the process of applying for academic records. Onsite application is the traditional process wherein the stakeholders transact personally on campus to request for needed documents. The online system enables remote application of academic records supported by technology. It is marked by the ability to make the application anywhere and anytime, at the convenience of the stakeholder. The study highlights that both the online and onsite modalities have advantages available to stakeholders. Through qualitative and quantitative methodologies, factors influencing the preference of stakeholders are identified. Though the online application is overwhelmingly preferred by the respondents, the onsite application remains relevant. Combining the advantages of both modalities promote convenience on the part of the stakeholders and empowers them to make contextual choices depending on their preferences. Determining the preferences of stakeholders allows the academic institution to tailor-fit services and fine-tune processes to meet, or even exceed, the expectations of stakeholders. The results of the study can be used as a guide by academic institutions on how to improve the various modalities used to provide efficient customer service to stakeholders.

In this concept paper, the researcher argues that socio-economic and technological changes in the world today have severe implications for the type of lecturer who should be found in the lecture halls in the 21st Century and 4th Industrial Revolution. The 'ideal 4th Industrial Revolution lecturer' is not just a vision but a necessity for a technologically adept, adaptable, and innovative lecturer who can effectively navigate the rapidly changing educational landscape. This 'ideal 21st-Century modern-day lecturer' is a term used to describe a lecturer who is not only well-versed in their subject matter but also proficient in the use of technology, adaptable to change, and innovative in their teaching methods. Exposing students to lecturers who have not been trained to deal with changes in the outside world is tantamount to having the wrong men and women in charge of students in the ever-changing world. In the paper, the researcher interrogates the ideal 21st-century modern-day lecturer. The paper examines content, teaching approaches, the changes in the 21st-Century socio-political, economic, and technological environment and how they demand a responsive lecturer. The lecturer's role in responding to these changes is to adapt their teaching methods, incorporate new technologies, and foster innovation in their students. In the light of the issues raised in the discussions, recommendations are made. The researcher used desktop research. Desktop research is another name for secondary research. The researcher used two types of research activity: primary research (where the researcher goes out and discovers stuff) and secondary research (where the researcher reviews what other people have done). Desktop research is not about collecting data. Instead, the researcher’s role is to conduct desktop research to review previous research findings to gain a broad understanding of the field. The 21st Century is marked by rapid social, economic, political and technological changes. In order to ensure relevance, lecturers have to respond to these changes and possibly spearhead further changes.

The psychological, behavioral, and technological impacts of adopting online modalities in the Universities within the post-COVID-19 and 4IR era were assessed in this paper. The current researcher obtained informed consent from the 125 academic staff members from five universities in four provinces—the University of Pretoria, University of Johannesburg, Durban University of Technology, University of Western Cape, and North-West University—through a cross-sectional survey methodology. This study's researcher promoted voluntary participation and ensured ethical standards were respected. In total, 116 surveys were located and completed. Statistical Packages for Social Sciences (SPSS) version 29 was used to clean and analyze the data. This study illustrates how willingness to use online modalities inside universities during the post-COVID-19 and Fourth Industrial Revolution (4IR) is highly influenced by a readiness to change, innovative work behavior, and technological competence. This study demonstrated that adopting online modalities in South African universities during the post-COVID-19 and 4IR periods was significantly influenced by technological proficiency, innovative behavior, and willingness to change.

In the current era, digital technology cannot be overlooked in higher education and other economic factors. Digital technology introduces scopes that expedite blended, e-learning, and online in higher education; suggests a multiple of ways to communicate, learn, correspond, cooperate, and collaborate. Also, digital technology has been more and more widely used in higher education for the continuous development of the economy. This study replicates on the growing importance of digital technology on higher education in Bangladesh over the period 1988-2018. Besides, the study exploits the Johansen cointegration and vector error correction model (VECM) for investigating the positive relationship between digital technology and higher education. The Johansen's cointegration outcomes ascertain that digital technology, higher education, and gross domestic product are cointegrated in the long-run. Furthermore, the VECM outcomes suggest that digital technology can stimulate higher education in both the long run and short run, where learners, educators, and nations are consistently gainer of this country. The study also highlights that higher education consistently contributes to gross domestic product. This research would do twisting up higher education in the kind of digital technology that effectively contributes to educational institutions and countries to remain long-term response. Bangladesh must be beneficial by growing technological development in higher education. For the rapid changes in higher education, the research is advocated that the successful execution of digital technology needs to concentrate on interconnecting structures for transformation: the educator, the educational institutions, and the policymakers. Consequently, public policies would make educational changes in practicing the digital technology of Bangladesh