MANADO – Digital transformation initiatives at the Economics Education Study
Program of Manado State University (UNIMA) have contributed to improving
students’ digital economic literacy, while also revealing challenges related to
technology governance, human resource readiness, and cybersecurity awareness.
The findings were reported by Pontoh, Watung, Allen Ch. Manongko, Jerry R.H.
Wuisang, and Lempas in a study published in May 2026 in the Journal of
Educational Analytics (JEDA). The research highlights that successful digital
transformation in higher education depends not only on technology adoption but
also on effective governance, innovative learning strategies, and user
preparedness.
The rapid growth of the digital economy has prompted universities to adapt
their educational systems to meet the demands of modern industries and society.
Digital competencies, data literacy, online collaboration, and digital economic
literacy have become increasingly important skills for graduates entering the
workforce. As a result, many higher education institutions are integrating
digital technologies into academic services and learning activities.
The study examined the implementation of digital transformation within the
Economics Education Study Program at Manado State University. Researchers
analyzed the transformation process using an Input–Process–Output (IPO)
framework, collecting data through interviews, observations, documentation
reviews, and assessments of internal and external factors affecting digital
transformation.
The findings show that digital transformation at UNIMA has been implemented
through the use of the Amelia Learning Management System (LMS), hybrid learning
models, improved information technology infrastructure, and curriculum
adjustments that incorporate digital economy concepts.
Key findings of the study include:
·
Leadership commitment serves as a major driver
of successful digital transformation.
·
Digital infrastructure, including the Amelia
LMS, campus internet networks, and computer laboratories, supports more
flexible learning processes.
·
Approximately 70 percent of digital
transformation efforts remain focused on administrative digitalization rather
than deeper pedagogical innovation.
·
Students’ digital financial transaction literacy
reached approximately 83 percent.
·
Student participation as digital business
innovators remains relatively low at around 42 percent.
·
Cybersecurity literacy among students reached
only about 58 percent, indicating the need for greater awareness of digital
risks.
The research also identified the absence of a comprehensive Enterprise
Architecture (EA) framework as a challenge. Without integrated technology
governance, digital systems across university units have developed
independently, creating fragmented platforms that require students and
lecturers to navigate multiple systems simultaneously.
Students generally appreciated the flexibility of digital learning, which
allows access to educational resources regardless of time and location.
However, many also reported experiencing digital fatigue due to prolonged
screen exposure, repetitive online learning routines, and the use of multiple
disconnected platforms.
Lecturers acknowledged that digital transformation is essential for
maintaining the relevance of economics education in the digital era. At the
same time, they emphasized that technological proficiency alone does not
guarantee strong conceptual understanding. Students who are comfortable using
digital tools may still require additional support to develop deeper analytical
and economic reasoning skills.
According to the researchers from Manado State University, digital
transformation should move beyond administrative modernization and focus on
meaningful pedagogical transformation. Technology should be utilized to foster
critical thinking, collaboration, creativity, and problem-solving skills that
prepare students for real-world challenges.
The study also highlights the importance of strengthening digital economic
literacy. Although students demonstrate strong familiarity with digital
transactions, financial technology platforms, and e-commerce activities,
competencies related to digital entrepreneurship, financial risk management,
and cybersecurity require further development.
The findings carry significant implications for higher education
institutions across Indonesia. Universities are encouraged to establish
integrated technology governance systems, enhance digital competency training
for lecturers and students, and strengthen partnerships with industry to ensure
graduates possess skills relevant to the digital economy.
For policymakers, the study demonstrates that investments in technology
infrastructure should be accompanied by investments in human capital
development and learning innovation. Without organizational change and
continuous competency development, digital transformation may result only in
technological modernization rather than meaningful educational improvement.
Author Profiles
- Pontoh - Universitas Negeri Manado
- Watung - Universitas Negeri Manado
- Dr. Allen
Ch. Manongko -
Universitas Negeri Manado
- Dr. Jerry
R.H. Wuisang - Universitas
Negeri Manado
- Lempas - Universitas Negeri Manado
Research Source
Pontoh, Watung, Manongko, A.C., Wuisang, J.R.H., & Lempas. (2026). Digital
Transformation in Economics Education: Governance, Learning Innovation, and
Digital Economic Literacy at Universitas Negeri Manado. Journal of
Educational Analytics (JEDA), Vol. 5 No. 2, May 2026, pp. 333–352.
DOI: https://doi.org/10.55927/ijbae.v5i3.20
URL: https://journalijbae.my.id/index.php/ijbae
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