Ecosystem Readiness for the Twin Transition in Higher Education: Lessons from a Ghanaian Applied University Case

Digital transformation in higher education refers to the strategic and systemic integration of digital technologies across teaching, learning, research, and institutional management (Redecker et al., 2020; UNESCO, 2022). Globally, universities are increasingly leveraging innovations such as artificial intelligence (AI), learning analytics, cloud computing, and smart campus systems to enhance learning outcomes and operational efficiency (Bond et al., 2021; Zawacki-Richter et al., 2019). However, in Sub-Saharan Africa, the digital transition must navigate additional contextual realities — unequal access to technology, limited infrastructure, capacity constraints, and persistent questions about the relevance of higher education to the demands of a rapidly changing world of work (Czerniewicz, 2020; Tadesse & Muluye, 2020).

The University of Education, Winneba (UEW), one of Ghana’s leading teacher education institutions, exemplifies both the promise and paradox of digital transformation in emerging contexts. Recent institutional reviews and project evaluations indicate a growing strategic commitment to digitalization, yet reveal structural and pedagogical challenges that limit effective implementation (University of Education, Winneba, 2023; Owusu-Mensah & Adjei, 2021). These include infrastructural deficits, inconsistent policy execution, uneven digital literacy among faculty and students, and a weak alignment between digital initiatives and labour market competencies (Mensah et al., 2022; Boateng & Essel, 2021).

To explore these dynamics, this study is guided by two interrelated research questions:

What institutional, infrastructural, and pedagogical challenges hinder the effective implementation of digital transformation strategies at the University of Education, Winneba? This question focuses on identifying systemic readiness gaps and operational barriers, including those related to technology infrastructure, digital literacy, and governance (Adarkwah, 2021; Adeoye et al., 2020).

How do faculty, students, and employers perceive the effectiveness of UEW’s digital transformation efforts, particularly in enhancing teaching quality, student preparedness, and graduate employability? This question captures diverse stakeholder perspectives and examines the connection between digital transformation initiatives and the broader goal of developing digitally competent and employable graduates (Alam & Forhad, 2021; Osei, 2022).

By addressing these questions, the paper contributes to understanding how ecosystem readiness spanning institutional leadership, pedagogy, infrastructure, and external partnerships shapes the trajectory of digital and sustainability transitions in African higher education (Ndung’u & Signé, 2020; UNESCO, 2023). The analysis positions UEW as a case study of applied learning transformation, offering insights that are both locally grounded and globally relevant to universities navigating the twin imperatives of digitalization and sustainability (OECD, 2023; World Bank, 2022).

Methodology

The study adopted a mixed-method design to generate a comprehensive understanding of institutional readiness for the twin transition at the University of Education, Winneba (UEW). This approach integrated both quantitative and qualitative data to examine how digital transformation and sustainability practices are conceptualized, implemented, and experienced across different stakeholder groups. The mixed-method design was selected to triangulate institutional, pedagogical, and employer perspectives, allowing for both breadth and depth in understanding the university’s readiness landscape (Creswell & Plano Clark, 2018).

Data was collected from four primary sources: institutional self-assessment survey reports on digital transformation and sustainability strategy, faculty and student surveys and reflections on teaching, learning, and infrastructure readiness. Documentary analysis of key institutional policies, including UEW’s ICT and Digital Transformation Strategy (2023–2027), Strategic Plan (2019–2024), and relevant national education policies. Semi-structured interviews with 24 employers across seven economic sectors: healthcare, education, finance, media, agriculture, energy, and hospitality, were conducted.

A stratified purposive sampling strategy was used to ensure representation of the university’s four colleges (Humanities and Education, Languages, Science and Technology Education, and Distance Education). Within these, participants were selected to reflect diversity in gender, academic rank, and departmental affiliation. The employer sample included both public and private sector organizations that regularly engage UEW graduates or host student interns. The quantitative component involved structured questionnaires administered to 210 staff and 350 students. Items were measured on a five-point Likert scale assessing perceptions of: digital infrastructure and access, leadership commitment and institutional culture, funding adequacy for digital and sustainability initiatives and curricular integration of sustainability and digital skills.

Data were analyzed using descriptive and inferential statistics in SPSS (v.26). Mean scores (M) and standard deviations (SD) were computed to assess overall readiness levels. Comparative analysis across staff and student groups helped to identify perceptual gaps. Where applicable, cross-tabulations and correlation tests were conducted to examine relationships between leadership support, infrastructure, and perceived readiness. The qualitative phase sought to capture the lived experiences and interpretations of stakeholders regarding the implementation of digital and sustainability strategies. Faculty reflections were gathered through open-ended survey questions and focused discussions in departmental meetings.

Employer interviews explored the alignment between graduate competencies and emerging labour market demands, particularly in green and digital skill domains. Interview transcripts and written responses were coded thematically using NVivo 14, following Braun and Clarke’s (2019) six-step framework for thematic analysis. Codes were developed inductively around four key dimensions: institutional leadership, infrastructure readiness, pedagogical innovation, and industry collaboration.

Findings from quantitative and qualitative strands were triangulated to ensure analytical validity. Quantitative data identified patterns and readiness gaps, while qualitative insights explained why and how these gaps persist. For instance, survey data revealing low digital adoption among faculty were contextualized by interview narratives highlighting limited training and time constraints. This convergent parallel design allowed the study to merge numerical trends with narrative depth, enhancing overall interpretive reliability (Fetters et al., 2013).

Ethical Considerations

Ethical approval was obtained from the UEW Institutional Review Board (IRB). All participants provided informed consent before participation. Data were anonymized to maintain confidentiality, and institutional reports were referenced only with permission from relevant authorities. The research followed the Ghana National Ethics Guidelines for Research Involving Humans (2020) and adhered to international ethical standards for social science research.

Results

Findings from the institutional self-assessment survey and document review reveal that while the University of Education, Winneba (UEW) has developed a formal Digital Transformation and ICT Strategy (2023–2027), implementation capacity remains limited. Only 38% of staff respondents agreed that the university’s digital infrastructure is “adequate for blended or technology-enhanced learning.” Less than a quarter (24%) affirmed that existing systems can support advanced technologies such as the Internet of Things (IoT), cloud-based smart classrooms, or data-driven learning analytics.

Qualitative comments underscored a persistent digital divide across campuses. Respondents at satellite sites reported recurrent internet interruptions, outdated equipment, and unreliable learning management system access. One participant noted:

“Digital learning is mostly feasible on the main campus; in smaller centres, the bandwidth cannot even support video conferencing for tutorials.”

The analysis also revealed a misalignment between institutional ambition and operational support. Although leadership has articulated strong intent to digitize academic services, resource allocation, maintenance culture, and inter-departmental coordination were viewed as inconsistent. Consequently, digital transformation remains policy-rich but practice-poor, a finding echoed in both faculty and employer interviews.

Faculty responses revealed a moderate to high level of digital competence in foundational tools. Over 70% of lecturers reported using learning management systems (LMS) such as Moodle and Google Classroom for course delivery, and 65% frequently used digital collaboration tools (Zoom, Teams, or Google Meet) for instruction and meetings. However, the use of emerging technologies such as artificial intelligence (AI), data analytics, and cybersecurity applications remained low, with fewer than 15% indicating confidence in these areas. Faculty members expressed a strong need for targeted capacity-building programmes that focus not only on tool mastery but on pedagogical integration, that is how technology can transform learning outcomes rather than merely digitize existing practices. Qualitative interviews suggested that digital pedagogy adoption is often individual-driven rather than institutionally coordinated. Several lecturers reported using their own resources to experiment with multimedia content or online assessments. As one participant explained:

“We innovate out of personal interest, not because there’s a system pushing it. Training is occasional and not always relevant to our teaching realities.”

Overall, while digital literacy exists, its application in innovative teaching remains fragmented and under-supported.
Students displayed high enthusiasm for digital learning but reported limited opportunities to apply digital skills in authentic contexts. Quantitative results show that while 78% of students own a smartphone and 61% use a laptop or tablet, only 35% regularly access digital learning platforms beyond mandatory LMS activities. The most cited barriers were high data costs (46%), unstable connectivity (41%), and limited integration of digital projects in coursework (38%). Students also expressed a desire for more experiential and project-based learning that links classroom theory to digital applications such as virtual simulations, coding, and data analysis. Focus group participants emphasized that digital learning remains largely instructor-dependent, with minimal peer collaboration or innovation spaces. One comment summarized this gap:

“We are told to use digital tools, but few courses require them in real assessments. It feels optional rather than integral.”

This suggests that while student motivation for digital learning is strong, institutional systems and curricula have yet to embed digital literacy as a core graduate attribute.
Employer interviews provided valuable external validation of internal findings. Across sectors, employers acknowledged that UEW graduates possess solid foundational ICT skills such as document processing, email communication, and virtual meeting proficiency but lack specialized digital competencies required in modern workplaces. Specific gaps were identified in data analytics, AI-assisted diagnostics, digital marketing, fintech systems, and renewable energy management. Employers in the media and communication sectors rated UEW graduates highest in digital readiness, while those in education, hospitality, and health sectors perceived notable deficiencies in both technical and adaptive digital skills. One HR director in the financial sector remarked:

“Graduates are digitally aware but not digitally capable. They can use tools, but not analyze data or innovate using them.”

Several employers emphasized the importance of cross-sectoral green-digital skills, combining sustainability knowledge with technological fluency. They recommended stronger industry-academia partnerships, curriculum updates, and internship-based digital training to bridge the competence gap.

Integrating findings across data sources highlights a systemic misalignment between UEW’s digital ambitions and its operational readiness. Institutional leadership demonstrates strategic intent, but implementation capacity is constrained by infrastructure and coordination gaps and faculty show basic competence but low innovation in digital pedagogy. Students exhibit high motivation but limited engagement opportunities and employers perceive potential but insufficient specialization in green–digital domains. Collectively, these results reveal an ecosystem that is aware but underprepared, where digital and sustainability transitions are recognized as priorities but not yet operationalized through structured training, curriculum redesign, or resource integration.

Discussion

The findings reveal that UEW’s readiness for the twin transition, digital transformation and sustainability remains in its formative stages. Despite the presence of a formal Digital Transformation and ICT Strategy (2023–2027), implementation is constrained by infrastructural gaps and uneven policy execution. This aligns with OECD (2023) and UNESCO (2023) observations that many African universities demonstrate policy readiness without operational maturity.

The weak institutional alignment between leadership intent and faculty practice reflects a broader challenge of ecosystem readiness in Sub-Saharan higher education. Research by Ndung’u and Signé (2020) similarly highlights how African universities often adopt high-level digital agendas but lack resource frameworks and performance monitoring mechanisms for sustainability integration. In UEW’s case, the digital divide between main and satellite campuses not only reflects infrastructural inequality but also deepens pedagogical inequity, limiting inclusive access to digital tools and learning platforms. For digital transformation to be meaningful, institutional strategies must evolve from technology acquisition to capability development embedding digital leadership, maintenance culture, and cross-departmental collaboration into the university’s operational DNA (Redecker et al., 2020; García-Holgado et al., 2020).

Faculty digital competence represents a critical leverage point for sustainable transformation. Although the majority of UEW lecturers possess functional proficiency in LMS and basic collaboration tools, the limited use of AI, analytics, and emerging technologies underscores a gap between digital familiarity and digital fluency. Similar patterns have been reported in Ghana and Nigeria, where lecturers demonstrate willingness but lack targeted institutional support for pedagogical innovation (Boateng & Essel, 2021; Adeoye et al., 2020). The qualitative finding that digital innovation is self-driven rather than system-supported mirrors Czerniewicz’s (2020) argument that African digital transitions often depend on individual champions rather than systemic reform. This inhibits scalability and sustainability. Addressing this requires a professional learning ecosystem that integrates digital literacy with pedagogical design—helping educators move from “using tools” to “transforming teaching” (Redecker et al., 2020). Embedding digital pedagogy in promotion criteria, incentivizing innovation, and establishing centres for digital learning excellence could accelerate this shift.

Students’ enthusiasm for digital learning juxtaposed with limited engagement opportunities underscores a structural disconnect between access and application. High device ownership does not translate into digital empowerment when curricula remain largely analog. Similar studies across African universities found that students’ digital potential is underutilized due to rigid course structures and assessment models that prioritize memorization over problem-solving (Tadesse & Muluye, 2020; Adarkwah, 2021). The findings confirm that digital readiness must be experiential, not just infrastructural. To enhance student preparedness, institutions like UEW must shift from isolated e-learning modules to curriculum-wide integration of digital projects, collaborative learning, and real-world simulations. This aligns with Bond et al. (2021), who argue that digitally rich learning environments require both teacher innovation and curriculum redesign. Inequitable internet access across campuses perpetuates a “digital stratification” within the same institution—an emerging challenge in African higher education (Czerniewicz, 2020). Addressing this calls for equitable access strategies, such as offline learning repositories, subsidized data access, and cloud-based micro-learning systems.

Employer feedback underscores the labour market implications of pedagogical lag. Although UEW graduates demonstrate basic ICT competence, they fall short in green–digital competencies such as data analytics, AI-assisted diagnostics, and renewable energy literacy. This corroborates global findings that digital transformation alone does not guarantee employability unless curricula embed interdisciplinary skills and sector-specific applications (Alam & Forhad, 2021; World Bank, 2022).

Employers’ call for stronger industry collaboration reflects the ecosystem model of higher education transformation, where universities serve as adaptive partners in innovation rather than static knowledge transmitters (OECD, 2023). Building structured partnerships for co-designed curricula, work-integrated learning, and innovation labs can bridge the readiness gap and ensure graduates possess both technical and transversal skills, which is critical thinking, problem-solving, and adaptability that the future of work demands. In the Ghanaian context, this implies recalibrating teacher education and applied programmes toward digital sustainability literacy, integrating environmental responsibility with technological innovation (Owusu-Mensah & Adjei, 2021; Banga & te Velde, 2022).

The study’s results affirm that digital and sustainability transitions are mutually reinforcing but often treated as separate agendas. The UEW case reveals that digital infrastructure and green education initiatives operate in silos, missing the synergistic benefits of integration. According to UNESCO (2023), universities that align both transitions foster innovation ecosystems that are technologically advanced and environmentally responsible. UEW’s readiness, therefore, should be understood not only as a question of resources but as a test of institutional coherence—the ability to link digital innovation with sustainable pedagogy, community engagement, and inclusive access. Embedding sustainability into digital transformation efforts (e.g., green data centers, virtual conferences, paperless workflows) could position UEW as a regional model for twin-transition leadership.

The findings indicate that while the University of Education, Winneba (UEW) demonstrates clear awareness of the importance of digitalization and sustainability, it remains underprepared to fully implement the twin transition. The readiness gap is evident across four key dimensions. Strategically, the university exhibits strong policy intent but struggles with consistent implementation and coordination. Technologically, its infrastructure development is uneven, with weak system integration and limited capacity to support advanced digital tools. Pedagogically, innovation remains confined to the use of basic technologies rather than transformative digital teaching practices. Collaboratively, the institution has not yet developed robust partnerships with industry or external stakeholders to promote applied learning and enhance graduate employability.

Bridging these gaps requires a whole-institution transformation approach that aligns leadership vision with strategic resource investment and continuous faculty development. The study recommends the establishment of interdisciplinary twin transition taskforces to coordinate cross-campus initiatives, the introduction of digital sustainability modules across all academic programmes, and the strengthening of industry partnerships and innovation hubs to foster applied research and skill development. Embedding digital pedagogy certification into professional development frameworks will also enhance teaching capacity and ensure consistent standards. Collectively, these systemic strategies will enable UEW and similar institutions to move beyond incremental digitization toward a sustainable, innovation-driven educational ecosystem capable of advancing both global competitiveness and local development goals.

Taken together, these findings position UEW as a microcosm of the broader Sub-Saharan higher education landscape, institutions that are aware of digital and sustainability imperatives but constrained by fragmented implementation and resource inequities. Advancing the twin transition requires more than policy declarations; it demands transformational leadership, strategic investment, and institution-wide culture change. To thrive in the era of technological acceleration and climate urgency, UEW must shift from a compliance model of digital adoption to an innovation ecosystem approach, where technology, sustainability, and pedagogy reinforce one another. This transformation is not only necessary for institutional competitiveness but also central to Ghana’s vision of developing future-ready educators and resilient communities.

Conclusion

This study examined the ecosystem readiness of the University of Education, Winneba (UEW) for the twin transition the integration of digital transformation and sustainability within higher education. Using a mixed-method design, evidence from institutional surveys, faculty and student reflections, and employer interviews revealed both strategic intent and systemic inertia. The results underscore that while UEW has established a clear digitalization agenda through policy and planning instruments, implementation remains uneven. Infrastructure gaps, limited inter-campus connectivity, and insufficient technical support continue to hinder full-scale digital integration. Faculty demonstrate enthusiasm and moderate digital proficiency but lack structured pathways for pedagogical innovation and advanced tool adoption. Students are motivated to engage in digital learning yet experience underdeveloped digital learning environments. Employers confirm this gap graduates possess general ICT literacy but lack the green–digital skills essential for 21st-century employability.

Taken together, these findings position UEW as a microcosm of the broader Sub-Saharan higher education landscape, institutions that are aware of digital and sustainability imperatives but constrained by fragmented implementation and resource inequities. Advancing the twin transition requires more than policy declarations; it demands transformational leadership, strategic investment, and institution-wide culture change. To thrive in the era of technological acceleration and climate urgency, UEW must shift from a compliance model of digital adoption to an innovation ecosystem approach, where technology, sustainability, and pedagogy reinforce one another. This transformation is not only necessary for institutional competitiveness but also central to Ghana’s vision of developing future-ready educators and resilient communities.

Policy Recommendations

To strengthen its role in digital and sustainable transformation, the University of Education, Winneba (UEW) should embed the twin transition into its forthcoming Strategic Plan (2025–2030), explicitly linking digitalization with sustainability outcomes such as paperless systems, energy-efficient infrastructure, and green data practices. The establishment of a Vice-Rectorate for Digital and Sustainable Transformation would provide strong institutional leadership to coordinate cross-college initiatives, align strategies, and monitor progress. To ensure accountability and transparency, institutional scorecards should be introduced to track performance in digital literacy development, infrastructure deployment, and sustainability integration.

In terms of infrastructure and technology investment, UEW must prioritize equitable access across all campuses by expanding high-speed internet connectivity, developing smart classrooms, and adopting cloud-based learning environments. Partnerships with telecommunication and renewable energy firms can facilitate the rollout of solar-powered connectivity solutions, ensuring reliable and energy-efficient ICT infrastructure. Additionally, the establishment of a UEW Digital Innovation Hub would foster innovation by supporting the development of digital learning tools and open educational resources.

Enhancing faculty competence is crucial for sustaining digital transformation. The university should institutionalize continuous professional development (CPD) programs focusing on digital pedagogy, AI-assisted teaching, and data-driven decision-making. Incentives such as digital teaching fellowships should be introduced to reward lecturers who pioneer innovative approaches in blended learning. Furthermore, the adoption of digital competence certification, aligned with the DigCompEdu framework, would embed digital proficiency into academic promotion and quality assurance systems.

In transforming the curriculum and learning experience, UEW should mainstream digital sustainability literacy across all academic programs, integrating concepts of climate resilience, green technologies, and the circular economy. Emphasizing project-based and interdisciplinary learning would empower students to apply digital tools to address real sustainability challenges. To measure progress effectively, assessment systems should incorporate digital portfolios and experiential projects, showcasing students’ applied technological and problem-solving skills.
Strengthening industry and employer partnerships is also essential for aligning academic training with labour market needs. Co-developing green–digital competency frameworks with employers across sectors such as education, energy, health, and finance will ensure relevance and employability. Expanding work-integrated learning (WIL) opportunities and leveraging public–private partnerships for funding innovation grants or CSR initiatives will deepen the university’s engagement with industry and enhance its applied training capacity.

Finally, UEW should take a leadership role in national and regional collaboration by positioning itself as a hub for digital and sustainable teacher education in Ghana and West Africa. Through collaboration with the Ministry of Education, GTEC, and UNESCO-UNEVOC, UEW can contribute to the development of a national framework for digital sustainability in higher education. Participation in international consortia will also enable benchmarking, resource sharing, and access to funding for institutional reform, positioning UEW as a continental model for advancing the twin transition in higher education.

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