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Digital transformation often involves changes across institutional strategy, culture and processes. The challenge for universities is not just integrating technology but equipping students for the future while navigating a technological revolution that is reshaping society.

The German University of Technology in Oman (GUtech) sees digital transformation as an institution-wide process that can bring together teaching, research and industry engagement. Dawood Al Jahwari, dean and head of the Department of Logistics, Tourism and Service Management at GUtech, says that the Covid-19 pandemic was a catalytic jolt for digital change. Technology now augments different aspects of higher education – not just the curriculum. “We used to teach consumer behaviour the traditional way. Nowadays, we need to teach consumer behaviour in relation to AI,” says Al Jahwari.

Student demand for technology-related programmes is increasing, along with the growing appetite for technology-enabled education. GUtech has launched a bachelor’s degree in AI and is designing a master’s programme in information systems and AI. Its students are digitally literate and expect to use AI tools in their studies. This calls for robust policy frameworks and guidelines to ensure ethical and responsible AI use.

However, keeping up with student expectations and technological evolution can be challenging for institutions. “Sometimes we feel that our students are more advanced than us,” says Al Jahwari.  “Just a few years ago, there was no ChatGPT or Gemini, and now students use them a lot in the classroom. So we have to be careful to put policies in place to regulate what they’re doing.”

Working with an external advisory board to inform its curriculum development, GUtech is changing what it teaches and how. It is introducing emerging technologies into the classroom, engaging students through pedagogies that can help them develop durable skills. “Students are very good at communicating digitally but not really face to face,” says Al Jahwari. “We can use technology to enhance their skills by making them do presentations through online platforms and in class.”

GUtech enables students to apply these skills through practical learning experiences and field trips. “We involve them in consultancy projects and invite them to participate in real-life projects and challenges,” says Al Jahwari. Researchers at GUtech specialise in digital technologies and AI to drive progress in fields such as logistics, geoscience, urban planning, sustainability, engineering and tourism. For example, one of the research projects at the university explores the use of technology to enhance the tourist experience at Oman’s historic sites, supporting the objectives of Oman Vision 2040.

As Al Jahwari argues, digital transformation is not limited to certain aspects of the academic experience but reaches across the entire organisation. Everyone in the academic community, from leadership to students, needs to be part of the planning and implementation journey to make sure the changes are inclusive, sustainable and aligned with institutional goals.