Digital Transformation of Education: From Infrastructure to Competences

This article proposes and empirically tests an integrated approach to monitoring university digital transformation in a single-institution setting. The approach combines the measurement of students’ digital competence (Digital Competence Index, DCI) and teachers’ digital pedagogical competence (Digital Competence in Education, DCEdu) with selected indicators of course process quality and digital governance practices. The study is based on two standardised online surveys administered in the LMS Moodle environment (students: n = 386; teachers: n = 89), with index normalisation to a 0–100 scale and domain decomposition. The results revealed substantial internal heterogeneity in students’ digital competence and marked inter-faculty differentiation in DCI, primarily associated with the size of the lower segment of the distribution. The largest differences in DCI were associated with accessibility barriers, internet stability, and regularity of interaction with the LMS. For teachers, the aggregated DCEdu index appeared relatively insensitive to basic infrastructure conditions but showed strong variation across pedagogical governance variables, especially the formalisation of rules for students’ use of generative artificial intelligence and cyber hygiene training. The study formulates a set of institutional recommendations focused on minimum course standards, authentic rubric-based assessment, formal regulations for the use of generative AI, and mandatory training in cyber hygiene and data management.