Jamolova Gulbanbegim
The digital transformation of higher education creates new opportunities to enhance the effectiveness, inclusiveness, and sustainability of dual education systems. However, empirical evidence on the integration of emerging technologies into dual education remains limited in developing and post-Soviet countries. This study investigates stakeholder perceptions of digital transformation in dual higher education in Uzbekistan and explores the potential of Artificial Intelligence (AI), Virtual Reality (VR), and blockchain technologies to support inclusive and sustainable learning environments. A convergent mixed-methods design was used. Quantitative data were collected from 312 students and 80 industry representatives through structured surveys, while qualitative data were obtained from semi-structured interviews with 24 academic staff members involved in dual education programmes. Descriptive statistics, correlation analysis, and thematic analysis were used to examine stakeholder readiness, implementation barriers, and future development priorities. The findings indicate strong support for digital transformation by stakeholders. Most students perceived dual education as more effective than traditional instruction (81%), and 74% expressed interest in AI- and VR-supported learning environments. Employers demonstrated a high readiness to adopt digital assessment tools (85%) and blockchain-based credential verification systems (80%). However, major challenges were identified, including insufficient digital infrastructure, limited funding, inadequate professional development opportunities, and regulatory uncertainty. Only 31% of students considered the existing digital infrastructure sufficient for advanced technology integration.Based on these findings, this study proposes an integrated framework that combines AI-driven personalized learning, VR-based experiential training, and blockchain-enabled credential verification within the principles of Universal Design for Learning (UDL) and Sustainable Development Goal 4 (SDG 4). The framework aims to enhance educational accessibility, strengthen industry–university collaboration, and support equitable participation in dual higher education. This study contributes empirical evidence from a developing country context and offers practical recommendations for policymakers and higher education institutions seeking to implement inclusive and sustainable digital transformation strategies in dual education systems.