Transformation of Digital-Based School Culture: implications of change management on Virtual Learning Environment integration

Abstract

This research explored the change management of integrating a Virtual Learning Environment (VLE) from a status quo to a Digital-based School Culture (DSC). A qualitative approach with a multi-case design was used to conduct research at three schools with various backgrounds. The schools, located in Indonesia, were at the same developmental stage and had a good practice of VLE integration. Data were collected through in-depth interviews with 30 respondents, participant observation and documentation research were also conducted on each case to obtain comprehensive and holistic data. The results showed seven stages of change management from status quo to DSC transformation. These stages include teams, resource preparation methods, vision alignment, digital skills development, obstacles, short-term reviews, and initiatives to boost technology acceptability. DSC transformation entailed developing digital modules, online and blended learning, and digitizing learning administration for improved decision-making. The finding serves as a valuable roadmap for DSC transformation practices to create systemic change strategies for pedagogical, technological, and organizational systems while considering school conditions.

Keywords:

• Transformation
• Digital-based School Culture (DSC)
• change management and virtual learning environment (VLE)

REVIEWING EDITOR:

• Donnie Adams, University of Malaya Faculty of Education, Malaysia

SUBJECTS:

• Open & Distance Education and eLearning; School Leadership
• Management & Administration
• Theory of Education
• Classroom Practice

Introduction

The objective of transforming schools into a Digital-Based School Culture (DSC) is an important effort aimed at producing human resources with exceptional abilities required in the future. The research conducted by the Global Center for Digital Business Transformation reported that education-related organizations are among the top eight types of institutions facing disruption risks (Yokoi et al., 2019). According to the Future of Jobs Report 2020, 84% of organizations are digitizing, while 83% tend to manage work remotely (World Economic Forum, 2020b). The Education 4.0 Framework report, published by the World Economic Forum, also emphasized that the need for technological proficiency is one of the four essential skills. This proficiency includes students’ knowledge about managing digital risk and security and understanding responsibilities as accountable technology developers and consumers. Such knowledge is essential for shaping future policies and practices that causes technology to be perceived as a positive driver of growth (World Economic Forum, 2020a).

To tackle the challenges posed by the digital transformation of education, some countries like Singapore (Powell, 2011), Malaysia (Phoong et al., 2020), and Australia (Hunter, 2011), have invested in future-ready infrastructure. In response to these challenges, the Ministry of Education, Culture, Research, and Technology has unveiled the Indonesian Education Roadmap 2020 to 2035, through the independent learning movement. One of the significant strategies outlined in this roadmap includes the development of a digital-based national education platform and the enhancement of school or classroom infrastructure for the future (Kemdikbud, 2020). This infrastructural development is expected to bridge geographical and temporal gaps, making education services more accessible and equitable based on individual needs.

Achieving the desired outcome goes beyond mere technological advancement, it relies on the transformation towards a DSC. This transformation necessitates the establishment of a new cultural network that is motivated and facilitated by people and technology. Apperley and Walsh (2010) stated that there exists a shift in the concept of digital culture development. This shift moves away from a linear focus on pedagogy to a systemic approach that emphasizes the interconnectedness of technical, pedagogical, communication, and organizational systems. In order for pedagogical methods to effectively reflect carefully crafted instructional and learning goals, it must be thoroughly integrated (Bygstad et al., 2022).

A Virtual Learning Environment (VLE) is an advanced information technology (AIT)-mediated space that integrates various tools, enabling both teachers and students to play active roles in the learning process. This environment is characterized by the use of computer devices and technologies to control contents and communication during learning (Kerimbayev, 2016). However, it is important to note that a VLE differs from a traditional distance learning approach. A VLE is designed to seamlessly combine both in-person and online learning, with each method complementing the other. This integration has the potential to enhance the learning process, accelerate skill development, and foster new meanings in education (Gyorgy, 2014; Kalimullina et al., 2020).

SDC transformation in VLE integration is characterized by various activities, such as a more flexible learning process (Wiyono et al., 2021), the ability of students to actively communicate and collaborate both synchronously and asynchronously (Moorhouse & Wong, 2022). In addition, teachers assume the role of facilitators, inspiring students to engage actively, participate, and become independent learners by using digital devices (Bozkurt & Sharma, 2020; Siddiqui et al., 2018). VLEs, in its best practices, provide opportunities for transformative learning experiences, resulting in purposeful and self-motivated learning (Drigas et al., 2023). Learning becomes more effective with the principle of individualized pace (Torres Martín et al., 2021), leading to exceptional outcomes compared to face-to-face classes through flexible access to resources (Joon et al., 2011). Students benefit from a wealth of learning materials, contributing to a richer educational experience (Biswas & Nandi, 2020). VLE integration also enhances communication effectiveness throughout the school organization (Jewitt et al., 2011). The use of technology for inclusive education aids students in developing meta-skills, which are adaptive capabilities observed in their think, emotions, or behavior.

The effectiveness of VLE integration within the context of DSC transformation depends significantly on the ability of the school to instill confidence in both students and parents regarding online learning (Rasmitadila et al., 2020). Different student groups respond differently to virtual learning, which, in turn, impacts learning outcomes (Kuhfeld et al., 2020). However, the development of VLEs in individual schools, aimed at designing and implementing effective educational responses has unintentionally worsened the educational service gap (Reimers & Innovation, 2020). In Indonesia, the creation of a virtual learning environment (VLE) during the COVID 19 pandemic faced several challenges, including the technological expertise of the teachers (Saleh, 2020), the ability to develop curriculum and teaching strategies (Ihwanah, 2020; Subhi, 2020; Sudrajat, 2020), establishing robust communication networks (Patabang et al., 2021), availability of internet facilities and networks, student and teacher adaptation to online learning (Saleh, 2020) and organizing educational materials and assessing student competencies (Rigianti, 2020). This occurred amidst the challenges of a force majeure situation without strong change management strategies in place.

In the past ten years, research on VLEs, in respect to DSC has been focused on learning themes, student achievement, and skills development (Aditya et al., 2019; Alves et al., 2017; Estriegana et al., 2021; Hampel & Pleines, 2013; Mahfouz et al., 2019; Thah, 2014). However, in Indonesia, research related to VLEs remains relatively scarce, and the existing ones mainly concentrate on learning strategies (Aditya et al., 2019; Langi & Rosmansyah 2018; Rosyadi et al., 2021), This research are mostly found within higher education settings (Aditya et al., 2019; Langi & Rosmansyah 2018; Rojabi, 2020), with limited exploration at the secondary school level (Pei, 2017). The objective of the present research is to examine change management practices in VLE integration. This was achieved through multiple-case research including secondary schools in Indonesia that have successfully developed VLEs. The main aim is to design a model illustrating how change management influences the transformation of DSC as an outcome of the effective VLE development. Its specific objectives are as follows: (1) to provide an in-depth understanding of the prevailing academic culture within the school status quo, (2) to model change management practices in VLE integration, and (3) to explore the implications of change management on VLE integration for the transformation of DSC.

Related literature

Virtual learning environment

Online learning technologies and VLEs are expected to play a major strategic role in the dimension of teaching and learning (Yen, 2020). These VLEs are characterized by its computer-based nature, reliance on internet connectivity, user interaction capabilities, and access to various useful educational materials (Goh & Yang, 2021). Furthermore, it is a technological platform that supports learning through a combination of face-to-face and virtual interactions (Hamid et al., 2018; Thompson & Copeland, 2020). VLEs allow users to engage from various locations and at different times, without the necessity of physical presence (Hamid et al., 2018; Thah, 2014), It also fosters collaboration and enables diverse learning activities through virtual means (Korićanin et al., 2014). This flexibility empowers teachers to effectively engage all learners, fostering individual participation in the learning process (Burhanuddin, 2020).

A virtual learning environment, often referred to as VLE, is an educational platform that leverages computer software to create a digital ecosystem for teaching and learning. Within this environment, various tools and systems are integrated, such as Learning Management System (LMS), Course Management System (CMS), Learning Content Management System (LCMS), Managed Learning Environment (MLE), Learning Support System (LSS) and Learning Platforms (Trafford & Shirota, 2011). VLEs are also known by several interchangeable terms and concepts, reflecting its versatile nature in the field of online education. These terms include e-learning, online, remote, and web-based learning. Moreover, it comprised different educational approaches, including Massive Open Online Courses (MOOCs) and Modular Object-Oriented Dynamic Learning Environments (MOODLE) (Hamid et al., 2018). In essence, VLEs provide a comprehensive digital framework that facilitates diverse forms of learning and teaching in the virtual field.

Learning environments are typically defined in respect to three critical dimensions, namely time, place, and space. For the time dimension, VLE breaks free from traditional time constraints. In respect to place, it transcends geographical limitations. Space Dimension: VLEs grant access to a diverse range of resources. However, for space, VLE provides access to a diverse range of resources (Mukasheva et al., 2023; Piccoli et al., 2001). VLEs have revolutionized education by enabling various teaching and learning strategies. It offers a unique form of learning that empowers teachers to engage learners from diverse backgrounds. VLEs provide interactive and personalized learning resources, which supports and enhances individual learning outcomes and knowledge management, regardless of time and space constraints (Martin et al., 2020). The integration of technology in education also brings added benefits, such as the ability to track student progress and enhance awareness among teachers and parents about learning outcomes (Wahjono & Wiyono, 2021).

By integrating VLEs into education, the traditional learning process evolves from an individual effort to a dynamic, many-to-many interaction including both learners and teachers (Rashid et al., 2021). This integration brings about several valuable advantages, namely it plays a significant role in enhancing communication efficiency within the educational ecosystem. VLEs facilitate more effective interactions among teachers and students as well as foster collaboration among students themselves (Milis et al., 2008; Raman & Rathakrishnan, 2018). VLEs have proven its potential to deliver considerable learning outcomes in terms of empowering learners with higher-order thinking and reasoning abilities, enabling them to address complicated and realistic issues (Lee & Choi, 2017; Nayak, 2021; Zhang & Liu, 2010). In the long run, this can contribute to improved academic performance (Mensah et al., 2023). Additionally, the use of technology tends to improve learning efficacy, accountability, and transparency in the educational process (Andyani et al., 2020).

The successful integration of VLEs in education is reliant on addressing and overcoming challenges in three critical domains, namely pedagogical, technical, and organizational (Mwakisole et al., 2019). In respect to the pedagogical aspect, a significant challenge is the transition from traditional direct teaching models to guided learning approaches. This shift is significant for the effective use of VLEs, although it poses difficulties. Low levels of computer literacy among teachers is also a significant issue. It is essential to ensure they possess the necessary digital skills to effectively use VLEs (Rosiva et al., 2022; Seraji et al., 2020). According to Dung, (2020), and Lui et al., (2018), student maturity and motivation levels play a critical role in their ability to adapt to VLEs. Less mature and motivated individuals are more likely to encounter difficulties in the learning process. Additionally, students who are still developing independence and self-discipline skills tend to be more susceptible to engaging in academic dishonesty (Abdul & Maharida, 2022).

The implementation of VLE system in education has only been limited to the basic functionalities, main focused on electronic document transfer (Minguillón et al., 2018). While it offers significant potentials, its adoption presents both opportunities and challenges in the field of e-learning (Kasmin & Hii, 2017). A conducive school environment and appropriate facilities are essential factors in successful VLE implementation (Burhanuddin, 2021). Some expensive e-learning projects have faced challenges with user acceptance (Ofori Atakorah et al., 2023; Van Wart et al., 2019), emphasizing the need for active student engagement and technological design (Dmello et al., 2023). This requires specific strategies to stimulate the effective use of VLE systems (Rincón & CE, 2019). Furthermore, establishing a financially sustainable and enduring online learning environment improves and broadens the teaching and learning process (Li & Zhou, 2018). Further research is needed to identify the best practices in establishing a framework for managing VLEs (Fryan, 2015).

Change management

In the process of integrating VLE, change management (Doherty, 2010), plays a critical role as an essential part of continuous innovation efforts (Raza et al., 2018). It offers a structured approach, providing tools and methods to effectively organize, support, monitor, and approve all the necessary tasks required for the successful implementation of change (Collis & Moonen, 2002; Fischer et al., 2020). Numerous established change management frameworks are available, each offering a unique approach. These include Kurt Lewin model (1890 to 1947) consists of three stages, namely unfreeze, change, and freeze (Kaminski, 2011). Kotter model (1995) comprised eight stages, including creating urgency, forming a powerful coalition, establishing a vision for change, its communication, empowering action, formulating quick wins, building on the change, and making it stick (Auguste, 2013). Locatelli framework outlines a comprehensive strategy for change management in digital innovation. It necessitates top management commitment, creating a sense of urgency, forming a strong coalition, developing a vision, encouraging the acceptance of new technologies, recruiting volunteers, removing obstacles, presenting immediate results, accelerating change, and integrating new practices into the school culture (Locatelli et al., 2020). The journey towards successful change in educational settings comes with its challenges, such as the need for organizational agility. Adaptability can lead to adjustments in leadership, systems, and culture, which are crucial aspects to address during the change management process (Passenheim et al., 2019).

The concept of the change process dimension in digital supply chain (DSC) transformation refers to the dynamic interactions and actions of different stakeholders within an organization. These activities are aimed at shifting the organization from its current condition to a future state. This dimension mainly focuses on the internal processes and actors within the organization (Hanelt et al., 2021). However, it is important to emphasize that DSC transformation is not solely driven by internal organizational factors. It is also influenced by the convergence of external factors such as technological advancements and the broader business environment in the digital business ecosystem (El Sawy et al., 2010). Some research place significant emphasis on the impact of external developments that are beyond the direct control of the organization, such as the proliferation of AI, robotics, and the Internet. It also explores how these external factors affect the design and structure of organizations (Hanelt et al., 2021). Conversely, only few research explicitly address the role of innovation and intra-organizational integration as drivers of organizational design in the context of DSC transformation. These investigations outline strategies and procedures for organizations to take the lead in driving DSC transformation initiatives (Li et al., 2018). In view of these considerations, the present research aims to comprehensively examine the change process in DSC transformation, considering the extent to which intra-organizational processes are considered and integrated into the transformative efforts.

Method

This research used a qualitative approach (Vredenberg, 1983) to investigate the processes of change management and the transformation of DSC within the context of three Indonesian secondary schools. A qualitative approach was selected because it allows the thorough exploration of data collection without constraints on the types of questions asked or responses received from participants (Creswell, 2014). To enhance the credibility and applicability of the findings, a multi-case research design, was adopted (Bogdan & Biklen, 2007). The design necessitated the selection and analysis of three cases that shared certain similarities while also exhibiting variations in specific aspects. The reason for conducting a multi-case study was to strengthen the validity and generalizability of the findings. By analyzing how the investigated phenomenon manifested or remained consistent across diverse contexts, settings, or situations, the present research aimed to provide a comprehensive understanding of DSC transformation in Indonesian secondary schools.

The three scenarios were selected due to their similarities in terms of secondary school settings and its adoption of best practices in integrating VLE. However, they also exhibited variations in their VLE technology. In the first case, the Al Hikmah Islamic Boarding School had developed its technology for VLE integration. For the second case, Madrasah Aliyah Negeri 1 Malang City used e-learning technology provided by the Ministry of Religion. In the third case, the State Vocational High School 1 Malang City adopted open-access Moodle technology. To analyze these cases, a comparative case research approach was used (Bogdan & Biklen, 2007). The main purpose was to compare and contrast these cases to identify both similarities and differences among them. Through cross-case analysis, they revealed the patterns and themes, ultimately compiling cross-case findings, propositions, and substantive theories as final conclusions (Yin, 1996).

Data collection technique

The research adopted a range of data collection techniques, including in-depth interviews, participant observation and documentation research. During the in-depth interviews, open-ended guidelines were followed, allowing questions to arise based on the responses and information provided. The selection of research subjects adhered to specific criteria (Guba & Lincoln, 1981). These criteria considered factors such as specialized knowledge, proximity to the situation, and a special status of both actors and subjects in the context of DSC transformation. Based on their responsibilities, the 30 research subjects included nine principals and school administrators, three members of the IT department, nine teachers, and students, each. The selection of subjects was based on structured approach, starting with relevant figures like the principal and management team. These individuals acted as the main informants in the development and initiation of change strategies. Subsequently, the teachers and staff were identified as possessing essential knowledge at the technical level for implementing the proposed changes, as recognized by the main informants. Lastly, students were included as subjects, since they are the ones most directly affected by the anticipated changes.

Preliminary research subjects directly monitored the transformation of DSC using participant observation to collect data (Bogdan & Biklen, 2007). The process consisted of three stages, namely descriptive, focused, and selective observations. This sequential approach allowed for a refined and targeted exploration of the subject matter (Spreadly, 1980). Documentation research were adopted to gather data effectively, and this was particularly advantageous in the present research endeavor because the DSC transformation process comprised the digital storage of various documents within schools. As a result, there was a wealth of digital records readily available for analysis (Lincoln & Guba, 1985).

Data analysis techniques and validity checks

In this research, data analysis was conducted using the Nvivo R1.4 application, with its simultaneous management across all cases following the established Miles and Huberman flow model. Data collection was carried out using a variety of techniques, while its condensation was realized by identifying and coding the relevant themes found within the collected information. To visually represent and make sense of the coded results, coding by attribute value chart in Nvivo R1.4 was used (Miles & Huberman, 2014). A graphical representation of the data analysis flow, as outlined by Miles and Huberman, is shown in Figure 1.

Figure 1. The data analysis process based on Miles & Huberman using Nvivo R1.4.

To ensure the validity of the data obtained in this research, four significant criteria were used, namely credibility, transferability, dependability, and confirmability. The credibility test was carried out using a triangulation approach that combined various data sources and management techniques. This included integrating interviews, participatory observations, and document research focused on the VLE to yield in-depth and comprehensive data. In addition, source triangulation was conducted by analyzing data from 30 informants across different cases, followed by member checks to ensure the consistency of the research findings with participant feedback. Transferability criteria were met through a thoughtful selection process. The main informants, and three schools with comparable features but varying in certain aspects, were carefully selected, and a sufficient three-month data collection period was allotted. These measures ensured the potential applicability and relevance of the findings to other contexts. To ensure dependability and confirmability, experts in digital education audited the research method. This external review provided additional assurance regarding the reliability and trustworthiness of the research process and outcomes.

Results

The coding results were generated by identifying themes in line with the research focus, and then systematically compared across the three cases using the attribute value chart in NVIVO R1.4. This comparative analysis served as the basis for constructing a comprehensive change management framework designed to facilitate the integration of VLEs and assess its impact on the transformation of DSC, as shown in Figure 2. The research findings clarified the prevailing teaching methods, mainly characterized by manual processes across all cases. However, a significant distinction arose, cases one and two had integrated Information Technology (IT) for distributing educational materials, while three showed uneven IT adoption. The driving forces behind internal change differed significantly, in cases one and two, change was instigated by school principals and external influences from foundations and government policies, whereas in three, IT teachers played a major role. It is worth noting that the COVID-19 pandemic accelerated change processes in cases two and three. The research identified critical elements in respect to the change process, including teams, resource preparation methods, vision alignment, digital skills development, obstacles, and short-term evaluations. The DSC transformation comprised the development of digital modules, online and blended learning, and digitization of learning administration to enhance decision-making processes.

Figure 2. A change management framework for integrating VLEs and its impact on DSC transformation.

The process of initiating change necessitated the establishment of teams, in cases two and three, responsible for delegating additional tasks to the curriculum and IT divisions. Unlike case one, the team was formed in a complex manner starting with the development unit, followed by that of the research and development, incorporating two external groups of experts and finally, IT developers. Each case also exhibited differences in the preparation of digital resources. In case one, the LCMS (Learning Content Management System) was developed independently to accommodate the new SDL (Self Directed Learning) strategy. The second case adopted government-provided technology to create a digital class as a model for the future. Case three decided to use Moodle, an open-source platform, based on familiarity and cost considerations. Despite these variances in approach, the efforts to establish a vision for change and enhance digital skills were consistent across all three cases. Vision alignment was achieved through orientation and training, while the development of digital abilities necessitated mapping and organized instruction. This comprised both the technical use of technology and the creation of instructional designs.

The pursuit of change in various instances has revealed common challenges, these include issues related to the perspectives and capacity of teachers to create integrated learning experiences. For example, age was a significant issue, specifically in cases two and three. The students often encountered difficulties while adapting to new learning designs, while in case three, the lack of awareness and consistency in the use of e learning, was emphasized. Application interruptions, the use of complex apps, internet problems, and WIFI network disturbances were examples of infrastructure restrictions encountered in cases one and two. This is evident in the following comments:

A short-term review was carried out to evaluate the effectiveness of the change process. The same finding was observed in each case, namely increased flexibility in the learning process, both in terms of learning design development and improved access. Technology and well-structured learning designs were found to be motivating factors, encouraging students to access and use various virtual learning resources. Real-time control played a significant role in ensuring the effectiveness of the learning process. Furthermore, digital document management made it easier for the administration and teachers to retrieve the necessary documents. In accordance with efforts to promote the use of technology, similarities were observed in each case, namely providing feedback to teachers. This served as a means to foster a sense of ownership over the changes and to identify user-side issues for further development of technology and the learning process. The leaders played a critical role in motivating and promoting the benefits and use of technology. In the third case, addressing technology-related challenges required the introduction of technical support to facilitate increased usage.

Discussion

This qualitative study aimed at exploring the change management of integrating a Virtual Learning Environment (VLE) from a status quo to a Digital-based School Culture (DSC). The current study found seven stages of change management from status quo to DSC transformation including drivers of change, forming a team, setting up digital resources, building vision and digital skills, face the challenge, short-term achievements, and improving technology acceptability.

Drivers of change

This research states that the greater the factors driving change identified, the higher the commitment of school organizations to implement Digital School Transformation (DSC). This finding is in line with the theory of the degree of technology-based organizational transformation proposed by Sims et al. (2012), where the main determinants of change in an organization can significantly affect wider technology adoption. In contrast to the findings of El Sawy et al., (2010), who emphasize that DSC transformation depends on the convergence of organizational forces, technology, and environment in the digital organization ecosystem (El Sawy et al., 2010). According to Purnomo et al. (2023), it is important for a leader to be able to adapt towards technology-based leadership to bring about the evolution of technology-based learning culture. Therefore, while it is important to identify key factors to initiate change, it is important to recognize and prepare for various determinants such as leadership, organizational readiness, technology, and the digital environment that facilitate further change.

Forming a team

Effective integration of a VLE depends on a cohesive team serving as the main driving force. The magnitude of the changes achieved directly correlates with the team performance as the driving factor behind the process. The ability to develop learning programs, coach and build technology-based communication networks, and possess digital skills must be considered when selecting driving actors. Locatelli et al. (2020) stated the importance of these considerations due to their significant role in encouraging continuous and constant communication among all stakeholders within the ecosystem. Change is managed collaboratively within a collective innovation ecosystem (Autio & Thomas, 2014; Razavi et al., 2009). Unlike conventional processes, adapting to changing circumstances necessitates careful consideration when forming a team, considering specific qualifications required for the tasks. Current findings, supported by previous research, pointed out that it is necessary to prepare and build strong teams and introduce new figures who have expertise as driving actors in change, such as data scientists, user interface designers, or digital innovation managers, to create continuous and constant communication between all ecosystem actors to accelerate the change process (Locatelli et al., 2020).

Setting up digital resources

A comprehensive analysis of a school’s socio-economic factors, available resources, and technological infrastructure is essential for devising effective strategies for successfully integrating a VLE. In cases where schools operate in middle or lower socio-economic conditions and lack sufficient technological infrastructure, practical options such as open-source technology or government-developed solutions need to be adopted. These findings resonated with the literature in which an analysis is necessary as an appropriate step to reduce the quality gap of VLE development in schools, and the uneven differences in socioeconomic conditions between regions have led to higher disparities in educational attainment. Schools with much increased financing capabilities show better learning outcomes. According to Li & Zhou (2018), the challenge lies in creating a cost-effective and sustainable VLE that can expand and improve all schools’ learning and teaching experiences. Some e-learning projects have incurred high costs but have struggled with user acceptance (Ofori Atakorah et al., 2023; Van Wart et al., 2019). Schools in more affluent economic conditions with adequate infrastructure and resources can adopt an independent approach to technology development. This approach offers the advantage of finding solutions in line with each school’s specific needs and unique characteristics. According to Dmello et al. (2023), there is a pressing need for the continued development of VLE technology to support school-generated learning designs that foster increased student engagement. This approach aligns with the model designed by Hinings et al. (2018), which defines different levels of digital institutional innovation. At the first level, schools use existing learning platforms and possess the flexibility to adapt and customize components to suit their specific requirements. Meanwhile, they use a more independent route at the second level by creating their platforms to establish digital technology standards. Both approaches at this level must be considered carefully, given the substantial costs associated with technology development (Wang et al., 2019).

Building vision and digital skills

Developing a vision for change is a multi-faceted effort that fosters collective thinking and facilitates transformation. This process requires structured orientation and training to develop digital skills. According to Locatelli et al. (2020), the main goal of this stage is to share, identify, and validate the adopted strategic plan. In this stage, effective leadership is significant in motivating learning (Sarayreh et al., 2013). This process necessitates acquiring a new set of skills, attitudes, and pedagogical approaches for teachers. It emphasizes the importance of continuous training programs to equip teachers, administrators, educators, and developers (Adelabu & Adu, 2015). Meanwhile, the change process has transformed students’ role in learning, depicting increased responsibility (Maddox, 2015). Technology integration requires the active participation of all students in the learning process (Xu & Zhu, 2020). The vision alignment process has led to new ways of managing learning for both teachers and students. The current results align with previous research, which confirmed that leaders should articulate a clear and legitimate world vision after the change initiative. The end state must be described in observable and measurable terms, and the vision must be shared with all stakeholders.

Face the challenge

SDC transformation requires continuous evaluation of available alternatives (Sarayreh et al., 2013). The various challenges faced are the teacher’s perspective and self-adjustment, especially for teachers who are used to traditional face-to-face teaching. To address this, proactive communication between principals and staff emphasizes the long-term benefits that can be achieved. The findings regarding the reciprocal communication approach align with the research of Ćirić and Raković (2010), which states that staff should be able to participate and be involved in the change process. Li et al. (2018) stated the importance of organizations providing clear explanations of strategies and steps to implement DSC transformation efforts. Ongoing training and support that empowers staff to use learning technology is needed (O’Toole, 2019).

The challenge students face is adjusting to learning more independently; it seems that some students have not been able to carry out their responsibilities in managing the various tasks assigned to them. This finding is in line with research by Dung (2020) and Lui et al. (2018), which states that immature students feel less motivated; some even show undisciplined behaviour (Abdul & Maharida, 2022). Teachers have designed interactive learning processes to overcome this challenge and provide engaging experiences to increase student motivation. Sanusi (2022) stated that positive learning experiences play an important role in determining student engagement in blended learning. Lui et al. (2018), but this process needs to be supported by the design of online learning platforms that encourage increased student engagement (Dmello et al., 2023). Common problems are frequent glitches in educational applications i.e. difficult for teachers to navigate, internet connectivity problems as reported by various studies (Mensah et al., 2023; Mukasheva et al., 2023; Ofori Atakorah et al., 2023). El Mhouti et al. (2018) stated that conventional e-learning systems are often less dynamic and do not fully use available resources. To mitigate these challenges, it is important to proactively assess and improve the quality of technology design based on user feedback and network infrastructure improvements, thereby increasing organizational readiness for online education.

Short-term achievements

Short-term evaluation greatly affects organizational performance in carrying out transformation. Short-term changes include increased learning flexibility, student engagement, and real-time learning control. This condition impacts improving student academic achievement beyond progress in traditional physical learning. This finding is in line with Martin et al. (2020); the use of VLE has allowed teachers to reach more students, affirmed by Wahjono & Wiyono (2021). Technology can increase teacher and parent awareness of the success of the learning process through monitoring student progress. Piccoli et al. (2001) pointed out that digital modules can increase learning flexibility by providing access to diverse and unlimited learning resources. Furthermore, using VLE can improve academic abilities, particularly in higher-order thinking and problem-solving skills (Lee & Choi, 2017; Nayak, 2021; Zhang & Liu, 2010).

Improving technology acceptability

The long-term transformation of DSC is subjected to a series of expansion processes. This development not only extends the use of technology in learning but also broadens its application in various supporting aspects. These facets comprised communication channels for addressing parental concerns, restructuring correspondence, managing financial affairs, and handling alumni data. In line with Burhanuddin (2021), this transformation process is no longer limited to enhancing the learning environment; it also aims to improve overall services in the school and provide more adequate facilities. However, maintaining an integrated VLE and sustaining the benefits of the DSC transformation pose challenges. One significant challenge lies in ensuring the consistent engagement of both teachers and students in using the VLE. The rise in student violations related to digital tools corresponds with the increased intensity of technology usage. This problem has been reported in several previous studies on challenges related to discipline in using VLE (Dung, 2020; Lui et al., 2018), independence, and technology misuse (Abdul & Maharida, 2022). To address this challenge, it is essential to support management efforts and establish effective controls for teachers and parents to monitor the learning process (Wahjono & Wiyono, 2021).

Practical implications

The implications of this research emphasized that schools needed to consider socio-economic conditions, available resources, and the level of digital infrastructure when selecting appropriate strategies for technology and organizational system development. Schools could either use existing platforms or pursue independent development, considering the potentially high costs needed. The development of digital competencies among teachers was identified as a crucial aspect of designing integrated learning strategies within a VLE. This necessitated continuous training to enhance teachers’ digital skills and their capacity to develop integrated learning strategies. Encouraging teachers to engage in social networking through VLEs facilitated the sharing of best practices and experiences among them. To increase the efficiency of integrated learning within VLE, it was essential to help students develop the qualities of responsibility and independent learning. The transformation into a digital self-contained learning environment required comprehensive change management, impacting instructional elements, technological systems, and organizational structures. The practical implication was that the change process could not be performed partially; all three elements were interdependent in driving a firm’s DSC transformation.

Theoretical implications

Effective change management in developing a digital-based academic culture requires continuous monitoring and evaluation of technology. This research highlights the importance of technology-based change management theory in ensuring that teachers and students can easily adapt to the new digital culture and that all stakeholders feel the benefits of such technology. Additionally, it emphasizes the need to build dependence on technology in the learning process, which can be achieved through careful evaluation and monitoring. Thah (2014) identified limitations related to the development of learning environments in improving the quality of learning. However, this new research provides solutions to those limitations and offers guidance for pedagogic design. Specifically, it gives advice on learning strategies and module development in virtual learning environments to increase communication and interactivity. This addresses Awang’s (2019) and Estriegona’s (2021) recommendations that further research is needed to identify effective learning implementation strategies and guidelines for using virtual learning environments.

Recommendation

The research findings presented provide a basis for exploring the transformation of Digital Learning Service Centers (DSCs), particularly in the context of VLE development. However, there are still certain limitations to be overcome. The sample size is still too small, involving only three schools considering the characteristics of the VLE technology used. It is necessary to expand the sample size by considering the distribution of schools from the level of social, economic, and geographical conditions to avoid potential biases and inaccuracies that might affect the validity of the findings. In addition, investigate further by comparing technologies developed independently by adopting available technologies and whether they can build different transformation strategies and learning management with varying levels of learning effectiveness. This is important as an alternative to how the school will choose the right VLE technology based on the school’s ability. Examining further and formulating a transition program for students to be ready for the VLE-integrated learning process is very important. This is very important, considering that special skills are needed for students such as self-directed learning, to use VLE effectively. Further study of the role of digital-based leadership among school principals is needed as an effort to accelerate and expand the transformation of Digital Learning Service Centers (DSCs).

Conclusion

In conclusion, this research provided significant insights into transforming schools from a traditional status quo to a digital learning environment by integrating VLEs. The findings revealed that, in the past, most learning activities mainly depended on manual teaching methods. Although some teachers had incorporated technology into their teaching practices, it was not consistently distributed, and the usage was mostly limited to substituting traditional learning materials with digital ones. Consequently, this substitution approach failed to lead to substantial functional changes in the educational process. This lack of transformation occurred due to the absence of specific policies and guidelines for the integrated and systematic use of technology in pedagogical strategies.

The present research developed a change management framework comprising seven steps for integrating VLE. The process commenced by instigating change through internal and external factors within the school environment. One of the critical steps included forming a collaborative team to manage the change effectively; The subsequent stages included preparing the necessary technological resources, aligning the school vision, enhancing the digital skills of teachers and students, analyzing obstacles, and conducting follow-up assessments as well as performing short-term reviews to boost technology acceptance. The transformation into a digital self-contained learning environment significantly changed learning strategies. These included the development of digital modules through integrated online learning design, implementing blended learning with a self-directed approach, and optimizing virtual learning resources exploration. Additionally, a digital-based assessment system was also introduced. The transition to a self-directed classroom resulted in new practices in learning management. These comprised the digitalization of learning administration processes, real-time monitoring of learning progress and teacher performance, and the development of digital data management systems to increase the accuracy and speed of decision-making.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Table 1. Sample coding results for challenges in VLE integration.

Theme Code	Proof sample
Ability to design learning process	Creating teaching modules that necessitated the integration of e-learning was a difficult task for teachers since the learning approach should be able to encourage students to pursue autonomous research (case 1 with interviewee #teacher). At the beginning, the teacher needed to compile all the competency standards that should be mastered by students during a learning period. This was a requirement for e learning implementation, and it was indeed challenging (case 3 with Interviewee #teacher)
Teacher paradigm	Adapting to the new way of working posed its challenges, mainly due to the long-standing reliance on manual methods (case 2 with Interviewee #principal) The teachers encountered varying pros and cons among themselves. However, this was proactively addressed by providing a clear explanation of the educational purpose, learning philosophy, and benefits for teachers in developing e learning (case 3 with Interviewee #vice principal)
Age	Older teachers, particularly those less skillful at using technology took longer time to adapt to the new learning patterns, and make use the various facilities provided (case 2 with Interviewee #principal) The main challenge was observed in senior teachers with limited technology experiences. As a result, when these teachers were required to use technology, they often struggled to recall how to navigate it effectively (instance 3 with Interviewee #teacher).
Student self-adjustment	I had to undergo a significant adjustment in my learning approach. Traditionally, I had been accustomed to receiving learning directly from the teacher but with this e-learning, I was required to be independent and take initiative in seeking out knowledge on my own (case 1 with Interviewee #student)
Awareness and consistency in using technology	Occasionally, some people perceived e learning as too complicated and difficult, causing them to prefer a more straightforward approach. Therefore, they prefer to send assignments and materials exclusively through WA (case 3 with Interviewee #IT)
Application interruption	The e-learning application faced persistent issues such as prolonged processing time, and frequent interruptions. #student For example, there were instances where the uploaded assignment failed to send, as well as the exam answers (case 2 with Interviewee #student) In response to the perceived complexity and difficulty of e-learning, some individuals chose to make matters easy, by sending assignments and materials exclusively through WA (case 3 with Interviewee #IT)
Complex application	The complexity of certain applications, specifically when compared to the more user-friendly e learning platforms commonly used, presents a significant obstacle for teachers (case 1 with Interviewee #teacher)
Internet and WIFI network	The learning process was frequently due to multiple instances of WIFI interruptions (case 3 with Interviewee #SDM)

Additional information

Notes on contributors

Eko Nurhaji Purnomo

Eko Nurhaji Purnomo is a doctoral student at the State University of Malang. His research interests are Virtual Learning Environments, Digital-Based School Culture, E-leadership, and Change Management. Become a consultant for several schools to develop digital-based schools. He can be reached at [email protected]

Ali Imron

Ali Imron is a Professor of Educational Management, Universitas Negeri Malang, Indonesia. His research interests are Educational Management, Digital Leadership, and Digital Literacy.

Bambang Budi Wiyono

Bambang Budi Wiyono is a Professor of Educational Management, Universitas Negeri Malang. His research interests are Technological Pedagogical Content Knowledge, Educational Management, Leadership and Supervision.

Ahmad Yusuf Sobri

Ahmad Yusuf Sobri is the Dean of the Faculty of Education, Universitas Negeri Malang. His research interests are Educational Management, Educational Leadership & Supervision, Educational Organizational Psychology and Decision Making.

Zummy Anselmus Dami

Zummy Anselmus Dami is a senior lecturer in Universitas Persatuan Guru 1945 NTT, Indonesia. His research interests are Educational Leadership, Educational Management Pedagogy and Christian Education.