Digital Transformation and Public Value Creation in Higher Education: A PRISMA-ScR Review and Evidence-Synthesized Framework of Digital Competencies, Institutional Readiness, and Governance Pathways

This study examines how digital transformation in higher education institutions (HEIs) contributes to public value creation, moving beyond efficiency-oriented narratives toward broader societal outcomes. Using a PRISMA-ScR approach, the study systematically reviews 47 peer-reviewed articles published between 2013 and 2025 across major academic databases. The review maps the evolution of scholarship and identifies the key mechanisms through which digital transformation influences public value. The findings reveal three interrelated dimensions shaping outcomes: digital competencies, institutional readiness, and governance alignment. Digital competencies enable the effective adoption and use of technologies, while institutional readiness—comprising digital infrastructure, leadership capacity, and organizational culture—acts as a mediating condition influencing implementation success. Governance alignment, including regulatory coherence, accountability mechanisms, and stakeholder engagement, plays a moderating role in determining whether digital transformation initiatives generate inclusive and socially beneficial outcomes. In addition to positive outcomes such as improved access, service quality, and transparency, the review identifies critical risks—including digital inequality, data governance challenges, and algorithmic bias—that may constrain public value creation, particularly in resource-constrained and Global South contexts. Building on these findings, the study develops the Global Digital Transformation—Public Value Creation (G-DTPVC) framework as an evidence-synthesized model derived from the reviewed literature. The framework specifies key constructs, causal relationships, and indicative measures to support future empirical research and policy application. By linking digital transformation processes in HEIs to broader public value outcomes and Sustainable Development Goals (SDGs 4, 9, and 16), this study advances theoretical understanding and provides actionable, context-sensitive guidance for policymakers and institutional leaders seeking to foster inclusive, accountable, and resilient higher education systems.