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Abstract: This study examines how employees perceive workplace digitalization through institutional, network, and cognitive frames (Beckert, 2010). We treat digitalization as an organizational–cultural transformation, not just a technical upgrade. The objective is to identify conditions that enable or hinder adoption beyond tool rollouts. In 2025, we conducted heterogeneous focus groups in six companies (47 participants). Data was audio-recorded and analysed using qualitative content analysis. Findings show that digitalization is sustainable when tools align with values and employees understand the purpose of change and help co-shape it; otherwise, tensions arise around trust, privacy, relationships, and the preservation of competencies. This requires social—as well as digital—infrastructure: open communication, collaboration, organizational learning, and explicit handling of value tensions. Through a field-theoretic lens, three patterns emerge. Institutionally, adoption accelerates when technology, culture, leadership, vision, and structured training are aligned; lowest-price procurement and late regulator/union involvement slow implementation, and knowledge transfer from training is often patchy. Relationally, success depends on trust, precise goal alignment, and transparent datasharing with partners; administrative burdens, cultural gaps, and research-to-industry lags impede uptake, while education systems refresh digital skills slowly. Cognitively, employees adopt tools they perceive as error-reducing, growth-enabling, and value-consistent; resistance grows with surveillance cues and added administrative load. Two-way communication and mentoring shorten the path from pilots to routine. Contributions:(i) an actionable tri-frame diagnostic to align rules, relationships, and meanings; (ii)evidence that human-centric communication and training improve adoption trajectories; and (iii) guidance for designing the social infrastructure that sustains digital transformation.
Keywords: workplace digitalization, social infrastructure, institutions, networks, cognitive frames
Published in DiRROS: 03.02.2026; Views: 206; Downloads: 100
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Abstract: Digital equity, grounded in principles of equity and the ethics of care, is essential for ensuring quality higher education. It facilitates access, supports sustainability, and promotes inclusive education by addressing the technological dimensions of education. This study explores the relationship between digital equity and sustainability in higher education. A total of 167 students enrolled in initial teacher education programs at the University of Primorska, Faculty of Education, completed a questionnaire featuring the Digital Equity in Higher Education Scale and the Sustainability in Higher Education Scale. To achieve this study’s objectives, a principal factor analysis was conducted to validate the scales, and a multiple linear regression was employed to develop a predictive model. The findings revealed that digital equity in higher education comprises five dimensions as follows: (i) access to teachers who support the use of digital technology; (ii) access to digital technology and opportunities for its use; (iii) access to digital resources; (iv) access to culturally relevant software and applications; and (v) access to open-access resources. Sustainability in higher education encompasses two dimensions as follows: (i) collaborative problem solving and (ii) socioemotional aspects of sustainability. These dimensions interact in a complex manner. Key predictors of digital equity and sustainability included access to and use of digital technology, as well as collaborative problem solving. Importantly, this study highlighted the critical role of skilled teachers in facilitating the effective use of digital technology.
Keywords: digitalization, equity, sustainability, student teachers, higher education
Published in DiRROS: 24.07.2025; Views: 562; Downloads: 341
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