anglais

Abstract

In a context where digital transformation has become a major strategic challenge for education systems, this study examines the impact of digitalization on the perceived quality of services within private higher education institutions in Morocco. The research is grounded in an empirical observation: despite the growing adoption of digital tools, perceptions among internal users remain mixed, oscillating between expectations of improvement and technical, organizational, or cultural realities. The primary objective of this study is to assess the effect of digitalization on various dimensions of perceived quality, including service responsiveness, procedural reliability, information accessibility, and the personalization of interactions.

The study adopts a quantitative methodology based on the administration of a questionnaire to a sample of 99 professionals working in private higher education institutions. The findings reveal an overall positive impact of digitalization on perceived service quality, particularly in terms of process simplification and time savings. However, significant disparities emerge depending on the level of digital skills, the degree of staff digital autonomy, and the quality of institutional support. In addition, structural constraints and resistance to change remain recurrent barriers.

The results highlight the key factors that can significantly influence the effectiveness of digitalization initiatives and their impact on the perceived quality of services in private higher education.

JEL classification: I23; M15; L86.

Paper type: Quantitative empirical research.