Digital Transformation and Mental Health in Higher Learning

Institutions

Sumaya M. Kagoya

and Kezia H. Mkwizu

Makerere University Business School, Kampala, Uganda

The Open University of Tanzania, Tanzania

Keywords: Digital Transformation, Mental Health, Higher Learning Institutions.

Abstract: Mental health is one of the neglected aspects in workplaces during planning and policy formulation which

affects job performance. This study, aimed at examining digital transformation and mental health at higher

learning institutions in African nations like Uganda. The specific objective was to examine the use of digital

transformation in managing the alarming mental health snags at higher learning institutions like Uganda and

suggest possible remedies. A literature review method with an integrative literature technique was used with

content analysis as research approaches to study public universities in Uganda and Tanzania. The results

revealed that mental health issues are mainly depression due to economic crisis (economic factors), stress

from the Coronavirus Disease 2019 (COVID-19) effects, anxieties, and low access to counselling services.

This study has implications and suggested the use of digital transformation to address the mentioned trials

of mental health among other recommendations.

1 INTRODUCTION

Higher Learning Institutions (HLIs) were highly

disrupted in the wake of the Coronavirus Disease

2019 (COVID-19) global pandemic. A plethora of

articles have documented the disruption of the

COVID-19 pandemic on HLIs and these include

Ardy (2022), and Garcha et al. (2021). The study by

Mphahlele et al. (2022) revealed that there were

severe inequalities in the higher education for

students learning during the COVID-19 pandemic in

the Southern Africa in terms of digital access.

Apart from digital access inequalities, Rha and Lee

(2022) added that digital transformation is an important

research topic because of the services sector. Due to its

importance in research, this study was motivated to

examine digital transformation in the service sector by

considering HLIs which offer education services to

students. During the COVID-19 pandemic, HLIs were

closed and forced to go digital causing mental issues

among students. For examples.

Son et al. (2020) conducted in the USA showed

college students in a public university had mental

health related to stress and anxiety (71%), fear and

worry (91%), sleeping patterns were disrupted

(86%) and concerns about their academic

performance (82%). Similarly, in the UK, the mental

health among female students was high in terms of

depression and anxiety (Chen & Lucock, 2022).

Although Africa was the least affected continent

from the pandemic, restrictions such as closing HLIs

were implemented thus more research is needed to

avail information on the status of students in HLIs

regarding their mental health. This paper therefore,

examined digital transformation and mental health in

HEIs. Guided by psychodynamic theory, the specific

objective was to examine the use of digital

transformation in managing the alarming mental

health snags at HLIs by comparing Uganda and

Tanzania. The research question was “Is digital

transformation used in managing the alarming

mental health snags at HLIs?

2 LITERATURE REVIEW

2.1 Definition of Concepts

2.1.1 Higher Learning Institutions

Higher Learning Institutions (HLIs) are referred to

as knowledge-based organizations which generate,

acquire and transfer knowledge to society at

Kagoya, S. and Mkwizu, K.

Digital Transformation and Mental Health in Higher Learning Institutions.

DOI: 10.5220/0011601400003581

In Proceedings of the 2nd International Conference on Finance, Information Technology and Management (ICFITM 2022), pages 22-26

ISBN: 978-989-758-628-6

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

different levels (Kipesha & Msigwa, 2013;

Wetengere, 2016). Equally, higher education in

general has institutions with prominent universities

performing functions of education, research and

contributing to the society (Alemu, 2018; JICA,

2000). This paper adopts the definition of HLIs by

Kipesha and Msigwa (2013).

2.1.2 Mental Health

The mental health generally means the health of

one’s physical, social and spiritual status

(Universities UK, 2015). Nurunnabi et al. (2022)

added that students faced with mental health such as

stress and depression lack engagement and

productivity to fully contribute to the society. In this

paper, mental health refers to the constraints on

students’ health induced by COVID-19 pandemic.

2.1.3 Digital Transformation

Digital transformation has been described as guiding

changes in organizational structures via the internal

process evolution (Kretschmer & Khashabi, 2020).

The changes in a company business model, product

or organizational structure brought by the use digital

technologies is defined as digital transformation

(Hess et al., 2016). However, Nadkarnin and Prugil

(2020) stated that digital transformation requires

technology and people. This paper refers to digital

transformation as the use of digital technologies in

assisting HLIs.

2.2 Theoretical Frame

The psychodynamic theory was developed by

Sigmund Freud in 1885 which assumes that

psychological processes like fear take place outside

the conscious awareness (Bornstein, 2022). From a

COVID-19 pandemic perspective, Son et al. (2020)

found that college students’ mental health was

related to fear.

Furthermore, the psychodynamic theory is also

linked to understanding the individual behaviour.

For instance, Conversano (2021) commented that

psychodynamic approach views human behaviour

from an unconscious motive which influences how

their personality functions. In fact, Conversano

(2021) noted that psychodynamic theories can offer

contribution in studying unconscious processes

related to mental distress.

Not only mental distress but in the COVID-19

pandemic as evidenced in studies such as Lee et al.

(2021) there was depression among college students

due to closures of HLIs. Hence, the application of

the psychodynamic theory in guiding this paper’s

examining of digital transformation and mental health in

HLIs in the context of Uganda and Tanzania.

2.3 Digital Transformation and Mental

Health in HLIs

Globally, Verhoef et al. (2021) expressed that there

are factors driving the use of digital transformation

and these are adoption of World Wide Web, new

digital technologies and the consumers’ behaviour

towards digital revolution. However, the COVID-19

pandemic disrupted HLIs and forced many to go

online to provide education and ultimately increased

the drive in the use of digital technologies.

In Africa, Faturoti (2022) argued that most countries

within the continent were not prepared for

emergency shift to online learning in reference to the

education system. Grajeck (2021) also advocated for

engagement of digital transformation by higher

education in creating the post-COVID-19

institutions. Hence, this paper was interested in

expanding the scope of digital transformation by

examining digital transformation and mental health

in HLIs by comparing Uganda and Tanzania which

are countries located in East Africa.

2.3.1 Digital Transformation and Mental

Health in HLIs in Uganda

Uganda closed HLIs due to the pandemic

(Nawangwe et al., 2022). Other studies from African

countries such as Mphahlele et al. (2022) revealed

that there were digital access problems during the

pandemic in higher education and therefore, to

expand the scope of study, this paper focused on

digital transformation and mental health.

Rawlings et al. (2022) used a web-based survey

and found that students in Uganda engaged in

behaviours such as drinking alcohol, smoking and

taking drugs as psychological outcomes of the

COVID-19. Rawlings and others acknowledged that

there are few studies examining students’ well-being

and health from the impact of the lockdown due to

COVID-19. There is existing literature on digital

transformation and also students’ mental health in

HLIs for Uganda and this paper has compiled and

summarized some of the articles in Table 1 which

include studies by Kaggwa et al. (2022) and Najiuka

et al. (2021).

Digital Transformation and Mental Health in Higher Learning Institutions

Table 1: Digital transformation and mental health in HLIs

of Uganda.

Source Digital transformation

Rawlings et

al. (2022)

-Majority of those students who studied

online did not enjoy the experience

Nawangwe

et al. (2021)

-The Makerere University Research and

Innovation Fund (MAK-RIF) was active

due to government support which paid

staff salaries and provided internet

accessibility

-Over 80% of academic programs are not

visible on the virtual space

-Lack of electricit

Makerere

University

(2020)

-Makerere University had almost 40% of

its academic program online during the

pandemic

Kagoya

(2020)

-inadequate e-readiness and e-

participation. Recommended for initial

and continuous professional training of

students

Source Mental Health findings

Kaggwa et

al. 2022

-Effects are depression/suicidal ideation

-Financial tuition constraints

Najjuka et

al.

(

2021

)

-Depression, anxiety, and stress

Rawlings et

al. (2022)

-Depression, frustration, stress, anxiety,

less physically active, spent more time

on social media, eating, sleeping and

watching movies

2.3.2 Digital Transformation and Mental

Health in HLIs in Tanzania

Closure of HLIs happened in the country but

Tanzania was the first country in East Africa to re-

open its educational institutions (Manyengo, 2021).

The use of digital technologies from the traditional

ways of learning to digital was a huge

transformation to ensure that there is access to

education (Manyengo, 2021). Although digital

transformation studies exist, there are few looking at

digital transformation and mental health in HLIs in

Tanzania. Therefore, in expanding the scope of

digital transformation, this paper examined digital

transformation and mental health in HLIs in the

context of Tanzania in comparison to Uganda.

Innocent and Masue (2020) applied quantitative

and qualitative methods and noted that the use of e-

learning has made it possible for rural areas in

Tanzania to access education. However, Innocent

and Masue (2020) commented that there is

inadequate application of e-learning even though e-

learning services such as online teaching (95.2%)

and online tests (85%) are available for students and

this is due to challenges like power cuts, insufficient

internet connectivity and operating costs of internet

services. The existing studies (Mtebe et al. 2021;

Mponela & Mkulu, 2021) on digital transformation

and mental health in HLIs are compiled and

summarized in Table 2. Although mental health

studies exist in Tanzania, most have concentrated on

adults, for example, Ivanova et al. (2022). Few

studies focused on students like Losioki and Hemed

(2021).

Table 2: Digital transformation and mental health in HLIs

of Tanzania.

Source Digital transformation

Mtebe et al.

(2021)

-Moodle system and Zoom video

conference were recommended for

delivery of courses

Innocent and

Masue (2020)

-Inadequate application of e-learning in

HLIs, challenges like power cuts

Manyengo

(2021)

-Lessons were transmitted via TV,

radio and YouTube.

Mponela and

Mkulu (2021)

- majority of HLIs are not prepared for

the use of e-learning in post-covid-19

-recommended for institutional policy,

and the government to formulate e-

learning policy to facilitate the use of

e-learning in HLIs

Mkwizu (2022)

-need for Artificial Intelligence (AI)

technologies usage to advance higher

education services

Source Mental Health findings

Losioki and

Hemed (2021)

-fear, anxiety, depression, low access to

counselling services

3 METHODS

The study applied literature review method as a

research methodology with content analysis to

examine digital transformation and mental health in

HLIs in Uganda and Tanzania. The literature review

method used the integrative review to gather

relevant literature on digital transformation and

mental health while content analysis assisted to

analyse the text from the reviewed literature. Similar

studies in the field of tourism have applied the

approaches of literature review method and content

analysis, for instance, the study by Mkwizu (2020).

4 FINDINGS AND DISCUSSION

Findings based on Table 1 and Table 2 revealed that

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the digital transformation used in managing the

alarming mental health snags (depression, stress,

anxiety, fear) at HLIs need improvements for both

countries. In Uganda, MAK-RIF and MAK was the

notable digital transformation readiness with almost

40% online program although many HLIs did not

have this strategy in place as indicated by Makerere

University (2020). However, Rawlings et al. (2022)

stated that students in HLIs did not enjoy studying

via online and this could explain their sense of

depression and anxiety which complements the

guidance of the psychodynamic theory in this paper

particularly the findings by Rawlings et al. (2022) on

students’ behaviours like drinking alcohol as among

the psychological outcomes of the COVID-19.

On the other hand, Tanzania’s efforts in using

digital technologies such as Moodle system and

Zoom in HLIs is acknowledged but challenges

included cost of operating internet services are

outlined by Innocent and Masue (2020). Although

recommendations by past scholars included policy

formulation by institutions and the government for

digital transformation, another challenge noted by

Mponela and Mkulu (2021) was the issue of most

HLIs not being prepared to use e-learning in the

post-COVID-19 pandemic. The findings revealed

very few studies on mental health on students in

Tanzania. The existing few studies found mental

health infliction on students like depression, anxiety

and stress as noted by

Losioki and Hemed (2021)

which complement the application of

psychodynamic theory in guiding this study in the

context of comparing Tanzania and Uganda.

5 CONCLUSIONS

This study examined digital transformation and

mental health at HLIs in Africa nations like Uganda

and Tanzania. The specific objective was to examine

the use of digital transformation in managing the

alarming mental health snags at HLIs. The findings

revealed that mental health issues are mainly

depression due to economic crisis (economic

factors), stress from the COVID-19 pandemic

effects, anxieties, and low access to counselling

services.

5.1 Implications

This study’s implication is for policy makers and

HLIs stakeholders in Uganda and Tanzania to be

vigilant and consider the factors affecting mental

health among students. But also consider the

recommendations availed in this paper. Similarly,

policy makers and HLIs stakeholders should fully

embrace and incorporate up to date digital

transformation education tools in the education

system in HLIs as supported by prior researchers

(Grajek, 2021; Kagoya, 2020; Mkwizu, 2022).

Implication for academic is that this study

contributes as a foundation for empirical literature

and methods for future researchers.

5.2 Recommendations

Both countries should aim to minimize the

challenges faced in the digital transformation in

HLIs such as increasing the visibility of academic

programs in virtual spaces and reduce costs of

operating internet services. Managing mental health

of students through policy formation and access to

counselling services.

5.3 Limitations and Direction for

Further Studies

This paper was limited to examining digital

transformation in managing the alarming mental

health snags in HLIs (public universities) in Uganda

and Tanzania. The study was limited to literature

review method as a research methodology with

application of content analysis. Future researchers

can use mixed methods to compare findings to get

similarities and differences.

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