Digital Transformation in Nursing Education: A Cross-Sectional Study on the Perceptions and Readiness of Nurse Educators in Iraq
Abstract
Background: Digital transformation is reshaping higher education globally, particularly in nursing education where technology integration is essential for improved learning outcomes. In Iraq, however, there is limited evidence regarding nurse educators’ perceptions and readiness for this shift.
Objectives: This study aimed to assess Iraqi nurse educators’ perceptions, digital readiness, and the barriers and support systems related to digital transformation in nursing education.
Methods: A descriptive cross-sectional study was conducted with 153 nurse educators from public and private colleges across Iraq. Data were collected via a structured questionnaire and analyzed using SPSS, including chi-square tests and logistic regression.
Results: The majority (65%) of participants agreed that digital tools enhance student engagement, while only 34% had received formal training in digital teaching. Significant barriers included lack of infrastructure (71%) and insufficient training (68%). Logistic regression revealed that educators with prior digital training were significantly more likely to report high digital readiness (OR = 2.84, p < 0.01). Key facilitators included institutional IT support (75%) and regular workshops (70%).
Conclusion: Despite positive perceptions, gaps in training and infrastructure hinder digital integration in Iraqi nursing education. Enhancing institutional support, providing structured training programs and developing digital education policies are crucial for sustainable transformation.
1. Introduction
The global shift toward digital transformation has significantly reshaped multiple sectors, with healthcare and education among the most impacted [1]. In nursing education, the adoption of digital technologies—such as e-learning platforms, virtual simulations, and online assessments—has proven to enhance student engagement, critical thinking, and clinical decision-making skills [2]. The COVID-19 pandemic further accelerated this digital shift, prompting academic institutions worldwide to adopt flexible, technology-based learning solutions [3].
While numerous studies [4–6] have emerged globally, limited empirical work has been conducted in the Middle East, particularly in Iraq. This is concerning given that the success of digital transformation depends heavily on faculty readiness and institutional infrastructure.
In Jordan, for instance, a national survey of nursing educators revealed that while 78% expressed positive attitudes toward e-learning, only 41% reported feeling confident in designing digital content. Challenges included limited IT support and lack of tailored training for clinical educators [7]. Similarly, in Lebanon, research not only highlighted high motivation among nursing faculty for adopting e-learning but also documented significant institutional and cultural barriers, including hierarchical resistance and outdated curricula [8].
In Egypt, a study found that while digital infrastructure in urban universities had improved postpandemic, rural institutions continued to struggle with Internet reliability and faculty preparedness. Moreover, Egyptian nurse educators reported that digital transformation was often limited to uploading lecture materials online rather than integrating interactive learning strategies [9].
These findings suggest that despite regional similarities in educational goals, each country faces unique combinations of infrastructural, pedagogical, and policy-related barriers to digital education. Compared to neighbor countries, Iraq remains underrepresented in the regional literature, with a notable lack of data on how nurse educators perceive and engage with digital tools [10–12]. This knowledge gap hinders the development of targeted interventions and national policy reforms.
Therefore, this study seeks to fill this gap by providing a comprehensive assessment of the perceptions, readiness, and needs of nurse educators in Iraq regarding digital transformation. By critically examining the Iraqi context and comparing it with regional benchmarks, the study aims to provide evidence-based insights to guide academic leaders, policymakers, and curriculum developers toward more effective and equitable integration of digital technologies in nursing education.
2. Objectives
- 1.
To assess nurse educators’ perceptions toward digital transformation in nursing education.
- 2.
To evaluate their level of digital readiness and competence.
- 3.
To explore barriers and facilitators to implementing digital tools in teaching.
- 4.
To identify the support systems needed to enhance digital integration in nursing curricula.
By focusing on these objectives, the study aims to generate actionable insights that can guide academic leaders, policymakers, and stakeholders in developing effective strategies to support the digital transformation of nursing education in Iraq.
3. Methodology
3.1. Study Design
A descriptive cross-sectional study design was employed to assess the perceptions, digital readiness, and perceived barriers and facilitators among nurse educators regarding digital transformation in nursing education.
3.2. Study Setting
The study was conducted across a range of public and private nursing colleges and institutions in Iraq, specifically in the governorates of Baghdad, Mosul, Basrah, and Erbil. These locations were selected to ensure the inclusion of diverse educational environments, reflecting regional differences in access to digital infrastructure, academic resources, and institutional policies. The recruitment of participants took place between January and March 2025. Nurse educators who met the inclusion criteria were invited to participate either through institutional email invitations or direct contact during faculty meetings. The data collection period extended from February 1 to March 15, 2025, during which participants completed either printed or online versions of the questionnaire, depending on accessibility and preference. No follow-up period was required, as this was a cross-sectional study based on one-time data collection.
3.2.1. Participants
The study targeted nurse educators employed at both public and private nursing colleges and institutions throughout Iraq, specifically those offering diploma or bachelor’s degree programs in nursing. These educators were considered vital stakeholders in the digital transformation of nursing education, given their direct involvement in curriculum delivery and student engagement.
Eligibility criteria were established to ensure the inclusion of individuals actively involved in teaching. Nurse educators were eligible if they were currently employed in Iraq, engaged in teaching either theoretical or clinical nursing courses, had at least 1 year of teaching experience, and were willing to participate voluntarily by providing informed consent. On the other hand, educators were excluded if they were on extended leave or sabbatical during the data collection period or if their roles were limited solely to administrative responsibilities without any teaching duties.
Participants were selected through a stratified random sampling method to achieve a balanced representation from various institution types (governmental and private) and geographical regions (Baghdad, Mosul, Basrah, and Erbil). Within each stratum, nurse educators were randomly selected based on faculty lists obtained with administrative approval. Department heads or institutional coordinators facilitated access by distributing printed versions of the questionnaire or secure links to the online version via email. Participation was entirely voluntary, and participants’ confidentiality was maintained throughout the study by ensuring anonymity.
3.2.2. Sample Size Justification
- •
Z represents the standard normal deviate corresponding to a 95% confidence level (Z = 1.96),
- •
p is the assumed population proportion (set at 0.5 to maximize sample size),
- •
e denotes the desired margin of error (set at 0.08).
Substituting these values into the formula yielded an initial sample size of approximately 150 participants. To account for potential nonresponses or incomplete data, the target sample size was increased to 160. Ultimately, 153 valid responses were collected, resulting in a response rate of 95.6%, which supports the robustness and representativeness of the study findings.
3.3. Data Collection Tool
- 1.
Perceptions toward digital transformation
- 2.
Digital readiness and competence
- 3.
Barriers to digital implementation
- 4.
Facilitators and support needs
- 5.
Demographics and teaching context
- •
20 Likert-scale items (5-point scale: 1 = strongly disagree, 2 = disagree, 3 = neutral, 4 = agree, 5 = strongly agree) were used to assess perceptions, digital readiness, and support needs.
- •
10 checklist items were used to identify barriers and facilitators.
- •
12 demographic and professional background questions covered variables such as age, gender, academic qualification, years of teaching experience, institutional type, teaching hours per week, and access to technology.
- •
Perceptions were measured through 8 Likert-scale items evaluating attitudes toward the value, effectiveness, and impact of digital education on teaching and learning. Digital readiness and competence were assessed with seven items focusing on self-rated confidence and practical experience in using digital tools such as Zoom, Google Classroom, Moodle, and simulation-based platforms. Higher scores indicated stronger perceived competence and more favorable perceptions.
3.3.1. Variables Assessed
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Exposure variables: Institutional type (public/private), geographic location (Baghdad, Mosul, Basrah, or Erbil), and prior digital training participation.
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Predictor variables: Age, gender, teaching experience, academic rank, and highest qualification.
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Confounders: Access to computers, Internet connectivity, institutional support, and weekly teaching load.
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Effect modifiers: Institutional type and years of teaching experience were analyzed as potential effect modifiers in the relationship between support and readiness.
3.3.2. Instrument Development and Sources
The questionnaire was developed based on a synthesis of items from previously validated instruments used in similar studies [2]. Adaptations were made to align the items with the cultural and institutional context of Iraqi nursing education. Specific references include:
Digital Competence Assessment Checklist (DCAC) for measuring readiness and competence [13]
3.4. Data Collection Procedure
All variables in this study were measured using a structured self-administered questionnaire, which was either distributed online through Google Forms or provided as printed copies, depending on participant accessibility and preference. The questionnaire was author-developed to comprehensively assess participants’ perceptions, digital readiness, identified barriers and facilitators, and perceived support systems related to digital transformation in nursing education. These elements were measured using Likert-scale and checklist items, which were adapted from previously validated tools used in similar research studies to ensure reliability and content validity.
To assess digital competence, respondents were asked to self-rate their proficiency in using various digital platforms commonly employed in academic settings, including Zoom, Google Classroom, and Moodle, as well as their experience in utilizing e-learning resources and tools. Demographic and professional data, such as age, gender, years of teaching experience, academic rank, and type of institution, were collected in the first section of the questionnaire.
To ensure consistency and comparability of responses, the same questionnaire and instructions were used across all participating institutions, regardless of whether they were public, private, or located in different regions. Standardized delivery procedures and uniform language were employed to minimize variability in interpretation and enhance the reliability of the data collection process.
3.4.1. Data Collection Tool and Validation
A structured, self-administered questionnaire was employed to collect data, comprising five key domains: perceptions toward digital transformation, digital readiness and competence, barriers to digital implementation, facilitators and support needs, and demographic and teaching context information. The questionnaire items were adapted from previously validated tools to ensure relevance and accuracy within the study’s context.
To establish content and face validity, the instrument was reviewed by a panel of five academic experts specializing in nursing education and digital learning. Their feedback helped refine the items to enhance clarity, relevance, and cultural appropriateness. In addition, a pilot test was conducted with 15 nurse educators who were not part of the final study sample. This pilot phase confirmed the clarity, comprehensibility, and usability of the tool, allowing for minor revisions before full-scale data collection commenced.
3.4.2. Reliability Analysis
A pilot study was administered to support the internal consistency and reliability of the questionnaire prior to the main data collection phase. The pilot study occurred between December 1st and 15th, 2024 at the College of Nursing, University of Ninevah. A convenient sample of 30 undergraduate nursing students participated in the pilot study and were not part of the final study.
The goal of the pilot study was to assess the clarity, relevance, and psychometric properties of the items in the questionnaire. Responses from the student pilot sample were used to help identify ambiguous or confusing items as well.
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Perceptions toward digital transformation: Cronbach’s alpha = 0.86, which indicates a strong internal consistency for items developed to measure students’ attitudes toward the value, effectiveness, and impact of digital education.
-
Digital readiness and competence: Cronbach’s alpha = 0.82, which shows high reliability in measuring students’ confidence and experience with/using digital tools.
-
Barriers and facilitators: Cronbach’s alpha = 0.79, which shows acceptable internal consistency in addressing factors that may hinder or support digital learning.
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Support needs: Cronbach’s alpha = 0.81, which shows good internal consistency detail perceived need for institutionally or technically based supports.
All reliability analysis was conducted immediately after the pilot study using SPSS version (28). Item-total correlations and domain fidelity were discussed, and all items showed internal coherence. Therefore, no major amendments were needed to proceed with the implementation of the full study.
The results from the pilot study confirm that the questionnaire is a reliable and internally consistent instrument for assessing nursing students’ perceptions, readiness, and support needs of digital education and AI-mediated learning platforms such as ChatGPT.
3.5. Data Analysis
All data were analyzed using SPSS version 28. Descriptive statistics, including frequencies, percentages, means, and standard deviations, were used to summarize participant characteristics and responses across survey sections. For inferential analysis, several statistical tests were employed to examine associations and identify predictors related to digital transformation readiness and perceptions.
The chi-square test was used to explore relationships between categorical variables, such as the association between institution type (public or private) and participation in digital training programs. To compare mean perception scores across different educator, experience levels, and geographical regions, a one-way analysis of variance (ANOVA) was conducted. Furthermore, a multivariable logistic regression model was developed to identify predictors of high digital readiness, defined as a binary outcome (high vs. low readiness). The model adjusted for potential confounding variables, including age, gender, years of teaching experience, institution type, and prior exposure to digital training. Notably, the analysis revealed that educators who had attended formal digital training were significantly more likely to demonstrate high digital readiness (odds ratio [OR] = 2.84; 95% confidence interval [CI]: 1.45–5.57; p = 0.002).
3.5.1. Subgroup Analysis
Preplanned subgroup comparisons were carried out to explore differences based on institutional affiliation, teaching experience, and geographic location. Comparisons were made between educators from public and private institutions, those with more or less than 5 years of teaching experience (senior vs. junior), and between educators from urban (Baghdad and Mosul) versus semi-urban (Basrah and Erbil) regions.
The findings showed that public institution educators reported significantly higher barriers related to infrastructure when compared to their private counterparts (χ2 = 8.17, p = 0.004). Additionally, senior educators had significantly more favorable perception scores regarding digital transformation (Mean = 4.11 ± 0.52) compared to junior educators (Mean = 3.78 ± 0.60), with the difference being statistically significant (F (1.151) = 6.94, p = 0.009). However, there was no statistically significant difference in digital competence levels between educators based on the geographic region (p > 0.05).
Missing data were minimal, affecting less than 5% of the dataset, and were managed using pairwise deletion to preserve sample size and analytical integrity.
3.6. Ethical Considerations
Ethical approval was obtained from the Research Ethics Committee of Ninevah University. Participants were informed about the study’s objectives, assured of confidentiality and anonymity, and required to provide written or electronic consent. Participation was entirely voluntary, and participants had the right to withdraw at any time without consequences.
4. Results
A total of 153 nurse educators participated in the study, representing nursing institutions from both the public and private sectors across Baghdad, Mosul, Basrah, and Erbil. The response rate was high, and the demographic distribution showed that most participants were female (72%) and aged between 30 and 49 years. The majority had more than 5 years of teaching experience.
4.1. Participant Demographics
Table 1 presents the demographic characteristics of the 153 nurse educators who participated in the study. The majority of participants were female (71.9%), reflecting the gender composition typically observed in the nursing profession. In terms of age, 42.5% of respondents were between 30 and 39 years, followed by 37.9% aged 40–49 years, and 19.6% aged 50 years or older, indicating a predominantly mid-career cohort.
| Variable | Frequency (n) | Percentage (%) |
|---|---|---|
| Gender | ||
| (Female) | 110 | 71.9 |
| (Male) | 43 | 28.1 |
| Age | ||
| (30–39 years) | 65 | 42.5 |
| (40–49 years) | 58 | 37.9 |
| (50+ years) | 30 | 19.6 |
| Years of teaching experience | ||
| (< 5 years) | 40 | 26.1 |
| (≥ 5 years) | 113 | 73.9 |
| Institution type | ||
| (Public) | 97 | 63.4 |
| (Private) | 56 | 36.6 |
| Highest qualification | ||
| (Master’s) | 68 | 44.4 |
| (PhD) | 85 | 55.6 |
Regarding teaching experience, 73.9% of educators had five or more years of experience, suggesting a substantial level of professional maturity. Most participants were employed in public institutions (63.4%), while 36.6% were from private colleges, providing a balanced representation of Iraq’s nursing education sectors.
In terms of academic qualifications, 55.6% held a PhD, and 44.4% held a master’s degree, reflecting a high level of academic preparation among the sample. This background supports the study’s focus on educators who are actively engaged in curriculum delivery and institutional development.
These demographic findings provide context for interpreting the study’s results, especially regarding variations in digital readiness and perceived barriers across educator subgroups.
4.2. Perceptions Toward Digital Transformation
Overall, participants expressed moderately positive perceptions regarding digital transformation in nursing education. As shown in Table 2, 65% of respondents either agreed or strongly agreed that digital tools enhance student engagement. Similarly, 70% acknowledged the importance of digital transformation in modern nursing curricula. More than 60% reported feeling motivated to adopt digital teaching approaches, although a small proportion (15%) expressed resistance or discomfort with digital changes in education.
| Perception statement | Strongly agree (%) | Agree (%) | Neutral (%) | Disagree (%) | Strongly disagree (%) |
|---|---|---|---|---|---|
| Digital tools improve student engagement | 32 | 33 | 20 | 10 | 5 |
| Digital transformation is essential in modern nursing | 40 | 30 | 15 | 10 | 5 |
| I feel motivated to adopt digital teaching methods | 35 | 28 | 22 | 10 | 5 |
- Note: Chi-sq = 2.702, DF = 8, and p value = 0.952.
4.3. Digital Readiness and Competence
An assessment of digital readiness revealed gaps in training and practical experience. As presented in Table 3, 58% of educators reported familiarity with online platforms, while 61% felt confident using video conferencing tools. However, only 34% had received formal training in digital teaching methods, and less than half (45%) used simulation-based teaching tools in their regular instruction. These findings suggest that while basic digital competence exists, significant opportunities remain for structured upskilling and digital development.
| Indicator | Yes (%) | No (%) |
|---|---|---|
| Familiar with online teaching platforms | 58 | 42 |
| Confident in using video conferencing tools | 61 | 39 |
| Received formal digital teaching training | 34 | 66 |
| Use simulation-based teaching tools | 45 | 55 |
4.4. Barriers and Facilitators to Implementing Digital Tools
Participants identified a range of barriers that hinder the successful integration of digital tools into their teaching. As shown in Table 4, the most frequently cited obstacles included lack of infrastructure (71%), limited access to training (68%), and unstable Internet connectivity (40%). Additionally, 43% noted resistance to digital change among peers or students. On the other hand, 52% of participants highlighted the positive impact of institutional support, and nearly half (48%) emphasized the value of peer collaboration and sharing best practices as key facilitators.
| Item | Reported by (%) |
|---|---|
| Lack of infrastructure | 71 |
| Limited access to digital training | 68 |
| Unstable Internet connectivity | 40 |
| Resistance to digital change | 43 |
| Institutional encouragement and support | 52 |
| Peer collaboration and sharing best practices | 48 |
4.5. Support Systems Needed for Enhancing Digital Integration
Regarding the support needed to enhance digital adoption, the responses highlighted a strong demand for institutional investment and structured support systems. According to Table 5, 75% of respondents recommended establishing dedicated IT support teams, while 70% emphasized the importance of regular workshops and digital training sessions. Other key recommendations included developing clear digital teaching policies (55%), providing access to licensed digital platforms (63%), and offering incentives for digital engagement (50%).
| Suggested support system | Recommended by (%) |
|---|---|
| Regular digital workshops and training | 70 |
| Institutional IT support teams | 75 |
| Clear digital teaching policies | 55 |
| Access to licensed digital platforms | 63 |
| Incentives for digital teaching adoption | 50 |
4.6. Multivariable Logistic Regression Findings
Table 6 summarizes the results of the multivariable logistic regression analysis conducted to identify predictors of high digital readiness among nurse educators. The model included five key predictor variables: formal digital training, institution type, years of teaching experience, gender, and age.
| Predictor variable | Odds ratio (OR) | 95% confidence interval | p value |
|---|---|---|---|
| Formal digital training (yes vs. no) | 2.84 | 1.45–5.57 | 0.002 |
| Institution type (private vs. public) | 1.52 | 0.87–2.66 | 0.14 |
| Years of teaching experience (≥ 5 vs. < 5) | 1.33 | 0.75–2.35 | 0.31 |
| Gender (female vs. male) | 0.98 | 0.55–1.75 | 0.94 |
| Age (≥ 40 vs. < 40) | 1.21 | 0.68–2.16 | 0.49 |
The analysis revealed that formal digital training was the only statistically significant predictor of high digital readiness. Educators who had received formal training were 2.84 times more likely to report high levels of digital readiness compared to those without such training (OR = 2.84; 95% CI: 1.45–5.57; p = 0.002). This highlights the critical role that structured training programs play in building educators’ confidence and competence in using digital tools.
Other variables—including institution type (private vs. public), years of teaching experience (≥ 5 vs. < 5), gender, and age—were not statistically significant predictors in the adjusted model. For example, while educators from private institutions had a higher likelihood of reporting high readiness (OR = 1.52), the association did not reach statistical significance (p = 0.14). Similarly, teaching experience, gender, and age showed no meaningful influence on digital readiness in this model.
These findings suggest that access to and participation in formal digital training is a more important determinant of digital competence than demographic or institutional characteristics alone. Therefore, efforts to enhance digital readiness among faculty should prioritize equitable access to professional development opportunities.
5. Discussion
Nursing in Iraq faces major challenges, including a severe shortage of qualified staff, outdated education systems, and limited resources. With only 3.6 nurses per 10,000 people, healthcare services are strained. Many nurses lack proper training in essential procedures and legal aspects, affecting care quality [14, 15]. While some efforts have been made to improve nursing education and align with global standards, progress is slow [16, 17]. Without stronger investment in training, infrastructure, and policy reform, Iraq’s nursing sector will continue to struggle [18–20].
This study examined nurse educators’ perspectives, digital readiness, barriers, and support needs in relation to technology integration in nursing education in Iraq. The results provide strong evidence that while there are generally positive perceptions of digital transformation, there are gaps in readiness and institutional support that continue to be barriers for broader implementation. These results reflect the previous research described above regarding nurse educators’ enthusiasm and barriers for digital integration in healthcare education contexts [21, 22].
As in the results of earlier research [23–25], the present study found that most nurse educators (70%) found digital tools valuable to enhance both engagement and relevance to the curriculum. 70% of respondents agreed that digital transformation is a benefit to modern nursing education and reflects the global change away from paper-based approaches to health profession education. The study by Konttila et al. [26], which conducted a systematic review, established that there are core digital competencies for healthcare professionals that include technical, awareness of ethics, communication, and motivation to effectively use technology. In that study, Konttila et al. established that the successful use of digital tools is predicated upon not only competencies but also organizational and peer support. Similarly, the fact that 65% of respondents agreed that digital platforms improved student engagement supports Konttila et al. that digital tools provide interactivity, flexibility, and self-directed learning, which we now know are valued hallmarks of the 21st century nursing education.
Montejo et al. [27] highlight the increasing prominence of artificial intelligence (AI) in clinical practice and the immediate need for nurse educators to prepare themselves to use and teach these new technologies. However, data collected from nursing educators present a large gap in digital preparedness, with only 34% of participants receiving formal education or training in digital pedagogy and fewer than half incorporating simulation-based learning into their teaching. The implications of this gap may suggest that we do not have current institutions that are capable of integrating advanced technologies, including AI, into nursing education. Montejo and colleagues note that multimodal means, such as simulation and practicum, are imperative to preparing future nurses to engage with AI in a competent and ethically sound manner. Concerningly, this is an issue that is incredibly relevant for nursing institutions in Iraq and should be a top priority in investing in digital capabilities and educational context for nursing faculty.
A recurring theme in the literature is the ambivalence of educators with regard to adopting digital strategies without resistance, but rather a failure of development and institutional recognition. Addressing these means is imperative to develop and recognize a nursing workforce prepared to engage with a rapidly digitized public healthcare environment [28].
The multivariable regression analysis lent further credence to this issue, as only formal training was found to be statistically significant in predicting digital readiness (OR = 2.84; p = 0.002), while demographic (age and gender) and institutional (experience) variables were less significant. Our findings indicate how formal training programs can and do promote digital competence, an idea echoed by several regional and international studies [29]. Reixach et al. [30] emphasize that the demand for continuing education programs is widespread and closely linked to how frequently they are utilized. They also highlight the importance of incorporating both the assessment and formal recognition of digital competencies as integral components of these training initiatives.
The study identified a few significant barriers that have been documented in previous research, including lack of infrastructure (71%), limited access to training (68%), and unreliable access to the Internet (40%). Issues around technical access can be further exacerbated in contexts with low-resource settings, like Iraq, where inequities between the technologies available to the different institutions can jeopardize equitable educational delivery [27]. Of note was the 43% of respondents who noted that resistance to technological change in peers or students, which reflects the psychological, and at times, cultural barriers identified in the literature [31]. This resistance can come from lack of confidence in the use of technology, unfamiliarity with digital pedagogies, and notions of whether digital education is effective, or ultimately a lot more work for them.
There may be some hope, however, in the identification of important facilitators—institutional support (52%) and peer collaboration (48%)—as they may suggest a path forward. These results show support for the body of evidence that indicates that internal capacity building, mentorships, and collaborative communities of practice can promote more engagement with digital innovations by educators [32–34]. Moreover, the demand for structured support systems—for example, IT teams, workshops, and policy frameworks—demonstrates the need for institutional buy-in and dedicated resource allocation, which is vital for sustainable digital transformation [35–37].
Interestingly, despite a sample including educators from both public and private sectors, institution type did not predict digital readiness, even if there were some differences in access to resources. This finding further suggests that digital competence rests less on institutional affiliation and more on targeted support mechanisms and professional development opportunities.
5.1. Implications for Nursing Education in Iraq
- 1.
Curriculum development: Incorporating digital literacy and competency training into nursing curricula can better prepare educators and students for the evolving digital landscape.
- 2.
Professional development: Providing continuous professional development opportunities that focus on digital skills can enhance educators’ confidence and proficiency in utilizing digital tools.
- 3.
Infrastructure investment: Addressing infrastructural challenges, such as improving Internet connectivity and providing necessary hardware, is critical for effective digital integration.
- 4.
Policy formulation: Developing clear policies and guidelines on digital education can provide a framework for consistent and effective implementation across institutions.
5.2. Limitations
While this study provides valuable insights, certain limitations should be acknowledged. The reliance on self-reported data may introduce response bias, and the cross-sectional design limits the ability to infer causality. Future research employing longitudinal designs and objective assessments of digital competence could provide a more comprehensive understanding of the digital transformation in nursing education.
6. Conclusion
This study highlights both the promise and the challenges of digital transformation in nursing education across Iraq. While nurse educators generally expressed positive perceptions toward digital integration, the findings revealed significant gaps in digital readiness, access to training, and institutional support—particularly among junior faculty and those in public institutions.
To address these challenges and advance digital transformation in a sustainable and equitable manner, the following concrete actions are recommended.
6.1. Mandatory Digital Pedagogy Training
Integrate certified digital teaching courses into the continuing professional development requirements for all nurse educators, particularly targeting early-career faculty.
6.2. National Guidelines and Policy Reform
The Ministry of Higher Education and Scientific Research, in collaboration with nursing councils, should issue national guidelines that outline minimum digital competencies for academic staff and provide a roadmap for institutional digital readiness.
6.3. Infrastructure Investment in Public Institutions
Prioritize funding to equip public nursing colleges with high-speed Internet, updated learning management systems (LMS), and simulation labs to reduce the infrastructure gap between public and private sectors.
6.4. Create Digital Mentorship Programs
Establish peer-led digital mentorship structures within institutions, pairing experienced or tech-savvy educators with less experienced colleagues to foster skill-sharing and collaboration.
6.5. Performance Incentives
Introduce institutional rewards—such as teaching awards, promotions, or research grants—for educators who demonstrate innovation and excellence in digital teaching practices.
6.6. Curriculum Redesign
Embed digital literacy modules within nursing curricula for both students and educators, ensuring that future nurses are adequately prepared for technology-driven healthcare environments.
6.7. Monitoring and Evaluation Framework
Develop institutional dashboards to track faculty training, usage of digital tools, and student outcomes linked to digital learning, ensuring accountability and continuous improvement.
Conflicts of Interest
The authors declare no conflicts of interest.
Funding
No funding was received for this manuscript.
Acknowledgments
The authors would like to thank the students and faculty members of the College of Nursing at Ninevah University for their valuable participation and support throughout the research process. Special appreciation is extended to the expert panel who contributed to the validation of the research instruments.
Open Research
Data Availability Statement
The data that support the findings of this study are available from the corresponding author upon reasonable request.
