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Advances in Social Sciences Research Journal – Vol. 10, No. 7
Publication Date: July 25, 2023
DOI:10.14738/assrj.107.15188
Garito, M. A. (2023). Alliances for Knowledge: A Strategy for Building the Future of University in the Digital Society. Advances in
Social Sciences Research Journal, 10(7). 412-419.
Services for Science and Education – United Kingdom
Alliances for Knowledge: A Strategy for Building the Future of
University in the Digital Society
Maria Amata Garito
International Telematic University UNINETTUNO
ABSTRACT
This paper investigates the transformative potential of the Internet in redefining
the structure and purpose of traditional universities. It underscores the challenges
posed by technology, globalization, socio-economic development, and evolving
training needs, and highlights the importance of reinvention for universities to
remain relevant. It argues that universities must transition from a conventional
pedagogical model to one that fosters collaborative learning, enabled by digital
technologies, and provides a platform for the exchange of knowledge that
transcends geographical boundaries. Through the case study of UNINETTUNO, the
paper elucidates the implementation of an open, inclusive, and flexible educational
model offering courses in multiple languages, fostering international relations and
mutual understanding. Further, it advocates the establishment of a global network
of public and private universities, emphasizing shared knowledge, resources, and
mobility of faculty and students. The paper concludes with a compelling call to
democratize access to knowledge, promoting the use of the internet to create a
worldwide, open system of teaching and learning. This vision challenges the status
quo and paves the way for an educational future where learning truly knows no
bounds.
Keywords: Distance Education, Globalization of Higher Education, Online Learning,
Internationalization of Universities, Democratization of Knowledge.
INTRODUCTION
The 21st century is defined by new communication technologies that have accelerated the
processes of globalization in our society and created a new interconnected world that functions
locally but operates globally. [1]
The "psycho-digital" journey on the Internet, where the global and the local intertwine, allows
us to externalize consciousness at a planetary level. Even in our past, in the depths of time, we
formed a collective, but we were not aware of it. Today, we have the opportunity to rediscover
and experience, with all its complexity and challenges, the fundamental unity of all humankind,
and, most importantly, to instil this awareness in the minds of those who will inherit the fate of
this planet.
On a global scale, the political choices and strategies of governments to materialize a new model
of society and development that fosters synergy between technological innovations and human
values are not yet visible. Significant organizational changes in the structures that characterize
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Garito, M. A. (2023). Alliances for Knowledge: A Strategy for Building the Future of University in the Digital Society. Advances in Social Sciences
Research Journal, 10(7). 412-419.
URL: http://dx.doi.org/10.14738/assrj.107.15188
governments and societies have yet to be seen, as well as the emergence of institutions capable
of generating productivity, flexibility, solidarity, security, participation, and responsibility.
Enriching humanity with knowledge is the true resource of the globalized and interconnected
world. Unfortunately, it is evident that politics has not fully grasped the value of building new
organizational models for schools and universities.
TRANSFORMATION IMPERATIVES FOR UNIVERSITIES
In this context, the very concept of education and training is undergoing a transformation,
necessitating targeted interventions by public authorities. It is crucial that, alongside a new
model of social ethics, new systems and public policies emerge to facilitate the development of
innovative organizational models for schools, training centers, and universities at the local,
national, and international levels. These models should integrate both physical and virtual
presence, enabling them to effectively address the complex training needs of individuals in the
21st century.[2]
Curricula should encompass knowledge from different countries and languages, equipping
individuals with the tools to respect cultural, religious, and political differences, as well as to
effectively utilize new technologies and languages. The integration of professional skills with
general cultural competencies is essential, enabling individuals to navigate complexity.
The recognition that an individual's knowledge, know-how, and skills are the source of all other
wealth is widely acknowledged. Today, the intelligent use of new information and educational
technologies provides easy access to training. Therefore, training becomes the means by which
citizens actively participate in constructive change.
Today, more than ever, we require individuals capable of envisioning a new societal model,
contributing to the advancement of knowledge, and finding solutions to the complex challenges
facing humanity. The evolution and progress of society also rely on the new possibilities offered
by the Internet to communicate with others, share our knowledge, acquire new insights for an
interconnected society, and collaborate in shaping the future.
Governments worldwide need to allocate sufficient economic resources to reform the education
system, fostering collaboration between national and local authorities as well as between
governments and international institutions [3] [4]. Additionally, the development of a global
science and technology network is imperative; a network that allows to collect and share
knowledge, but also to guarantee users regarding the scientific validity of the contents they
access, even those contents generated by the latest generation AI thus trained on reliable
knowledge bases because they are scientifically guaranteed by the network of universities and
research centres itself.
Across the globe, there is ongoing consideration of how universities should adapt to meet the
educational needs of a new societal model. Society itself is still grappling with the profound
contradictions brought about by globalization, as it seeks to define its true identity [5]. In this
historical period, individuals from around the world connect in the global marketplaces of the
Internet, yet few nations have homogeneous populations in terms of ethnicity and culture, and
few universities serve as models of diversity. Universities still largely operate as products of
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Advances in Social Sciences Research Journal (ASSRJ) Vol. 10, Issue 7, July-2023
Services for Science and Education – United Kingdom
their respective nations, organized according to legislative frameworks tied to local and
national educational requirements, while the world of business, work, and communication
thrives in a global arena.
Universities should occupy a central position in the interconnected knowledge society,
emerging as strong drivers of economic development and the globalized world. Knowledge and
skills have always been the strategic resources upon which to build the progress of humanity.
DISTANCE EDUCATION AS A CATALYST FOR INNOVATION
There is a global need to establish a new model of intangible capital for development, one based
on knowledge and expertise that transcends national boundaries. The widespread reach of the
Internet has effectively imposed an international dimension on education. In the 21st century,
citizens must possess the ability to interact and cooperate in a reality where cultural, political,
and religious diversities significantly influence various aspects of their lives. [6]
When constructing new university models that align with historical realities, it is important to
recognize that technology is not a divisive factor but a crucial connector. The notion of a "digital
divide" between technologically affluent and technologically disadvantaged countries no longer
holds true. Opportunities for mutually beneficial international partnerships exist between
developed and developing nations. The collaborative nature of technology promotes
understanding between nations, and the benefits extend far beyond the mere accumulation of
knowledge.
Through the utilization of new technologies, universities can directly reach students in different
countries, provide remote training for global labor markets, and act locally, nationally, and
internationally [7]. By doing so, universities not only assume a vital role but also facilitate the
internationalization of businesses.
Technology, globalization, internationalization, cooperation, competition, socio-economic
development, flexibility, and the evolving training needs pose significant challenges for higher
education institutions. In today's world, globalization, interdependence, and communication
technologies now go hand in hand and can provide universities with tools that allow for the
development of new models of collaboration in research, teaching, the creation of joint
programs, the exchange of faculty and students, even in a virtual manner, and above all, in the
creation of scientific content related to various disciplines and digitized on the Internet. The
mission of universities has always been the advancement and development of humanity. Now,
with Internet technology, regardless of nationality, ethnicity, color, or gender, everyone has the
potential to access education and contribute to the development of a global economy.
Traditional universities must embrace reinvention and break free from stagnation.
Transformation is no longer an optional path but an unavoidable imperative. "In a world
characterized by unparalleled connectivity, particularly among today's youth, universities
continue to operate as isolated entities focused on erudition and learning, failing to fully
leverage the Internet's potential to break down the barriers separating institutions, faculty, and
students." Moreover, "The convergence of the new web, the new generation of students, the
demands of the global knowledge economy, and the aftermath of the economic crisis is creating
a 'perfect storm' for universities, with signs of imminent change becoming increasingly evident.