Governing Digital Transformation in Higher Education: An Integrated Analytical Framework of Influencing Factors and Interaction Effects Based on Social–Ecological Systems Theory

Digital governance in higher education represents a complex systemic challenge, shaped by the intricate interplay of socio–economic–political contexts, technological infrastructures, and multiple stakeholders. Yet existing scholarship tends to examine these factors in isolation, lacking an integrated theoretical lens capable of capturing their systemic interdependencies and dynamic interactions. This study addresses this gap by drawing on the Social–Ecological Systems (SES) framework—a well-established systems theory for analyzing coupled social and ecological dynamics—to construct an integrated analytical framework for university digital governance. The framework organizes governance into three interconnected dimensions: external contexts, internal systems, and interaction effects. External contexts—including technological ecosystems and socio–economic–political factors—shape opportunities and constraints for universities. Internal systems, comprising resource systems, resource units, governance structures, and actors, form a complex network through information flows, resource flows, and institutional arrangements. Interaction effects emerge from these networks and are observed in both social outcomes and ecological outcomes, encompassing both positive and negative dimensions. The framework advances theory by extending the SES perspective to higher education, integrating multiple governance elements, and operationalizing core variables for measurement. Practically, it provides universities with a systematic tool for diagnosing digital governance performance, identifying gaps, and guiding optimization, while also supporting cross-institutional benchmarking and longitudinal monitoring. Future research should empirically test the framework, refine the operational indicators, and explore its applicability across diverse institutional and cultural contexts.