Digital Competence and Lecturer Performance: A Proposed Conceptual Framework to Support Digital Transformation in Universities

Digital transformation has become essential for every organization in the current digital era. However, the importance of lecturer digital competence in supporting universities' digital transformation is still underexplored. Drawing from Social Cognitive Theory, this study aims to propose a conceptual framework that explains the role of digital competence, self-efficacy, and lecturer performance in supporting digital transformation in universities. The method used for this conceptual paper is a literature review, including journal articles, conference proceedings, and books. After conducting an extensive review, this study finds a framework that proposes how lecturers' digital competence can enhance their self-efficacy and lead to improved performance. A comprehensive understanding of the resulting framework can provide valuable insights into the factors that affect digital transformation, particularly in university organizations.