Toward Multi-Stakeholder Requirements for Digital Readiness Assessment Systems (DRAS): A Participatory Approach in Higher Education

Abstract

A digital readiness assessment is essential for governing digital transformation in higher education; however, existing models are largely technology-centric, neglecting stakeholder needs in early system development, and provide limited guidance for system design. Consequently, current tools are fragmented, weakly aligned with institutional realities, and insufficient for strategic decision-making. This study develops stakeholder-driven requirements and an integrated assessment scenario using a participatory approach. A qualitative design combining Participatory Action Research with two sequential Focus Group Discussions involving diverse stakeholder groups across Indonesian higher education institutions was employed. Data were analysed through thematic analysis supported by a structured involvement matrix to ensure balanced and iterative participation. The findings identify six interrelated domains of digital readiness assessment systems: Data Management, Assessment Processes, Analytics and Reporting, Governance Support, User Interaction, and Technical Infrastructure. Collectively, these domains provide a socio-technical foundation that supports continuous monitoring, evidence-based planning, and institutional learning rather than one-time evaluation, highlighting the importance of inclusive co-design. The study provides a structured set of stakeholder-informed requirement domains to support future DRAS development.