Cultural resistance to digital transformation in Vietnamese higher education: Barriers and strategic responses

Abstract

Digital transformation in higher education is essential for enhancing teaching quality, administrative efficiency and institutional competitiveness. However, in Vietnam, cultural resistance poses a significant challenge, delaying the adoption of digital technologies in academic settings. This study employs a systematic literature review (SLR), synthesising evidence from peer-reviewed journal articles and relevant policy reports published between 2014 and 2024. The selection process was based on three key criteria: relevance to digital transformation in higher education, focus on cultural barriers and applicability to the Vietnamese or broader Southeast Asian context. Through thematic analysis, the study identifies five core dimensions of cultural resistance: (1) entrenched Confucian educational traditions, (2) hierarchical institutional structures, (3) resistance to role change among faculty, (4) disparities in digital literacy, and (5) institutional inertia. To interpret these factors, the study synthesises three theoretical frameworks - the Technology Acceptance Model (TAM), Diffusion of Innovations (DOI), and Hofstede’s Cultural Dimensions Theory - into an integrated analytical model that explains how cultural and institutional norms affect digital adoption in Vietnamese higher education institutions (HEIs). The study contributes a conceptual framework for understanding resistance patterns in culturally embedded HE systems and provides strategic recommendations, including leadership engagement, faculty digital training, and culturally sensitive blended learning models. Although theoretical in nature, this research offers a foundational basis for future empirical investigations and policy development, with broader relevance for other Confucian-influenced education systems undergoing digital transformation.