## 1 Introduction  
Digital transformation is defined as facilitating the work of individuals, improving processes, increasing the efficiency of operation, and creating new business models with the use of various digital technologies [1]. On the axis of this definition, it is seen that the main components of digital transformation are the individual, the process, and the technology. The change affects people, strategies, structures, and competitive dynamics in many areas such as politics, health, society, economy, agriculture, and industry in line with the needs of society. According to [PERSON] et al. [2], educational organisations that do not take advantage of this moment to improve and transform themselves in digital transformation are in danger of disappearing or being replaced by more agile organisations. In addition to this, [PERSON] et al. [3] argue that to ensure the successful implementation of digital transformation, organisations and companies need to guarantee that they are fully aware of the failures or risks they face over a certain period of time, for which they must identify the key influencing factors. Higher education institutions (HEIs) draw attention as one of the areas affected by digital transformation processes, which have been studied in many research works so far. According to [PERSON] [1], HEIs are under pressure to provide new and innovative digital experiences for their stakeholders, which can only be achieved by using a framework that enables them to manage all digital initiatives and approaches in a holistic and integrated way. [PERSON] et al. [4] stated that digital transformation in higher education institutions requires rethinking, restructuring, and reinventing, from its multi-purpose, multi-disciplinary, multi-state, and multifactorial character. Their statement suggests that the digital transformation inside institutions does not simply imply technological progress; rather, it is more transcendental and generates changes of meaning, affecting the culture immersed in the university, administration, formative activities and their evaluations, pedagogical approaches, teaching, research, extension, and administrative processes. According to a literature study by [PERSON] et al. [5], digitalisation can provide a competitive advantage to higher education institutions as long as it is implemented with a correct combination and an integrated approach linking impactful changes. The level of digital maturity, though, varies across countries and regions. A recent UNESCO report [6] enumerated factors needed for a healthy digital transformation in the field of education in the Asia Pacific, ranging from data security, strategy unity, equality of opportunity, structural and sustainable digital technology requirements of educational institutions, family support, blended learning strategies, etc. It was noticed that while 50% of high-income countries in the region have an operational policy on digital remote learning, only 27% of low- and lower-middle-income countries do. According to the survey of [PERSON] et al. [7], a consolidated framework covering the aforementioned factors is missing also in the context of the United Arab Emirates, where none of the examined institutions had a stand-alone digital transformation vision or plan. In developing countries, on the other hand, the discussion embraces the choice of online learning methods. For example, the cross-sectional surveys carried out by [PERSON] et al. in Ghana [8] and by [PERSON] et al. in Latin America [9] showed that the choice might be largely influenced by the availability of IT infrastructure and by the professors' levels of IT skills. Finally, an OECD Report on the Digital Transformation of Higher Education in Hungary [10] identified policy recommendations to address persistent gaps in the current policy framework supporting digitalisation, which is common in other EU countries as well. Digital transformation processes call to rethink and plan international student and academic mobility in HEIs in a multifaceted way.