Digital Transformation of Learning Process Management in Higher and Vocational Education

The rapid diffusion of digital technologies has turned the management of the learning process in higher and vocational education from a largely administrative, paper-based activity into a data-driven and platform-mediated system. Learning management systems, student information systems, learning analytics and artificial intelligence tools now shape how curricula are planned, how teaching is organised and delivered, and how learning outcomes are monitored and assessed.
This article examines the digital transformation of learning process management (LPM) as a managerial rather than purely technological phenomenon. Drawing on a structured review of international literature, analysis of policy documents and secondary statistical data, it compares developments in the European Union and OECD countries with the reforms currently under way in Uzbekistan, where higher education coverage rose from about 9% in 2016 to 47.7% in the 2024/2025 academic year.
The study proposes a functional framework that links the classical management cycle (planning, organisation, delivery, monitoring, assessment and quality assurance) with the digital tools that support each stage. It argues that the scale of educational expansion makes digital LPM a precondition for maintaining quality, and identifies the main barriers: fragmented information systems, uneven digital competence of teaching staff, weak use of data for pedagogical decisions and a persistent gap between universities and vocational institutions.
The article concludes with recommendations on integrated information architecture, data governance, staff development and the extension of digital management practices to the vocational education sector.