Proposed Business Model Innovations in Digitalized Education in Jiangxi Province China

Abstract

This study comprehensively examined the extent of Business Model Innovation and Digitized Education within a higher education institution located in Jiangxi Province, China. It analyzed significant differences across selected demographic profiles and explored the underlying relationship between these two main variables. Utilizing a rigorous quantitative descriptive-comparative and correlational research design, empirical data were systematically collected from 230 diverse respondents representing varied age groups, sex, educational attainment levels, and lengths of service. Business Model Innovation was meticulously assessed in terms of value proposition innovation, infrastructure and capability reconfiguration, revenue model transformation, and stakeholder engagement mechanisms. Concurrently, Digitized Education was evaluated through the lenses of digital literacy, digital pedagogy, technological infrastructure, learner engagement, and institutional support and leadership. The empirical results demonstrate that both variables are generally rated as highly evident within the institution. Specifically, value proposition innovation, infrastructure configuration, and institutional support obtained notably higher scores, whereas revenue model transformation remained relatively weak. Significant demographic differences were observed exclusively in infrastructure and capability reconfiguration across age and length of service. Furthermore, correlation analysis revealed significantly positive relationships between all dimensions of the two variables. These findings strongly indicate that digital education is inextricably integrated with business model restructuring. Ultimately, aligning digital education strategies with comprehensive institutional innovation is crucial for improving sustainability, inclusiveness, and long-term competitiveness in the modern digital education ecosystem.