DIGITAL MATURITY VS. DIGITAL TRANSFORMATION: THEORETICAL FRAMEWORKS AND CONCEPTUAL DISTINCTIONS IN HIGHER EDUCATION

Abstract

This article provides a conceptual differentiation of the terms "digital maturity" and "digital transformation", which are frequently used interchangeably in contemporary academic literature. Drawing on a comparative analysis of leading international assessment models – CMMI, EDUCAUSE, and the Methodological Guidelines of the Republic of Kazakhstan – the study establishes a fundamental distinction between the processual nature of digital transformation and the institutional nature of digital maturity. The role of the European DigCompEdu framework in assessing the human capital dimension of university digital maturity is also examined. The findings form a methodological foundation for the comprehensive assessment of digital development levels in higher education institutions