A STUDY ON ENHANCING MANAGEMENT QUALITY OF DIVERSE STUDENT ACTIVITY IN HIGHER EDUCATION INSTITUTIONS IN THE DIGITAL AGE

Abstract

In the digital era, the management of student activities in higher education institutions faces structural dilemmas characterized by "prioritizing control over development" and "having platforms without ecosystems", necessitating a shift from transaction-based operations to value creation. Grounded in the theories of holistic education and digital governance, this study constructs a three-dimensional analytical framework of "data-scene-education" to systematically reveal the core contradictions in current management practices, including mismatches between supply and demand, disconnections between participation and experience, misalignments between evaluation and objectives, and separations between tools and humanity. The study proposes platform integration, scene-driven approaches, data profiling, and the return of the student as the subject as core pathways to facilitate the transition from fragmented management to ecological governance. It further puts forward a support system centered on organizational and institutional safeguards and the prevention of technological risks. This research provides a systematic theoretical perspective and practical pathways for improving the quality of student activity management in higher education institutions.

The article further substantiates strategies for enhancing the management of diverse student activities under conditions of digital transformation by integrating learner-centered education with digital governance. It demonstrates that the identified contradictions are systemic and reproduced through fragmented digitalization, requiring not only technological modernization but a reconstruction of managerial logic oriented toward data integration, goal alignment, experiential quality, and strengthened student agency. Strategic directions are proposed, including ecosystem-based resource integration, process-oriented digital assessment, the formation of a "digital portrait" of the student, and expanded co-participation in activity design, alongside organizational safeguards and mechanisms to prevent technocentrism and digital formalism.