隨著數位科技快速演進，數位化已成為全球教育體系不可或缺的一部分，深刻改變學習樣態與教育服務提供方式。在學前教育脈絡中，科技強化了園所與家庭的即時互動，推動服務創新、流程再造與營運模式調整，使學前教育面臨內外部運作生態的全面轉變。然而，轉型不僅涉及技術升級，更關乎組織文化更新與能力重塑；本研究旨在結合動態能力與價值鏈分析視角，探討學前教育如何透過數位轉型實現價值創造並形塑可持續競爭優勢。
本研究以個案研究方法進行，並以推動數位轉型之學前教育機構為研究場域。研究透過半結構式深度訪談與文件分析，描繪其數位轉型的策略脈絡與實際運作樣貌。研究以動態能力觀點分析個案，確認其在變動環境下能有效感知機會、抓住機會，並持續重新配置與調整內外部資源基礎。同時，本研究以價值鏈分析為框架，檢視主要活動及支持活動環節中，能透過數位科技加以強化與重構。研究從動態能力與價值鏈雙重視角出發，揭示學前教育機構在數位轉型上的關鍵決策、執行要點與成效評估，並確立其整體轉型路徑的支持基礎。
研究結果顯示，數位化在行政流程優化、資料整合與親師溝通即時化方面，顯著降低作業錯誤並提升服務效率，使教師能將更多心力回歸教與育的核心工作，同時擴大園所與家庭及其他利害關係人的互動與合作可能性。個案幼兒園透過強化感知環境變化、善用外部資源與持續調整內部流程等動態能力，得以在資源有限與政策支援相對不足的條件下，逐步建構具策略性的數位轉型路徑。本研究認為，學前教育數位轉型的核心在於組織文化的重塑，而非僅限於技術導入。透過具體策略與政策支持，園所得以推動創新與永續發展，並以幼兒為中心的核心提升教育服務品質，為後續研究與實務提供理論藍圖。

With the rapid advancement of digital technologies, digitalization has become an indispensable component of education systems worldwide, profoundly transforming learning practices and the delivery of educational services. Within the context of early childhood education, technology has strengthened real-time interactions between schools and families, while driving service innovation, process reengineering, and adjustments to operational models. As a result, early childhood education institutions are experiencing comprehensive transformations in both their internal operations and external ecosystems. However, digital transformation extends beyond technological upgrades; it fundamentally involves organizational culture renewal and capability reconfiguration. Accordingly, this study integrates the perspectives of dynamic capabilities and value chain analysis to examine how early childhood education institutions achieve value creation through digital transformation and develop sustainable competitive advantages.

This study adopts a case study approach, focusing on an early childhood education institution actively engaged in digital transformation initiatives. Data were collected through semi-structured in-depth interviews and document analysis to illustrate the strategic context and operational practices of its digital transformation. Guided by the dynamic capability perspective, the study analyzes how the institution effectively senses opportunities, seizes them, and continuously reconfigures internal and external resource bases in response to a changing environment. Simultaneously, value chain analysis is employed as an analytical framework to examine how digital technologies enhance and restructure both primary and support activities. By integrating the dual perspectives of dynamic capabilities and value chain analysis, this research reveals the key decision-making processes, implementation mechanisms, and performance outcomes of digital transformation in early childhood education institutions, thereby clarifying the foundational support for their overall transformation pathways.

The findings indicate that digitalization significantly reduces operational errors and improves service efficiency through administrative process optimization, data integration, and real-time parent–teacher communication. These improvements enable teachers to devote greater attention to the core mission of teaching and nurturing children, while also expanding opportunities for collaboration between schools, families, and other stakeholders. Through the development of dynamic capabilities—such as heightened environmental sensing, effective utilization of external resources, and continuous internal process adjustment—the case institution was able to progressively establish a strategic digital transformation pathway despite limited resources and relatively insufficient policy support. This study argues that the core of digital transformation in early childhood education lies in organizational culture transformation rather than technology adoption alone. With appropriate strategies and policy support, early childhood education institutions can foster innovation and sustainable development, enhance education quality through a child-centered approach, and provide a theoretical blueprint for future research and practical applications.

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