BRIDGING STEM EDUCATION AND PUBLIC ADMINISTRATION: DIGITAL TRANSFORMATION, POLICY INNOVATION, AND INSTITUTIONAL CAPACITY BUILDING

Science, Technology, Engineering, and Mathematics (STEM) education in higher education is increasingly recognized as a driver of administrative modernization, enhancing analytical, technological, and decision-making capabilities for contemporary governance. Previous methods relying on self-reported and cross-sectional data may limit accuracy and generalizability. Digital transformation involves integrating STEM-based tools, data systems, and computational methods into institutional processes, while policy adaptability reflects responsive, evidence-based governance. This research examines how STEM-integrated higher education influences technological integration, policy adaptability, and administrative efficiency in China and Malaysia. A quantitative approach was employed using data from 374 participants, including academics, administrators, and policy personnel. Variables included STEM integration, technological integration, policy adaptability, administrative efficiency, and demographic factors. Data were analyzed with SPSS 27 using multiple regression, factor analysis, and structural equation modelling (SEM). Regression results show STEM integration significantly predicts technological integration (β = 0.41), policy adaptability (β = 0.37), and administrative efficiency (β = 0.52), with strong explanatory power (R² = 0.65). Factor analysis confirmed construct validity with high loadings and discriminant validity, while SEM further validated significant positive effects on all outcome variables, with excellent model fit (0.93). Overall, the findings demonstrate that STEM integration enhances digital governance capacity and institutional performance, offering actionable insights for policymakers and university administrators in improving higher education and administrative efficiency.