Are Nations Ready for Digital Transformation? A Macroeconomic Perspective Through the Lens of Education Quality

Roman Chinoracky, Natalia Stalmasekova, Radovan Madlenak () and Lucia Madlenakova
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Roman Chinoracky: Faculty of Operation and Economics of Transport and Communications, University of Zilina, Univerzitná 8215/1, 010 26 Žilina, Slovakia
Natalia Stalmasekova: Faculty of Operation and Economics of Transport and Communications, University of Zilina, Univerzitná 8215/1, 010 26 Žilina, Slovakia
Radovan Madlenak: Faculty of Operation and Economics of Transport and Communications, University of Zilina, Univerzitná 8215/1, 010 26 Žilina, Slovakia
Lucia Madlenakova: Faculty of Operation and Economics of Transport and Communications, University of Zilina, Univerzitná 8215/1, 010 26 Žilina, Slovakia

Economies, 2025, vol. 13, issue 6, 1-22

Abstract: The global shift toward digital transformation presents both opportunities and challenges for national economies, particularly in terms of workforce readiness. While many studies assess digital readiness via infrastructure or technological adoption, fewer investigate the preparedness of countries’ future labor forces. This article addresses this research gap by examining how quality of education relates to job automation risk across OECD countries. The goal is to identify which nations are least prepared for digital disruption due to weak educational foundations and high automation exposure. Using data on education expenditure, PISA scores, and the Education Index, compared to the percentage of jobs at high risk of automation, this study applies correlational analysis and a quadrant overview to assess national readiness. Findings show that countries such as Slovakia, Poland, and Greece are least prepared, combining low investment in education and high exposure to automation. Conversely, nations like Finland, Norway, Sweden, and New Zealand exhibit strong readiness, characterized by robust education systems and lower automation risks. This study contributes to the literature by integrating automation vulnerability into national readiness assessments and offers actionable insights for policymakers focused on education reform and workforce development.

Keywords: digitalization; job automation; education; technological change (search for similar items in EconPapers)
JEL-codes: E F I J O Q (search for similar items in EconPapers)
Date: 2025
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