In the current century, rapid advances in information and communication technologies have led to radical changes in educational institutions, a process dubbed "digital transformation." Educational institutions have not only integrated technological tools into the classroom but have also been forced to restructure their teaching and learning processes. During the digital transformation process, the traditional roles of teachers, students, and educational institutions have shifted; students have become more active participants, and teachers have assumed mentoring roles. With the impact of the COVID-19 pandemic, the concepts of distance education and online education have entered our lives during the digital transformation. The tools used in education and training processes have expanded significantly. Course content has become more effective and interactive with technologies such as the Education Information Network (EBA), various distance education platforms, augmented reality, virtual reality, artificial intelligence, and the metaverse. Digital transformation, which has allowed educational institutions to adopt a more flexible structure than traditional structures, has also brought with it inequality of opportunity, ethical issues, the weakening of physical social relationships, and privacy and security concerns. The concept of technology addiction has also begun to be discussed during this period. Educational institutions at all levels, from basic education to higher education institutions (YÖK), have aimed to improve the quality of education through new technologies such as big data, artificial intelligence, digital libraries, and distance online learning environments. YÖK has supported the development of digital competencies and processes through its digital transformation policies. These developments have contributed to the formation of a student-centered, innovative, and more flexible structure in educational institutions.