This study explores how the core dimensions of digital transformation (DT)—specifically the technological, human, and organizational factors—shape the quality of educational outcomes within the unique environment of security education. Focusing empirically on the Sharjah Police Science Academy (SPSA), we utilized a descriptive-analytical approach, gathering survey data from a stratified sample of 220 students, faculty members, and administrators. The structural relationships were examined using path analysis. The findings reveal that while all three dimensions drive educational quality, their influence is fundamentally unequal. Notably, the human dimension emerged as the most critical determinant of success ($beta = 0.412$, $t = 6.85$, $p < 0.001$), followed by technological infrastructure ($beta = 0.356$, $t = 5.92$, $p < 0.001$). Conversely, organizational dynamics exerted the weakest relative impact ($beta = 0.298$, $t = 4.87$, $p < 0.001$). These insights indicate that advanced tools alone cannot guarantee educational excellence; their efficacy depends heavily on the digital literacy and readiness of the people using them. Additionally, the lesser impact of the organizational dimension highlights an institutional "structural lag," where rigid administrative workflows fail to keep pace with rapid technological and pedagogical shifts. The paper concludes with strategic directions for building agile governance frameworks and fostering specialized digital competencies tailored to high-pressure security environments.

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