It is concluded that positive enhancement of the pedagogical learning environment will positively enhance the student-system interaction, thus enriching their lived experiences in the digital learning ecosystem.
Abstract
This study was premised on the notion that the success of any educational program depends not only on institutional backing but on its capacity to resonate with, and be shaped by, the narratives of learners. This is because, the rapid shift to online learning has moved the digital learning ecosystem—the integrated matrix of platforms, tools, pedagogies, and institutional supports—from a passive backdrop to the active environment of tertiary education. This ecosystem does not merely deliver content; it fundamentally mediates, constrains, and transforms students lived educational experiences. This study centers explicitly on this critical interaction, with the question: How do digital learning ecosystems impact the lived experiences of tertiary education students? Grounded in the systemic-structural theory of activity, which frames learning as a contextualized work activity, this research employs a cross-sectional quantitative design. Data was collected via questionnaire from six hundred and sixty-eight graduate students at the University of Ghana Business School, measuring perceptions of their digital ecosystem and its effects on their daily academic reality. The data was analyzed using structural equation modeling (SEM). The findings showed significant relationships between digital learning ecosystem and the facets of the students lived experience. it is concluded that positive enhancement of the pedagogical learning environment will positively enhance the student-system interaction, thus enriching their lived experiences in the digital learning ecosystem. This understanding is crucial for intentionally designing ecosystems that acknowledge and support diverse student lives, moving beyond technical implementation to foster genuinely human-centric online education.
The rapid advancement of digital technology has transformed higher education by creating new possibilities for student-centred and participatory learning environments. However, humanities education continues to face challenges related to student engagement, digital adaptation, and the relevance of traditional learning approaches in the digital era. This study aims to examine how a student-led digital ecosystem functions as a technology-enhanced learning environment and how participation in digital platforms contributes to students’ learning outcomes. This research employed a convergent mixed-methods design involving both quantitative and qualitative data collection. The participants consisted of 50 undergraduate and postgraduate students selected through purposive sampling from the PG and Research Department of English at St. Joseph’s College (Autonomous), Tiruchirappalli, India. Data were collected through structured questionnaires, open-ended feedback, and platform engagement records, which were analysed using descriptive statistics and thematic analysis. The findings indicate that student-led digital platforms, including digital publishing, podcasts, mobile applications, and social media, effectively support learning through content creation, collaboration, and active participation. Students reported improvements in communication skills, digital literacy, creativity, confidence, and teamwork. The study concludes that student-driven digital ecosystems can serve as sustainable and inclusive models of technology-enhanced learning, particularly in resource-constrained higher education contexts. This research contributes to digital pedagogy by demonstrating that meaningful digital transformation depends not only on technological infrastructure but also on student agency, collaborative practices, and contextually relevant learning design.
P. Samy D., Alagu Revathi L, Cohiran J· Interdisciplinary Social Stu...· 0 citations
This study explores students’ perceptions of synchronous learning during a period of rapid pedagogical transformation in higher education. Triggered by a systemic shift from traditional face-to-face instruction to online formats, institutions were compelled to redesign their teaching methods, communication channels, and assessment practices. Drawing on qualitative data from 5,154 open-ended responses in Student Evaluations of Teaching (SET) across two Israeli colleges, the research investigates how students experienced and interpreted these abrupt instructional changes. Four overarching themes emerged from the analysis: (1) the development and importance of soft skills, (2) the role of course structure, (3) perceptions of instructional professionalism, and (4) the influence of the digital platform. These findings offer insights into students’ adaptive responses to institutional change and contribute to the understanding of synchronous online learning as a complex pedagogical process.
The study traces the paradigm shift from the traditional model to a student-centered model, explores the various media tools and their pedagogical applications, and discusses the challenges inherent in this transition, including teacher training and equitable access.
Ingrid Nascimento de Sousa, Ilga Chaves Teixeira, Eduardo Belarmino dos Santos et al.· Revista de Estudos Interdisc...· 0 citations
This phenomenological study explored the lived experiences of higher education teachers in adopting blended learning in private higher education institutions in Bacolod City. Specifically, it examined their experiences, perceived benefits and challenges, the influence of blended learning on their teaching practices, and insights for improving its implementation. A qualitative phenomenological research design was employed, involving eight faculty members selected through purposive sampling. Data were collected through semi-structured face-to-face interviews and analyzed using Colaizzi's phenomenological method. The findings revealed that teachers experienced blended learning as a process of transition, adaptation, and continuous professional growth. Eight themes emerged, highlighting teachers' adjustment to digital teaching, resilience, instructional flexibility, technological and instructional challenges, pedagogical transformation, professional commitment, institutional support, and lifelong learning. Although participants encountered difficulties related to technology, connectivity, workload, and student engagement, they recognized blended learning as an effective approach for promoting instructional flexibility, innovation, and continuous learning. The findings emphasize the importance of teacher adaptability, institutional support, and ongoing professional development in the successful implementation of blended learning. The results may serve as a basis for strengthening institutional policies, faculty development programs, and support systems that promote the effective and sustainable implementation of blended learning in higher education.
Unknown authors· International journal of res...· 0 citations
This essay examines the tensions between the expansion of digital platforms in Brazilian public basic education and the inclusive school's commitment to students who are the target audience of Special Education and concludes that digital inclusion does not follow from the presence of technology, but from the conceptions of the subject inscribed in its design.
Suele Aparecida da Silva, Danielle Marafon, L. Pires et al.· Revista de Estudos Interdisc...· 0 citations
Digital transformation in education necessitates adaptation within the sociology curriculum, a subject characterized by its empirical and contextual nature. However, implementation is often hindered by disparities in infrastructure and the varying levels of digital competence among teachers and students. This study analyzes the strategies for implementing and adapting digital sociology instruction at SMA Negeri Kebakkramat through the lens of Anthony Giddens' structuration theory. Employing a descriptive qualitative approach, twelve informants, two sociology teachers and ten students were selected via purposive sampling; data were gathered through semi-structured interviews and non-participant observation, then analyzed using the Miles and Huberman model. The findings reveal that digital instruction was conducted using seven complementary platforms Mentimeter, Google Forms, Wayground (Quizizz), Canva, Microsoft Word, Educaplay, and Interactive Digital Board (PID) which served as structural resources shaped by school policies and infrastructure. Teachers demonstrated distinct forms of agency within this shared structure: one tended to maintain conventional methods while the other actively adopted various platforms, whereas students adapted primarily by enhancing their digital literacy. These recurring strategies gradually reproduced and reshaped classroom norms, illustrating the reciprocal relationship between structure and agency central to Giddens' theory. Nevertheless, the process remained constrained by uneven Wi-Fi access, limitations regarding student devices, and variations in teachers' digital pedagogical competence. The study indicates that successful digital adaptation in sociology instruction arises from the interaction among available technological resources, teacher and student agency, and co-created classroom norms, rather than relying solely on technological readiness.
Fara Khansa Ameliasari, Alvianto Alvianto, Clara Putri Natalie Boreel et al.· Didaktika: Jurnal Kependidik...· 0 citations
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