Digitalization in Higher Education
Reflections of Teacher Educators on Institutional Support for Improving Quality of Teaching and Learning
DOI:
https://doi.org/10.5281/zenodo.15995854Abstract
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The study focuses on the impact of digitalization in higher education by exploring the reflections of teacher educators on the digital support provided by their institutions to enhance the quality of teaching and learning. The study followed a Descriptive Quantitative Case Study approach using quantitative data to describe the characteristics of a specific case or situation systematically. The targeted population consisted of faculty members of public sector universities in Karachi, Pakistan. The collected data was analysed through a statistical technique known as Pareto analysis, which was performed to identify the most significant categories of digital tools and techniques desired by the faculty members at the higher education level. The findings of the study reveal that digitalization greatly influences teaching and learning; however, the institutional support at public sector universities needs serious attention to improve the quality of teaching and learning and the effectiveness of digital tools and technologies in improving educational outcomes. The results suggest that institutions' efforts in integrating digital resources have a positive influence on the overall learning experience. This research contributes to the growing body of knowledge on the role of digitalization in higher education and provides valuable insights for institutions aiming to enhance the quality of teaching and learning practices.
Keywords:
Digitalization in higher education, Institutional support, Quality of teaching & learning, Teacher educatorsReferences
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