Transforming teaching practices: the role of technology-enhanced pedagogy in advancing higher education learning
TL;DR
The findings suggest that individual lecturer competence is most effective when supported by institutional routines and leadership alignment, and professional development should be embedded within a broader culture of organisational learning.
Abstract
Technology-enhanced pedagogy (TEP) is increasingly recognised as being associated with innovation in higher education. It offers opportunities to facilitate more interactive, inclusive and engaging learning environments. This study investigates how lecturers in universities adopt TEP and examines its associations with student engagement. This study employed a quantitative survey-based design. The research was grounded in the Technological Pedagogical Content Knowledge (TPACK) framework. Data were collected via a structured 46-item questionnaire using Google Forms. The participants included both lecturers and students. The dataset was analysed using SPSS and AMOS to assess direct, indirect and moderating relationships. The results indicate that TEP is significantly associated with higher levels of student engagement. This relationship is facilitated by inclusive and participatory teaching practices. However, variations in educators’ digital competency are linked to inconsistent implementation. This suggests a need for ongoing professional development initiatives. Furthermore, the findings show that sustainable leadership and organisational development are related to the impact of TEP on engagement. The study highlights the importance of TPACK-oriented training. Such training should integrate tool mastery with discipline-specific applications, assessment redesign and classroom implementation. The study recommends knowledge-sharing structures, such as communities of practice and teaching academies, to scale successful innovations. Crucially, the findings suggest that individual lecturer competence is most effective when supported by institutional routines and leadership alignment. Therefore, professional development should be embedded within a broader culture of organisational learning. This study integrates TEP with TPACK and various organisational dimensions. It contributes novel insights into how technology-driven pedagogy is associated with higher levels of student engagement and institutional learning.