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Impact of Technology-Supported Personalized Learning 5.0 on Instructional Quality: Insights from the Higher Education Institutions of Pakistan

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Title: Impact of Technology-Supported Personalized Learning 5.0 on Instructional Quality: Insights from the Higher Education Institutions of Pakistan
Language: English
Authors: Muhammad Mujtaba Asad, Neha Suleman
Source: Quality Assurance in Education: An International Perspective. 2025 33(3):445-461.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Intended Audience: Teachers; Policymakers
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Higher Education, Instructional Effectiveness, Influence of Technology, Teaching Methods, Undergraduate Students, Correlation, Individualized Instruction, Computer Assisted Instruction, Cognitive Processes, Educational Environment
Geographic Terms: Pakistan
DOI: 10.1108/QAE-10-2024-0200
ISSN: 0968-4883
1758-7662
Abstract: Purpose: The conventional teaching methods in higher education institutions often seem unsuccessful in meeting diverse learning needs of learners, leading to suboptimal instructional outcomes. In Pakistani context, where teaching methods and educational infrastructure still need improvement, there is dire need to examine the impact of technology-supported personalized learning (TSPL) on dimensions of instructional quality (IQ) such as cognitive activation (CA), supportive climate (SC) and classroom management (CM) in higher education institutions. Design/methodology/approach: This study used quantitative method specifically correlational research design in which data was collected from 290 undergraduates enrolled in one of the universities of Sindh, Pakistan. The questionnaire comprised 27 items including 12 items focusing descriptive statistics and 15 items addressing inferential statistics. The respondents marked on five-point Likert scale and data was analyzed through SPSS software version 27.0 by conducting Pearson's correlation test to determine the relationship between TSPL and IQ. Findings: The study concluded that there is strong positive relationship between TSPL and the three dimensions of IQ. Specifically, TSPL was found to be correlational with CA (r = 0.85), SC (r = 0.78) and CM (r = 0.80). It indicates that TSPL has major role in enhancing CA, SC and CM contributing to improvement in IQ. Moreover, the results indicate that learners who engage in TSPL experiences depict higher level of engagement, better academic performance and enhanced collaborative learning environment. It suggests that TSPL not only improves learners' cognitive processes but also fosters a supportive and well-managed learning environment that is crucial for improvement in IQ. Practical implications: The results of the study emphasize the significance of integrating TSPL in higher education institutions to enhance IQ. Among practical implications, investment in technological infrastructure, professional learning of teachers and active participation of stakeholders in planning and implementation of TSPL are major steps to maximize its benefits. Furthermore, this study serves as an empirical evidence for multi-dimensional benefits of TSPL in a context-specific learning environment. Mainly, it highlights the contextual adaptation of TSPL that can help policymakers and educators in improving educational outcomes. Originality/value: This study adds empirical evidence to the existing literature related to the impact of TSPL on IQ in HEIs. It further indicates the multi-dimensional benefits of TSPL and provides practical suggestions for educators and policy makers to improve educational outcomes. It provides an original addition in the form of context-specific study that may be applicable to similar contexts.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1493739
Database: ERIC
FullText Text:
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Items – Name: Title
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  Data: Impact of Technology-Supported Personalized Learning 5.0 on Instructional Quality: Insights from the Higher Education Institutions of Pakistan
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  Data: <searchLink fieldCode="AR" term="%22Muhammad+Mujtaba+Asad%22">Muhammad Mujtaba Asad</searchLink><br /><searchLink fieldCode="AR" term="%22Neha+Suleman%22">Neha Suleman</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Quality+Assurance+in+Education%3A+An+International+Perspective%22"><i>Quality Assurance in Education: An International Perspective</i></searchLink>. 2025 33(3):445-461.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: Y
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  Data: 17
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  Label: Publication Date
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  Data: 2025
– Name: Audience
  Label: Intended Audience
  Group: Audnce
  Data: Teachers; Policymakers
– Name: TypeDocument
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Influence+of+Technology%22">Influence of Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Individualized+Instruction%22">Individualized Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Instruction%22">Computer Assisted Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Pakistan%22">Pakistan</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1108/QAE-10-2024-0200
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0968-4883<br />1758-7662
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: The conventional teaching methods in higher education institutions often seem unsuccessful in meeting diverse learning needs of learners, leading to suboptimal instructional outcomes. In Pakistani context, where teaching methods and educational infrastructure still need improvement, there is dire need to examine the impact of technology-supported personalized learning (TSPL) on dimensions of instructional quality (IQ) such as cognitive activation (CA), supportive climate (SC) and classroom management (CM) in higher education institutions. Design/methodology/approach: This study used quantitative method specifically correlational research design in which data was collected from 290 undergraduates enrolled in one of the universities of Sindh, Pakistan. The questionnaire comprised 27 items including 12 items focusing descriptive statistics and 15 items addressing inferential statistics. The respondents marked on five-point Likert scale and data was analyzed through SPSS software version 27.0 by conducting Pearson's correlation test to determine the relationship between TSPL and IQ. Findings: The study concluded that there is strong positive relationship between TSPL and the three dimensions of IQ. Specifically, TSPL was found to be correlational with CA (r = 0.85), SC (r = 0.78) and CM (r = 0.80). It indicates that TSPL has major role in enhancing CA, SC and CM contributing to improvement in IQ. Moreover, the results indicate that learners who engage in TSPL experiences depict higher level of engagement, better academic performance and enhanced collaborative learning environment. It suggests that TSPL not only improves learners' cognitive processes but also fosters a supportive and well-managed learning environment that is crucial for improvement in IQ. Practical implications: The results of the study emphasize the significance of integrating TSPL in higher education institutions to enhance IQ. Among practical implications, investment in technological infrastructure, professional learning of teachers and active participation of stakeholders in planning and implementation of TSPL are major steps to maximize its benefits. Furthermore, this study serves as an empirical evidence for multi-dimensional benefits of TSPL in a context-specific learning environment. Mainly, it highlights the contextual adaptation of TSPL that can help policymakers and educators in improving educational outcomes. Originality/value: This study adds empirical evidence to the existing literature related to the impact of TSPL on IQ in HEIs. It further indicates the multi-dimensional benefits of TSPL and provides practical suggestions for educators and policy makers to improve educational outcomes. It provides an original addition in the form of context-specific study that may be applicable to similar contexts.
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  Data: 2026
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  Data: EJ1493739
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RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1108/QAE-10-2024-0200
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
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        StartPage: 445
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Higher Education
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Influence of Technology
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Individualized Instruction
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      – SubjectFull: Cognitive Processes
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      – SubjectFull: Educational Environment
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      – SubjectFull: Pakistan
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      – TitleFull: Impact of Technology-Supported Personalized Learning 5.0 on Instructional Quality: Insights from the Higher Education Institutions of Pakistan
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