Revolutionising Undergraduate Education Management: Pedagogical, Technological and Inclusive Approaches to Student Success
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| Title: | Revolutionising Undergraduate Education Management: Pedagogical, Technological and Inclusive Approaches to Student Success |
|---|---|
| Language: | English |
| Authors: | Sze Siufong (ORCID |
| Source: | Journal of Computer Assisted Learning. 2026 42(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, College Faculty, Teaching Methods, Higher Education, Active Learning, Technology Integration, Inclusion, Academic Achievement, Student Satisfaction, Outcomes of Education, Learner Engagement, College Administration, Evaluation Methods |
| DOI: | 10.1002/jcal.70209 |
| ISSN: | 0266-4909 1365-2729 |
| Abstract: | Background: Improving undergraduate education management has emerged as a top priority in the rapidly evolving landscape of higher education. This research aims to investigate the impact of active learning techniques, technology integration, extracurricular involvement, assessment techniques and inclusive learning environments on academic performance, learning outcomes and student satisfaction. Method: This study adopted a mixed-methods research approach, combining quantitative and qualitative techniques to investigate how pedagogical strategies, inclusive learning and technology interact in undergraduate education management. Structured questionnaires were used to gather data from 354 students, and semi-structured interviews were conducted with 97 faculty members. SPSS was used to analyse the quantitative data, and NVivo was used to analyse the qualitative data. Results: Quantitative data revealed that there are significant positive relationships between undergraduate education management and pedagogical strategies (β = 0.31, p < 0.001), technology integration (β = 0.35, p < 0.001), student engagement (SE) (β = 0.39, p < 0.001), assessment methods (AM) (β = 0.27, p < 0.001) and inclusive education (IE) (β = 0.32, p < 0.001). Those findings are supported by qualitative data where faculty emphasised the effectiveness of active learning, formative assessment and digitally supported instruction in increasing engagement and learning consistency among diverse student groups. Novelty: This study offers a comprehensive model for improving undergraduate education management by combining pedagogical, technological and inclusive educational practices. It highlights the complementary effects of these components. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500511 |
| Database: | ERIC |
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