STUDENTS’ PERCEPTIONS OF TECHNOLOGY INTEGRATION IN LEARNING AND ITS IMPACT ON LEARNING QUALITY IN HIGHER EDUCATION

Abstract

Purpose: This study aims to analyze students’ perceptions of technology integration in higher education and its contribution to learning quality. The study is motivated by the increasing adoption of digital technologies in learning environments, which require a deeper understanding of how students experience and respond to technology-enhanced instruction.

Methods: This study employs a qualitative-dominant mixed-method approach. Data were collected through semi-structured interviews with three selected informants, classroom observations, and a supporting questionnaire involving 55 students selected through purposive sampling. Qualitative data were analyzed using thematic analysis, while quantitative data were analyzed descriptively to identify general trends in students’ perceptions.

Results: The findings indicate that students generally hold positive perceptions of technology integration, particularly in terms of flexibility, accessibility, and engagement. Technology enhances learning participation through interactive digital platforms, improves learning effectiveness by enabling access to multimodal and revisitable content, and fosters independent learning by encouraging self-directed study. However, challenges such as unequal access to digital resources and variations in lecturers’ technological competence were also identified.

Conclusion: This study concludes that technology integration contributes to learning quality through the interconnected dimensions of participation, effectiveness, and learner autonomy, provided that it is supported by appropriate infrastructure and aligned with pedagogical practices and students’ needs.