Acceso usuarios
Jabeen Mozammel, Aida Hanim A. Hamid, Mohamed Alkashami, Abdullah Shehabat
The article explores the interconnections among technology integration, teacher support, self-directed learning (SDL), and student engagement in higher education. Grounded in Self-Determination Theory (SDT), examines how autonomy, competence, and relatedness are fostered through these variables. The findings indicate that while technology integration and teacher support significantly influence SDL, their direct effect on student engagement is limited, suggesting the involvement of additional mediating factors. This study contributes to the growing body of literature by providing empirical evidence on the mediating role of SDL, highlighting its critical role in modern pedagogical practices. By addressing gaps in the understanding of these relationships, the research offers actionable insights for crafting holistic and effective educational strategies. Data from 135 participants were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM), providing robust insights into these relationships. By shedding light on the intricate role of SDL as a mediator, the study underscores the importance of holistic approaches in crafting effective educational interventions. These findings offer valuable guidance for educators, policymakers, and institutions striving to enhance student engagement and optimize learning outcomes.
