Inclusive classrooms in the digital age: A survey-based empirical study of technology-driven teaching in higher education
Abstract
The rapid digital transformation of higher education has intensified discussions on inclusivity and equity in technology-enabled classrooms.This survey-based empirical study examines the influence of technology-driven teaching methodologies on student engagement and inclusive practices in a higher education institution.A quantitative descriptive and inferential research design was adopted.Data were collected from 100 students and 50 faculty members using structured multi-item Likert-scale questionnaires.Reliability was tested using Cronbach's alpha and hypotheses were examined using the Wilcoxon Signed-Rank Test.The results revealed statistically significant positive perceptions among students (Median=4.00,p
Fields of Study & Subjects
Technology-Enhanced Education Studies
Educational Innovations and Technology
Educational Innovations and Challenges
Publication details
- Journal / source
- Wisdom Management Journal
- Volume
- 2
- Issue
- 1
- Pages
- 57–62
- Publication date
- 1 February 2026
- Language
- EN