A Multidimensional Approach to Blended Learning: Combining Adaptive Technologies, Family Support, and Psychological Literacy
DOI:
https://doi.org/10.48165/tjmitm.2024.15.02Keywords:
blended learning, adap tive technologies, family engage ment, psychological literacy, digital innovation skills, higher education, learning outcomesAbstract
This study investigated the development of a multi-tiered blended learning ecosystem in higher education that integrates adaptive technologies, family engagement, and psychological literacy development. By examining the interplay among these components, this study endeavors to enhance students’ digital innovation skills and improve their overall learning outcomes. The proposed model utilizes adaptive technologies to personalize learning pathways and foster individualized education. Simultaneously, family engagement is considered a crucial factor in reinforcing a supportive learning environment and bridging the gap between the domestic and academic settings. The incorporation of psychological literacy development aims to equip students with critical thinking, emotional regulation, and collaborative skills that are essential for navigating digital innovation. These findings contribute to the extant literature on blended learning frameworks, offering actionable insights into creating inclusive and adaptive education systems in the digital era.References
1. Cranney, J., & Dunn, D. S. (Eds.). (2011). The psycholog ically literate citizen: Foundations and global perspec tives. Oxford University Press. https://doi.org/10.1093/acprof :oso/9780199794942.001.0001
2. Graham, Charles. (2013). Emerging practice and research in blended learning.
3. Holmes, Wayne & Bialik, Maya & Fadel, Charles. (2019). Arti ficial Intelligence in Education. Promise and Implications for Teaching and Learning.
4. Mcmullen, J., & Walton-Fisette, J. (2022). Equity-Minded Com munity Involvement and Family Engagement Strategies for Health and Physical Educators. Journal of Physical Education, Recreation & Dance, 93(2), 46–50. https://doi.org/10.1080/07 303084.2022.2020055
5. Okoro, A. R., & Cantafio, G. U. (2023). Cybersecurity Crisis Man agement in Higher Education Institutions (pp. 26–48). igi glob al. https://doi.org/10.4018/978-1-6684-8332-9.ch002
6. Öztürkler, Z. (2017). Evaluation of Technology Strategies as Quality Strategy of Higher Education Institutions. EURASIA Journal of Mathematics, Science and Technology Education, 13(7). https://doi.org/10.12973/eurasia.2017.00770a
7. Sohanlal Shrivastav, D., & Sandeep Jaywant, S. (2022). Experi mental & analytical study on effect of emotional literacy pro gramme through emotional awareness on social skill develop ment of primary grade children (3rd & 4th standard) students.
international journal of scientific research, 45–49. https:// doi. org/10.36106/ijsr/9001658
Teslia, I., & Zaspa, H. (2020). Development of concentric in formation technology of digital transformation of higher education institutions. Management of Development of Com plex Systems, 44, 105–115. https://doi.org/10.32347/2412- 9933.2020.44.105-115
9. Valdés, K. N., Y Alpera, S. Q., & Cerdá Suárez, L. M. (2021). An Institutional Perspective for Evaluating Digital Transforma tion in Higher Education: Insights from the Chilean Case. Sus
tainability, 13(17), 9850. https://doi.org/10.3390/su13179850 10. Wilder, S.. (2014). Effects of parental involvement on academ ic achievement: A meta-synthesis. Educational Review. 66. 10.1080/00131911.2013.780009.
11. Zamkova, I., Luhova, O., Syrtseva, S., Kuchmiiova, T., Dubini na, M., & Cheban, Y. (2023). Digitization of higher education in Ukraine: Organizational and applied aspects. 38, 299–307. https://doi.org/10.22616/rrd.29.2023.042
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Trinity Journal of Management, IT & Media (TJMITM)
This work is licensed under a Creative Commons Attribution 4.0 International License.
