Embracing Digitalization in Higher Education: A Constructivist Perspective

Abstract

This qualitative study investigates how digital and multimodal technologies are integrated into undergraduate classes, with a foundation in constructivist learning theory. By examining the viewpoints of educators and students, we want to comprehend the reasoning for incorporating new technologies with conventional teaching approaches. Through participant observation, in-depth evaluations, and open-ended surveys, the research goes beyond theory and explores real experiences. Data triangulation provides an in-depth examination of the dynamic interplay between digitization and education. Through a thorough examination of incentives, barriers, and firsthand accounts, the research offers valuable insights into the revolutionary effects of digital technology on contemporary higher education. When combined with a constructivist perspective, the qualitative technique allows for a more in-depth examination of attitudes and behaviors, which helps to provide a more comprehensive picture of how education is changing in the digital era within a clear framework.