HOW DO ARAB STUDENTS IN HIGHER EDUCATION IN ISRAEL PERCEIVE THE IMPACT OF SMART LEARNING ON THEIR LEARNING OUTCOMES, ENGAGEMENT, MOTIVATION, AND ACHIEVEMENT?
DOI:
https://doi.org/10.46827/ejmms.v10i2.2080Schlagwörter:
smart learning, Arab students, higher education, learning outcomes, student engagement, academic motivation, academic achievement, digital education, personalized learning, adaptive learning technologies, qualitative research, Israel, educational equity,Abstract
This study examines how Arab students in higher education in Israel perceive the impact of smart learning on their learning outcomes, academic engagement, and motivation. For this qualitative study, semi-structured interviews were used with 40 Arab students in Higher Education in Israel to identify perceptions of both opportunities and constraints associated with smart learning environments. Findings indicate that students perceive benefits of smart learning, including flexible learning, personalized learning, and real-time feedback to support their academic understanding and motivation. The findings also suggest that challenges remain, including digital fatigue, lack of emotionally meaningful connections with peers and with instructors, and the continuing cycle of inequitable access to technology. The study concluded that smart learning is best supported as part of an overall strategy for sustainable equity, which includes digital infrastructure and pedagogy that reinforces inclusion. Implications suggest that institutions address how they employ human-centered practices in digital education, including in education programming, and support equitable access to smart learning devices. Theoretically, this study develops an understanding of how technology, equity, and learning intersect, while practically providing suggestions to enhance the smart learning experience in diverse higher education contexts.
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