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All Journal Community Development Journal: Jurnal Pengabdian Masyarakat Abdimas Awang Long: Jurnal Pengabdian dan Pemberdayaan Masyarakat International Journal Software Engineering and Computer Science (IJSECS) Bulletin of Network Engineer and Informatics (BUFNETS) Global Education Journal The Journal of Artificial Intelligence and Development
Putri, Desfita Eka
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Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Health Professions Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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The Implementation of Information Technology to Enhance Teaching and Learning Effectiveness in Higher Education Putri, Desfita Eka
Global Education Journal Vol. 3 No. 3 (2025): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.1444

Abstract

This study examines the implementation of information technology (IT) in higher education and its role in enhancing teaching and learning effectiveness amid accelerated digital transformation. Although IT is widely promoted as a catalyst for improving instructional quality, empirical evidence shows that its impact remains inconsistent across institutional and pedagogical contexts. Accordingly, this research aims to analyze how and under what conditions IT implementation contributes to effective teaching and learning in higher education. The study employs a mixed-methods explanatory design, combining quantitative survey data from lecturers and undergraduate students with qualitative interviews involving academic staff and institutional managers. Quantitative data were analyzed using inferential statistical techniques to identify relationships between IT integration, pedagogical practices, and learning effectiveness, while qualitative data were thematically analyzed to explain underlying mechanisms and contextual factors. The findings reveal that IT implementation significantly enhances learning effectiveness only when it is pedagogically integrated, supported by lecturers’ digital pedagogical competence, and reinforced by coherent institutional support systems. Conversely, technology adoption that is superficial or infrastructure-driven yields limited educational benefits. The study concludes that IT functions as a mediating infrastructure rather than an autonomous driver of educational quality. Its primary contribution lies in advancing a conditional and systemic model of technology-enhanced learning that integrates pedagogical, human, and organizational dimensions, thereby offering theoretically grounded and empirically informed insights for higher education policy, practice, and future research.
Co-Authors Afriani, Gusma Asfahani, Asfahani Ayi Abdurahman Baso Intang Sappaile, Baso Intang Deyidi Mokoginta Fini Widya Fransiska, Fini Widya Ika Wulandari Iwan Adhicandra Krisnawati, Nova Liza Husnita Mardhotillah, Bunga Prayudani, Santi Rena Augia Putrie Sa'diyah, Sa'diyah Wattimena, Fegie Yoanti