Analyzing the impact of digitized-education toward the future of education: A comparative study based on students’ evaluation of teaching data

Abstract

This study investigates the key factors that impact the digitalized-education, and what those mean for the new and emerging educational models of learning. The research is based on state-of-the-art education and assessment models for learning such as Descriptive decision theory, Futures Literacy (FLF), and 8-Affordances framework that theoretically addresses both the need to use multidisciplinary components in identifying the several challenges and opportunities to the use of digital technologies in education (digitized-education) and improvement of the student's learning outcomes. Through a quasi-experimental study design and comparative analysis of the students’ evaluation of teaching (SET) dataset (n = 3178) collected in a higher education setting; the study applies a multivariate analysis of covariance (MANCOVA) and multiple comparisons (post-hoc) tests to determine the impact or association that the evaluation period (between 2019–2021) and type of school or discipline have on the students’ learning performance and evaluation. The results show that students’ satisfaction and experiences with digitized-education have exponentially grown in recent times, and mainly varied across the years, and marginally by discipline or school. In addition, the study empirically sheds light on the importance of the key findings and results by considering their pedagogical, technological, economic infrastructure, and ethical implications for the future of education and sustainable educational practice.