Page 102 - International Perspectives on Effective Teaching and Learning in Digital Education

Sabina Ličen and Mirko Prosen

dent satisfaction. Technology-orientated models such as the Digital Technolo-
gy Categories framework (Choi-Lundberg et al., 3) and the Complex Adap-
tive Systems framework (Wang et al., 15) enable scalability and adaptability,
ensuring that digital learning environments remain flexible and responsive to
technological advances. In addition, assessment-orientated frameworks such
as the Integrative Assessment Model (Marciniak, 18) and the Online Peer
Feedback Framework (Kerman et al., 4) ensure that assessment mecha-
nisms effectively support both summative and formative assessment.
Future research should focus on the empirical validation of these frame-
works in different institutional settings to assess their impact on learning
outcomes. In addition, it is important to explore the potential of new tech-
nologies such as artificial intelligence (Akgun & Greenhow, ) and virtual
reality (Almasri, 4) within the proposed integrated model to improve the
effectiveness and accessibility of digital education.

Study Limitations
Despite the integrated approach taken in this study, several limitations must
be acknowledged. First, the synthesis of existing frameworks is based on
the published literature, which may lead to publication bias. Studies with in-
conclusive or negative results regarding the effectiveness of specific online
learning models may be underrepresented, leading to an overemphasis on
positive results and well-established frameworks. In addition, most of the
concepts studied originate from Western educational settings, which may
limit the generalisability of the results to other cultural and institutional con-
texts, especially in regions with different technological infrastructures and
pedagogical traditions.
Secondly, although the study integrates several models to propose an in-
novative digital standard, the empirical validation of this integration remains
a challenge. The study primarily conducts a theoretical synthesis, which
means that a practical implementation and field test are necessary to assess
the feasibility and effectiveness of the proposed framework. Future research
should investigate longitudinal studies or experimental applications of the
synthesised model in different higher education settings to assess its impact
on student engagement, learning outcomes and quality of teaching.
Finally, the study summarises frameworks that focus on structured design
and evaluation criteria. The dynamic nature of digital education, including
rapid advances in artificial intelligence, adaptive learning technologies and
student-led learning models, suggests that a static framework can quickly be-
come outdated. Therefore, the proposed digital standard should be seen as an

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