This study examined how integrating personalized learning, self-regulated learning, and technology can enhance students’ learning quality and meet the evolving needs of higher education. While earlier research often explored these areas separately, this review examines their combined potential to enhance learner autonomy and learning outcomes. Using PRISMA for data selection and VOSviewer for data analysis, 112 Scopus-indexed publications (published during 2006–2023) were examined through bibliometric techniques to identify research trends, influential journals, and emerging opportunities. Following the quantitative analysis, a systematic qualitative synthesis was conducted, focusing on the 10 most-cited studies. The analysis revealed key themes such as ‘learning analytics’, ‘scaffolding for self-regulation’, ‘technological mediation of learning’, and emerging areas, including ‘learning analytics’, ‘smart environments’, and ‘intelligent tutoring’. Building on these insights, the study proposes a pedagogical framework that leverages technology to promote self-regulation, enhance the use of cognitive strategies, and improve academic performance. The findings highlight the dynamic role of technology-enabled pedagogy and suggest that future research should focus on specialized and technology-driven approaches to optimize personalized learning.

Purpose – The COVID-19 pandemic has compelled higher education institutions (HEI) in the United Arab Emirates (UAE) and globally to shift to a new pedagogy that is sustainable and resilient to crises and disruptions. It necessitated the integration of technologies as part of pedagogical innovation and modification of higher education practices – advancing toward a more holistic integration of physical and digital tools and methods to enable more flexible, creative, collaborative and participatory learning. In terms of pedagogy, an open approach to learning is essential, combining in-person teaching with technological tools and onlinelearning. Design/methodology/approach – This paper examines theoretical and empirical literature to define the potential benefits of utilizing open educational practices (OEP) in higher education, including better access, furthering equity and enhancing teaching, learning and assessment. Findings – It proposes a comprehensive framework built on a continuum of open pedagogy (OP) that comprises "Emphasis," "Essentials," and “Evolution”. Based on this framework, a set of recommendations for using OEP for successful knowledge building is provided. Originality/value – The research determined the significance of increased OEP involvement for sustainable learning possibilities and the UAE’s initiatives in developing educators to support innovative pedagogies and technology-enabled teaching-learning standards. The study suggests placing more emphasis on faculty and student scaffolding while using OP for better learning experiences and outcomes, as well as more institutional support and the need for policy development to transform the UAE into a global hub for sustainable education. (PDF) Utilizing open educational practices to support sustainable higher education in the United Arab Emirates.

The Covid-19 pandemic has caused a paradigm shift in terms of the adoption of technology in the realm of education, leading to a greater understanding of the advantages of blended learning. Higher educational institutions globally and in the United Arab Emirates have experienced this shift and have recognized that this approach can offer the necessary opportunities and flexibility to meet the demands of future education. This study aims to integrate the strengths of agile learning and blended learning to explore the possibility of developing new pedagogical practices to meet the various learning requirements of learners. The emergence of the blended learning paradigm, and agile approaches to ensure flexibility and sustainability in higher education are covered in this study. It explores theoretical and empirical literature to outline the potential benefits of blended learning, especially in the UAE, influenced by governmental development strategies, technological integration, and pedagogical innovations. This paper proposed an integrated holistic agile blended learning framework for fostering innovation in university teaching and learning. A fishbone analysis approach was utilized to identify possible barriers to implement agile blended learning, and a checklist for reviewing the progress of implementation and continuous improvement was suggested. This study highlights the importance of developing self-organized active learners, building more focus on scaffolding for faculty and students, as well as more institutional support and advanced infrastructure to support the agile blended learning process. It drives further research into flexible, learner-centered, and sustainable practices across higher education.

This paper reports the findings of a research study on the attitude of Indian teacher educators towards technology-enabled learning (TEL); if any age, gender, teaching position, and mode of teaching differences existed in their attitude; and their attitude to TEL post-pandemic when the imposed remote teaching may cease to exist. An online survey was conducted on 20 teacher education institutions, to which 112 educators responded. The results indicated that teacher educators had positive attitude towards TEL generally; that age, gender and teaching position did not influence their attitude to TEL, though open and distance learning (ODL) teacher educators showed more positive attitude than their campus-based counterparts. Their attitude towards use of TEL, post-Covid, focused more on the parameters of open educational resources (OER), institutional repository, multimedia-based teaching, and faculty capacity building. The results have been discussed in relation to previous research studies, the existing teacher education policy, and institutional contexts of teacher education.