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Disasters are increasingly becoming more destructive in their impacts. Lives have been lost and properties damaged due to the lack of institutional and personnel coping and adaptive capacities. Several policies in the Philippines have noted the importance of capacity development in implementing Disaster Risk Management (DRM). To meet the above necessity, in 2017, Philippine School of Business Administration (PSBA), Manila, one of the higher education institutions pioneered a specialization of DRM in its existing Master in Business Administration program. However, meeting the demand for Disaster Risk Management Technical and Vocational Education and Training (DRM-TVET) through Formal Degree Program (FDP) and keeping FDP sustainable is still facing a number of challenges. The main drivers of these challenges include but are not limited to the following: time constraint on the part of participants to complete 2–4 years' FDP;lack of institutions offering DRM-TVET programs;and unavailability of a Learning Management System. The main objective of this research is to develop an Alpha-Flexible Ladderized Capacity Building Model (A-FLCBM) amid COVID-19. Further, the study should also provide logical flow and recommendations to operationalize the remaining activities of the Conceptual Framework in developing the Beta (B)-FLCBM amidst COVID-19. In this regard, the researchers collected pertinent data through a substantive, thorough, sophisticated literature review and examined the available mandates on existing Flexible ladderized models. Further, a Conceptual Framework (CF) is also developed and partially operationalized. The output allowed researchers to develop A- FLCBM amidst COVID-19 using the PSBA curriculum as a pilot case. However, the framework activities, i.e., dry run, Technical Education and Skills Development Authority (TESDA) registration for National Certification (NC), development of B-FLCBM, and the empirical assessment of DRM-TVET and FDP sustainability will be covered in future studies. The A-FLCBM comprises of interrelated activities including mode of learning and well-designed DRM NC short courses, workshops, and trainings for the trainers. The Model is aligned with the Executive Order 358, promulgated in 2004. Further, the Ladderized Education (LE) system introduced through Commission on Higher Education Memorandum Order No. 43, 2008 Series, was also considered for wider-scale and accelerated implementation of LE nationwide and globally. The implementation of B-FLCBM will provide a unique opportunity to develop the skills required to be a professional in the DRM and business continuity field, improving the quality of life and raising awareness on the importance of preventing and mitigating disasters and reducing the loss incurred by countries in terms of lives, property, and economy. © 2023 Elsevier Inc. All rights reserved.
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The COVID-19 pandemic has highlighted the need for higher education institutions to modernize and embrace the post-digital age. This study evaluates students' perspectives of utilizing MS Teams as a means of facilitating remote learning during the pandemic. The Technology Acceptance Model (TAM) was employed as the theoretical framework to examine students' views on self-efficacy, facilitating conditions, ease of use, usefulness, and intention to use. The results showcase positive views of MS Teams, with self-efficacy rated the highest among the five constructs, followed by ease of use, facilitating conditions, intention to use, and usefulness. Additionally, no significant differences were found in students' perceptions based on gender. MS Teams has proven to be a successful platform for delivering online learning and communicating, bridging the divide of distance and time in teaching and learning. As discussions about the future of higher education in the post-pandemic world have commenced among academia and university officials, it is crucial to consider the impact of COVID-19 on student learning and provide suggestions for a more sustainable and effective post-pandemic education. © 2023 IEEE.
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Higher education institutions confronted an escalating unexpected pressure to rapidly transform throughout and after the COVID-19 pandemic, by replacing most of the traditional teaching practices with online-based education. Such transformation required institutions to frequently strive for qualities that meet conceptual requirements of traditional education due to its agility and flexibility. The challenge of such electronic learning styles remains in their potential of bringing out many challenges, along with the advantages it has brought to the educational systems and students alike. This research came to shed the light on several factors presented as a predictive model and proposed to contribute to the success or failure in terms of students' satisfaction with online learning. The study took the kingdom of Jordan as a case example country experiencing online education while and after the covid -19 intensive implementation. The study used a dataset collected from a sample of over "300” students using online questionnaires. The questionnaire included "25” attributes mined into the Knime analytics platform. The data was rigorously learned and evaluated by both the "Decision Tree” and "Naive Bayes” algorithms. Subsequently, results revealed that the decision tree classifier outperformed the naïve bayes in the prediction of student satisfaction, additionally, the existence of the sense of community while learning electronically among other reasons had the most contribution to the satisfaction. Copyright © 2023 by SCITEPRESS - Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)
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Since the Covid-19 outbreak in March 2020, e-learning has become a necessity. There may have been some uncertainty on how to perform e-learning properly because many educational institutions may not have expected the rapid change in learning style. This is especially true when it comes to offering an e-learning management system (LMS). This study aims to examine the affordances of higher education institutions in Indonesia in conducting the e-learning during the pandemic. To understand more about the adoption of e-learning in their individual institutions, we conducted an online survey towards 100 university lecturers from several cities. The results revealed that 79% of the participants used a specially built LMS in their universities, while the rest still used commercially built LMS like Moodle. Then, 82% of the participants prefer blended learning model which combined face-To-face and e-learning models, and 46% of them wanted to have a fifty-fifty division between face to face and e-learning. As for the challenges, no interaction with students was deemed as the most disturbing challenge for the lecturers. The results imply that e-learning will continue to be implemented in Indonesia, regardless of the condition of the pandemic. Thus, universities should provide an e-LMS that can cater all the e-learning needs, while lecturers should also equip themselves with pedagogical as well as technological skills to face the e-learning challenges. © 2023 IEEE.
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Introduction: Rapid outbreaks, wide spreads, and severe damage have characterized events in public health in China. Several significant challenges have faced the global community in the 21st century, including COVID-19, resulting in uncertainty about the future of current and future generations. In the wake of the COVID-19 Pandemic, remote working and learning (RWL) have gained more importance. Material and Methods: Two objectives were pursued in this study. To analyze how Higher Education Academician (HEA) and students used RWL during COVID-19 and how they handled RWL challenges. This research used a quantitative approach to achieve its objectives. A total of 480 students and 394 HEA were recruited through random sampling. Data collection was carried out using two self-developed questionnaires. Results: RWL arrangements are satisfactory to both HEA and students. HEA and students agree that RWL relieves work stress and maximizes family time. Considering the survey results, it is evident that RWL practices are strongly supported in the era of COVID-19. Conclusion: RWL is essential to work during the COVID-19 pandemic recurrence phase. It provides non-stop working and learning to HEA and students. HEA and students highly accept RWL and favor it during the particular reoccurrence period of COVID-19. Transitioning from face-to-face instruction to a fully functional virtual (RWL) environment will require time and experience. Therefore, it is recommended that the government make a proper plan for future turmoil by drawing lessons from this unanticipated crisis and providing training programs for RWL preparation. Resumen Introducción: Los acontecimientos recientes en la salud pública en China se han caracterizado por brotes rápidos, amplias propagaciones y daños graves. Varios desafíos importantes han enfrentado la comunidad global en el siglo 21, incluido COVID-19, lo que resulta en incertidumbre sobre el futuro de las generaciones actuales y futuras. A raíz de la pandemia de COVID-19, el trabajo y el aprendizaje a distancia (RWL) han ganado más importancia. Métodos: En este estudio se persiguieron dos objetivos. En primer lugar, analizar cómo el académico de educación superior (HEA) y los estudiantes usaron RWL durante COVID-19 y cómo manejaron los desafíos de RWL. Esta investigación utilizó un enfoque cuantitativo para lograr sus objetivos. Un total de 480 estudiantes y 394 HEA fueron reclutados a través de muestreo aleatorio. La recolección de datos se llevó a cabo mediante dos cuestionarios de desarrollo propio. Resultados: Los arreglos de RWL son satisfactorios tanto para HEA como para los estudiantes. Tanto HEA como los estudiantes están de acuerdo en que RWL alivia el estrés laboral y maximiza el tiempo en familia. Teniendo en cuenta los resultados de la encuesta, es evidente que las prácticas de RWL están fuertemente respaldadas en la era de COVID-19. Conclusión: RWL es esencial para trabajar durante la fase de recurrencia de la pandemia de COVID-19. Proporciona trabajo y aprendizaje sin parar a HEA y estudiantes. HEA y los estudiantes aceptan altamente RWL y la favorecen durante el período de recurrencia particular de COVID-19. La transición de la instrucción cara a cara a un entorno virtual completamente funcional (RWL) requerirá tiempo y experiencia. Por lo tanto, se recomienda que el gobierno haga un plan adecuado para la agitación futura extrayendo lecciones de esta crisis impreversa y proporcionando programas de capacitación para la preparación de RWL.
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The coronavirus pandemic has led to major changes in higher education around the world. Higher education institutions (HEIs) moved to completely online learning and a range of new technologies including online videoconferencing and chat tools. Research has shown that users have privacy and security concerns about such tools, but little is known about the attitudes of HEI students to these issues, apart from reluctance to use webcams during online teaching. A survey of 71 UK HEI students explored attitudes and concerns about privacy and security in online teaching in the pandemic. Participants knew little about institutional policies on these issues and few had had any training. Ratings of concern across a range of issues were generally low, however in open-ended questions, a range of concerns such as being recorded without permission, unauthorised people entering and disrupting of online sessions, not knowing where recordings are stored and who has access to them. The main concerns about online teaching situations related to being monitored in examinations. HEIs moved very rapidly to deploy online technologies for teaching in response to the pandemic, but going forward, more transparency and information to students could alleviate many of these concerns and create better informed students. Copyright © 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)
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During COVID-19 pandemic Higher Education Institutions (HEIs) faced challenges that hinders the business continuity as well as the delivery of teaching programmes. Information Technology has become more important than ever and enabled HEIs to remain functional and operating. However;HEIs used IT as a solution to overcome the risk situation and actions were taken on day-to-day rather than based on effective IT governance that is established. IT governance is one of the key challenges in HEIs that it involves policies and procedures, leadership and infrastructure. Some efficient practices adapted by HEIs during the pandemic. A question still arise whether these practices are sustainable post COVID-19. This chapter will demonstrate a proposed model for Sustainable Information Technology Governance that is developed based on best practices and extensive literature. The proposed model will be useful for HEIs leading to digital transformation and sustainable HEIs performance. The outcome of this chapter will provide insights for leaders in HEIs and IT practitioners to identify a full-fledged model to improve efficiency and HEI performance towards sustainable education. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.
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Resumo Objetivo O presente estudo teve como objetivo identificar as medidas sanitárias adotadas pelas universidades públicas federais no contexto da pandemia da COVID-19. Métodos Trata-se de uma pesquisa quali-quantitativa, exploratória e descritiva feita por meio da análise documental dos protocolos, diretrizes, portarias e cartilhas confeccionadas no âmbito universitário federal do Brasil. Quanto aos critérios de inclusão foram o documento estar disponível no site de cada universidade federal no período da coleta e a livre consulta do acervo pela internet. O período de coleta foi de março de 2020 a novembro de 2021. Resultados Foram encontrados 51 documentos. As universidades do Nordeste e Sudeste foram responsáveis por 46,4% das publicações totais das universidades federais do Brasil. Conclusão Diante das medidas adotadas pelas Instituições Federais de Ensino Superior, foi perceptível a congruência em tentar estabelecer rotinas e procedimentos padronizados que fossem capazes de controlar e minimizar a disseminação da COVID-19 dentro da universidade.
Resumen Objetivo El presente estudio tuvo como objetivo identificar las medidas sanitarias adoptadas por las universidades públicas nacionales en el contexto de la pandemia de COVID-19. Métodos Se trata de un estudio cuali-cuantitativo, exploratorio y descriptivo, realizado mediante el análisis documental de los protocolos, directrices, resoluciones y cartillas confeccionadas en el contexto universitario nacional de Brasil. Los criterios de inclusión fueron la disponibilidad del documento en el sitio web de cada universidad nacional en el período de la recopilación y la libre consulta del acervo por internet. El período de recopilación fue de marzo de 2020 a noviembre de 2021. Resultados Se encontraron 51 documentos. Las universidades del nordeste y del sudeste fueron responsables por el 46,4 % de las publicaciones totales de las universidades nacionales de Brasil. Conclusión Ante las medidas adoptadas por las instituciones nacionales de educación superior, se percibió congruencia para intentar establecer rutinas y procedimientos estandarizados que fueran capaces de controlar y minimizar la diseminación de COVID-19 dentro de la universidad.
Abstract Objective The present study aimed to identify the health measures adopted by federal public universities in the context of the COVID-19 pandemic. Methods This is a qualitative-quantitative, exploratory and descriptive research carried out through documental analysis of protocols, guidelines, ordinances and booklets made in the federal university scope of Brazil. As for the inclusion criteria, documents must be available on the website of each federal university during the collection period and free consultation of the collection on the internet. The collection period was from March 2020 to November 2021. Results We found 51 documents. Northeastern and southeastern universities were responsible for 46.4% of the total publications of federal universities in Brazil. Conclusion Considering the measures adopted by Higher Education Federal Institutions, the congruence in trying to establish standardized routines and procedures that were able to manage and minimize the spread of COVID-19 within the university was noticeable.
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Coronavirus disease 2019 exacerbated health inequities in Bronx Communities. This study explored vaccine hesitancy among a random sample of faculty and students from Hebert Lehman College. Findings suggest faculty are largely vaccinated (87%), while 59% of students are unvaccinated. Significant gaps in information were found related to safety and complications. This suggests universities need to adopt an educational model with a multipronged social support strategy to gain students' trust and a greater sense of belonging.
COVID-19 exacerbó las desigualdades de salud en el Bronx. Herbert Lehman College, es uno de los campos del sistema de la ciudad de New York ubicado en el Bronx, con más del 60% de los estudiantes residiendo en el Bronx. En este estudio, se recolectó una muestra aleatoria de estudiantes y profesores de Lehman para entender la predisposición y resistencia a recibir la vacuna contra el COVID-19. Los resultados sugieren que la mayoría de los profesores reportan están vacunados, mientras que solo el 59% de los estudiantes reportan estar vacunados. Se encontraron lagunas significativas de información relacionadas con seguridad y complicaciones. Este estudio sugiere que las universidades necesitan adoptar un modelo educacional con estrategias de apoyo social múltiple para obtener confianza estudiantil y un mayor sentido de pertenencia.
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The COVID-19 pandemic introduced new challenges with subsequent opportunities to teach innovative ways of team collaboration. One example is the utilisation of social media to foster online team collaboration. This study investigates the use of Discord by students, a social media platform originally developed for online gamers, to collaborate virtually to complete project team tasks. The research question – what role a social media tool, namely Discord, plays in fostering team collaboration – was investigated using a qualitative, interpretative approach. Topic modeling identified ten themes, with the most vital theme indicating that students initially used Discord due to the academic requirement but later extensively used the platform because of its convenience and usefulness. Most students continued to use Discord even after completing their studies. While the main reason for adopting the tool was convenience due to peers using the platform, it became a logical and practical platform to communicate with friends, work on completing tasks together, and as a result, create a strong sense of belonging. © (2022) by Association for Information Systems (AIS) All rights reserved.
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Inequalities and exclusion from education were exposed and worsened during the COVID-19 pandemic;however, it forced us to recognize the need to make equality, equity, and social inclusion policies effective for all. Scientific and technological solutions to global threats depend on the formation of the maximum number of qualified human resources, which entirely relies on enabling everyone to acquire, update, and improve their knowledge, skills, and competencies through lifelong learning and higher education. To guarantee inclusive and quality education for all (UN Sustainable Development Goal 4) is hard to achieve at higher education or post-secondary levels. This research aims to provide an overview of the achievements and challenges that higher education institutions (HEI) face in fulfilling the requirements of students with disabilities (SWD). We analyzed a database of 104 s from reviews of SWD in HEI published in Scopus-indexed journals between 2018 and August 2022. After data preprocessing, the text mining analysis on the corpus was visualized in word clouds and graphs. From the results, we could identify that providing access to facilities and information still dominates the research on inclusive education, and visual disability is the most frequently analyzed. The graphs reveal published research on undergraduates with disorders like Autism Spectrum (ASD), learning disorders, and visual, hearing, physical, intellectual, and psychosocial disabilities. The authors also evidenced the lack of information on the barriers and needs of SWD in HEI and potential future research to address them. Concerning the strategies to attend and care for SWD inside the classrooms, the graphs highlight Universal Design as a promising trend leading to inclusivity in higher education. The results and analyses in current research provide essential information to educational stakeholders and decision-makers inside institutions so that they can take action to embrace diversity. © 2023 IEEE.
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As a result of the digital transition, planned or imposed, it is important that companies introduce control tools that allow measuring, validating, and improving the operations performed automatically, by the various technologies involved in the processes. For SMEs the challenge is increased by the lack of available resources. The additional benefits that the introduction of these tools can bring are several and diversified, but there are also several challenges to their implementation. One of the main obstacles will be the time factor, which in this case covers several dimensions. We intend to demonstrate that in the first stage of the implementation process, the ChatGPT technology can be important in presenting these benefits and challenges to managers of SMEs as well as higher education institutions, increasing the training of future managers in business intelligence and data analysis platforms that are mostly open source and low/no code for cost reduction. We focus our attention on a small Portuguese company where the advances in the digital transition were imposed by the pandemic but now faces the challenges of uncertainty in the quality of its process data and has to make choices between the visible and invisible costs of implementing business intelligence tools.
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After more than two years of the beginning of Covid-19 crisis, this research work investigates the students' acceptance towards utilizing learning management systems (LMSs) as a useful supporting learning medium while most of higher education institutions over the world have adopted these systems to become an indispensable, promising teaching tool and considering the distance learning as compliance to the conditions of social isolation is case of any crisis. This article analyzes the most significant factors effecting the adoption and led to the acceptance of LMSs through the higher education across 423 undergraduate and postgraduate students from several universities in Jordan. By applying the structural equation modelling, the results reveal that all proposed determinants have an impact on the adoption of distance learning, with noted significant impact for social isolation. The infection anxiety and students' level have moderated these effects on the behavioral intentions and actual use of learning management systems and show significant impact on them.
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As far as students are concerned, there is a well-founded relationship between academic performance and career management from which a special professional path can result, based on the multitude of knowledge, skills, and experiences acquired during the years of study. To this end, the presence and help of teachers participating in the learning process, the teaching activities they are involved in, and their own participation are determinant factors. This research aims to highlight the impact that the above factors have on the professional future of students. For this purpose, 395 respondents, including students in the bachelor's and master's cycles, were involved in the research process, to whom a questionnaire was given in electronic format during two stages: one where the didactic activity was carried out in online format and the other carried out face-to-face. Hypotheses testing was performed using partial least squares structural equation modeling. The present study focuses on two main directions regarding the results obtained. Thus, with respect to the acquisition of knowledge and the development of student skills, it emerged that the effect of the content in the didactic activities on student skills and the development of competencies is strengthened by the skills and degree of involvement of the teaching staff from the university environment. Related to the management of students' careers, the analysis showed that the effect of the content in didactic activities is complemented by the accumulation of knowledge and the formation of student skills. The rigorous economic training resulting from didactic activities constitutes a main pillar in the students' future, even more so depending on how much they perceive that the topics covered in the university courses are of interest to them. The results of this study can serve as theoretical support for future research that addresses the topic of student career management and the implications of university activities on knowledge and skills. In addition, the results can support decisions for the management of higher education institutions regarding the development and implementation of university programs and educational strategies with the aim of increasing the involvement of teachers and students in the teaching–learning process.
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This paper assumes that cultural characteristics of IT are critical for business-IT alignment (BITA), especially in crises such as COVID-19. A case study of a Swiss higher education institution examines this relationship and its contributions in terms of performance. The study develops a strategic alignment and organizational culture research model based on semi-structured interview guidelines by interviewing employees with different job roles and characteristics. It reveals the dominance of corporate infrastructure and process-strategic orientation and the combined influence of clan, hierarchy, and market culture. Results mapping leads to novel propositions for BITA at different management levels.
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This critical review and perspective of the literature features the current landscape of online learning in higher education institutions (HEIs). The review starts by exploring the changing nature of student needs and staff and institutional roles in the face of online learning, and how digital transformation is shaping the culture and ways of learning. The aim is to better understand the challenges faced by higher education leaders to adopt online offerings and the factors affecting their decision-making. Emergence and fast evolution of third-party online programme management providers (OPMs) and forces which encourage or oppose their partnership with HEIs are critically discussed. The review also highlights the impact of COVID-19 emergency online learning on institutional practices and future adoption of online offerings. [ FROM AUTHOR] Copyright of Journal of Further & Higher Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
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PurposeThis study aims to investigate the factors affecting (i.e. determinants) the continuance of mobile learning adoption in an informal setting among higher education learners from a rural region in the Philippines. It assesses the extent of the determinants of mobile learning adoption continuance and their interrelationships and the role of a personality trait (e.g. locus of control) on its determinants.Design/methodology/approachThis study used a rigorous literature review method that led to a mobile learning adoption continuance model. This proposed model analyzed the perceptions of higher education learners' experiences on mobile learning adoption during the COVID-19 pandemic (i.e. informal setting). The data collection was self-administered using an online survey from a convenience sample size of 434 using adapted questionnaire instruments. The study used factor analysis by using a structural package for social sciences (SPSS) and analysis of the moment of the structure. The effect sizes of the direct effect, simple and serial mediation and interaction effects in a path model were analyzed by using user-defined estimand and orthogonalized approaches.FindingsThe findings indicate that the effect of perceived security risks along with perceived functional benefit and learner value affect the mobile learning adoption continuance. The perceived learner value mediates the perceived functional benefit relationship on mobile learning adoption continuance. Perceived security risk indirectly affects mobile learning adoption continuance through perceived functional benefit and learner value. In addition to this, the internal locus of control strengthens the positive relationship between perceived functional benefit and mobile learning adoption continuance. However, it dampens the positive relationship of perceived learner value.Originality/valueThe study provides an essential foundation on the mobile learning adoption model that focuses on its continuance. This model integrated perceived security risks, functional benefits and learner value aspects of continuance intention that higher education institutions may consider in their mobile learning initiative. It further provides evidence to intensify the important moderating role of locus of control that intervenes on the determinants of mobile learning adoption continuance.
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Technology greatly supports people's daily lives such as education, business, medical, and many other aspects. It can be noted that the higher education institutions' students rely on technological support and university assistance for their studies during the COVID-19 pandemic. Technological enablement is the primary determinant for entrepreneurial initiation that received attention from scholars. The focus areas include how governmental support, entrepreneurial intention, entrepreneurial education and technological enablement (mediator factor) can influence the entrepreneurial initiation. Empirical studies showed the direct and indirect impacts of the contributing factors in a particular area. However, is it the same effect of the factors for different countries? This study conducted a self-administered questionnaire to collect topic-related information from higher education institutions in Malaysia and the Philippines. A formative-reflective model, PLS-MGA, was used to analyse the direct and indirect impacts alongside the mediating factor, technological enablement. The results showed that entrepreneurial competencies, Entrepreneurial Education System, Entrepreneurial Education Mechanism, and Entrepreneurial Intention positively and significantly impact entrepreneurial success in both regions. However, the result also demonstrated that the impact of technological enablement on entrepreneurial success is more significant in Malaysia than in the Philippines. With such findings, policymakers and institutions in both countries can understand the insight and importance of technological enablement in stimulating entrepreneurship and its perceived success. Hence, they can implement supportive strategies and necessary policies to ensure technology adoption, success in shaping students' entrepreneurial mindset and achieving the perceived outcome.
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PurposeThe explosion of technology has revolutionized the teaching and learning process in higher education. Students are using the digital technology to aid their learning process. In this sense, digital divide exists among students in higher education as they come from different socioeconomic backgrounds. Thus, this study aims to examine the digital usage among the students from the low-income families (B40) in higher education institutions.Design/methodology/approachThe data was drawn by using an online survey from the undergraduates (low-income families B40) in Malaysia higher education institutions. In total, 391 responses were collected. The data was analysed using structural equation modelling method.FindingsThe results showed that performance expectancy and facilitating conditions have a significant relationship with digital usage. In addition, personal innovativeness has positive significant effect on performance expectancy and effort expectancy.Research limitations/implicationsThis study sheds light on the students from the lower income family behaviour while using digital technologies for their learning purpose.Originality/valueThe study further contributes to the new knowledge on students from the low-income family's behaviour in using digital technology for their learning process.
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As an effect of the digital transformation encountered by higher education institutions in the post-pandemic phase, the current study aims to inspect the factors affecting the actual use of mobile learning among higher education students. A novel hybrid model based on the information system success and technology acceptance models was proposed and tested. The study included 400 undergraduate and postgraduate students from four Saudi universities who responded to a questionnaire consisting of two parts and seven dimensions, with a total of 26 items. For the analysis, a quantitative approach was applied using structural equation modeling. The results displayed that information quality had no impact on the actual use of mobile learning among higher education students. In contrast, other quality factors (system quality, service quality, and satisfaction) and perceived factors (perceived usefulness and perceived ease of use) had a positive effect. Accordingly, this study proposed an integrated framework to assist decision makers at higher education institutions in scaffolding students to develop their educational performance by depending on mobile applications comprising high-quality factors that address their real needs. This would also enable higher education institutions to enhance their digital transformation experience, thus contributing to achieving positive learning sustainability after the pandemic.