ارائه مدل ساختاری-تفسیری یادگیری چابک در آموزش عالی با رویکرد فناوری‌های نوین

حمیرا  ایران‌منش; امینه احمدی; سعید  صفاریان همدانی

Authors

Homeyra Iranmanesh Department of Psychology and Educational Sciences, Kish International Branch, Islamic Azad University, Tehran, Iran Author
Amineh Ahmadi Department of Psychology and Educational Sciences, ST.C., Islamic Azad University, Tehran, Iran Author
Saeid Saffariyan Hamedani Department of Psychology and Educational Sciences, ST.C., Islamic Azad University, Tehran, Iran Author

Keywords:

Agile Learning, New Technologies, Higher Education, Structural Equation Modeling, Interpretive

Abstract

This study aimed to design and develop an interpretive structural model of agile learning in higher education with an emphasis on emerging technologies. The study was grounded in the pragmatism paradigm and employed a mixed-method approach. In the qualitative phase, thematic analysis was applied, while interpretive structural modeling (ISM) was used in the quantitative-structural phase. The participants consisted of academic and executive experts knowledgeable in agile learning and emerging technologies, selected through purposive sampling. Data were collected via 20 semi-structured interviews until theoretical saturation was achieved. Qualitative analysis yielded 144 basic codes organized into 32 organizing themes and 9 overarching themes. In the quantitative phase, interaction matrices, reachability matrices, and MICMAC analysis were conducted to identify causal relationships and determine the driving and dependence power of model components, leading to a hierarchical structure . The findings revealed a six-level hierarchical structure in which investment in educational innovation and supportive technology policies function as foundational driving factors with high influence. These factors significantly affect digital competencies, smart educational infrastructures, and learning technologies, which in turn facilitate blended and interactive learning, ultimately leading to active and dynamic learning outcomes. MICMAC analysis identified digital competency development as the most influential and strategic driver in the system. The results indicate that successful implementation of agile learning in higher education depends on the integrated development of institutional, technological, and human factors, with strategic emphasis on digital competencies and supportive educational technology policies.

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