Educational Technology Adoption and Learning Outcomes in Indian Higher Education: The Sequential Mediating Roles of Faculty Readiness and Student Engagement

Abstract

Purpose: The aim of this study is to examine the mediating role of the sequential model of Educational Technology Adoption (ETA) and Student Learning Outcomes (LO) in Indian Higher Education Institutions (HEIs).

Design/methodology/approach: The research adopted a quantitative, cross-sectional and explanatory design, survey data were collected from full-time academic faculty members (N=383) using purposive sampling. Variance-Based Partial Least Squares Structural Equation Modelling (PLS-SEM) was used to empirically assess the conceptual model.

Findings: Measurement model showed good indicator reliability, internal consistency and modern discriminant validity. The results of structural path coefficients showed that ETA has a significant and positive direct effect on FR (β=0.372) and SE (β=0.053) and FR has the strongest direct effect on SE (β=0.769). A statistical paradox did appear, however, directly from ETA to LO (β=-0.303) and from SE to LO (β=-0.257) the relationships were significant and negative. The overall indirect effects were highly significant, supporting an overall competitive partial sequential mediation mechanism across the pathways.

Originality/value: This research closes an important gap in the literature by presenting a multi-stage, structurally connected model between institutional digital investments and educational outcomes. The study is set in the backdrop of India's fast-paced digital transformation in the light of the National Education Policy (NEP) 2020, asserting that technology has both its own set of advantages and disadvantages, and unless structured properly with targeted faculty training and careful pedagogical design, it can lead to digital fatigue or cognitive overload.