Digital Learning Techniques for Deeper Learning in Higher Education of UAE

Educational Pedagogy

Globalization and technology has reached to an extent where even a normal school goer prefers to achieve ‘anywhere, anytime learning’. It has been studied that that a major share of students attending Bachelors and Masters Program in UAE belong the category of working students who prefer studying while they work as the fitness in the job market in current scenario demands knowledge , skill and competencies with additional work related experience. And those who achieve this synergy gain the advantage of being well placed at work. The research paper aims to establish the need to integrate Digitally Smart Learning Techniques to the enhance the quality of education and the learning environment at the university levels including level 5, 6 and 7 of qualification comprising of the Associate level, Bachelor/Undergraduate Level and the Masters/Graduate Level as guided by the National Qualification Authority’s Quality Framework of Emirates (QFE Framework). The QFE Framework has been developed to incorporate several international taxonomies to ensure the higher educational qualification delivered in academic institutions of UAE is able to meet the quality and standards of international university programs. The researcher’s experience emphasizes the assumption that data synthesizing, information storing and reflection/interpretation can be enhanced by using apt digitally smart techniques of learning. The study also embeds existing digital technology in course delivery and learning process related to the three levels of learning aspects viz., Knowledge, Skill and Competency with sub strands of ; a. the identification of autonomy and responsibility in different situations b. self-development by working and operating in new and different situations and The paper further attempts highlight the role of digitally smart techniques in deeper learning with reference to level 5, 6 and 7 of QFEmirates.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.