A Multi-Dimensional Evaluation of Constructivist Versus Post-Positivist Methodologies in the Digital Transformation of Higher Education Pedagogy

Abstract

This study investigates the comparative efficacy of constructivist and post-positivist methodologies within the digital transformation of higher education. Utilizing a mixed-methods approach, the research synthesizes qualitative and quantitative data from global academic institutions. Our findings suggest that integrating constructivist approaches enhances collaborative learning and critical thinking, whereas post-positivist methodologies provide robust frameworks for empirical validation. This paper concludes that a hybrid model may offer significant advantages in addressing diverse educational challenges in a rapidly evolving digital landscape.