Educational Experience Research Articles

The factors influencing early language acquisition: the Turkish journey of Russian and Ukrainian immigrant children

ABSTRACT This study explores the challenges immigrant children face in Turkey, such as language barriers, cultural differences, and academic difficulties. Using qualitative methods, interviews were conducted with 17 preschool teachers and 15 parents. Findings highlight the need for language education, cultural sensitivity, psychosocial support, and stronger school-family collaboration. Teachers emphasised addressing language deficiencies, enhancing cultural awareness, and providing emotional support. Recommendations include developing targeted educational policies, training teachers to meet immigrant students’ needs, and creating family support programmes. This study offers valuable insights for improving immigrant students’ educational experiences, benefiting policymakers, educators, and families.

Podcasting in primary care: attitudes of Scottish GP specialty trainees and trainers towards podcast-based education in primary care.

Podcasts are rapidly gaining popularity within medical education, but their acceptability and effectiveness within primary care education remains understudied. To evaluate the attitudes of General Practitioner Specialty Trainees (GPSTs) and GP Trainers towards audio podcasts for primary care medical education. A cross-sectional questionnaire distributed to all GPSTs and GP Trainers in Scotland. The survey evaluated podcast usage patterns, their perceived effectiveness, and perspectives on the benefits and challenges of podcast-based education. Quantitative data were analysed using descriptive and inferential statistics, and qualitative data underwent thematic analysis. Of 1995 invited participants, 219 individuals (11.0%) responded. Medical education podcasts were used by 69.9% of respondents, with higher usage among GPSTs (73.5%) than GP Trainers (65.7%). Most respondents (89%) perceived podcasts as an effective medium for primary care education. The majority of respondents noted improvements in professional knowledge (92.8%), confidence in delivering patient care (73.5%), and clinical care provision (81.6%), as a result of podcast usage. Key benefits of podcasts included flexibility and accessibility, while the main challenge was personal time constraints. Respondents highlighted quality assurance and awareness as key areas for improving the experience of podcast-based education. Podcasts are accepted and perceived as an effective educational tool within primary care education. Future efforts should focus on developing high-quality, relevant podcasts, and addressing concerns around personal time constraints and quality assurance. Further research, including larger, more representative samples, is needed to assess the impact of podcasts on knowledge retention, clinician behaviour and clinical outcomes within primary care.

Exploring the complexity of clinical education: understanding lived experiences of clinical educators through audio diaries in a longitudinal study

PurposeThis study explored how audio diaries, within the framework of complexity theory, captured the evolving lived experiences of clinical educators (CEs) in clinical education. It examined how this qualitative methodology revealed nuanced changes over time and informed CEs’ responsiveness to students’ developmental needs.Design/methodology/approachA qualitative, longitudinal approach was employed. Over eight months, seven CEs provided weekly audio diary reflections documenting their experiences in a clinical education programme. Reflexive thematic analysis identified themes, and complexity theory was applied to interpret the adaptive and interconnected changes in CEs’ practices.FindingsAudio diaries provided insights into the evolving experiences of CEs, capturing how their approaches shifted in response to students’ developmental needs. CEs documented the transition from structured support to fostering student independence, adapting their strategies to align with student progress and challenges. The diaries also revealed how CEs navigated emotional complexities, as they responded to students’ academic emotions, which influenced engagement and required ongoing supervisory adjustments. By offering real-time perspectives, audio diaries enabled CEs to identify and respond to subtle shifts in student learning, refining their teaching approaches.Originality/valueThis study highlights the value of audio diaries in capturing temporal, nonlinear changes in clinical education. Complexity theory offers a novel perspective on how adaptive practices evolve to address clinical education’s complexities.

Innovative Approaches in Modern Education: Bridging Theory and Practice

Abstract: The landscape of education in the 21st century is undergoing a profound transformation, driven by the need to align theoretical instruction with practical, real-world application. Traditional models of education—characterized by rote learning, passive reception of knowledge, and standardized assessments—are increasingly seen as insufficient for preparing students to meet the complex demands of the modern world. In response, educators, policymakers, and institutions are turning towards innovative pedagogical approaches that emphasize active learning, critical thinking, problem-solving, and the meaningful application of knowledge. This paper explores the significance and effectiveness of these innovative approaches in bridging the longstanding gap between theory and practice in modern education. Grounded in established educational theories such as constructivism, experiential learning theory (Kolb), and Bloom’s taxonomy, the research underscores how these frameworks have paved the way for new teaching methodologies that place the learner at the center of the educational process. The objective is to present a comprehensive analysis of how project-based learning (PBL), flipped classrooms, experiential learning, and digital tools are reshaping educational environments to foster deeper understanding, increased engagement, and improved skill acquisition. Project-Based Learning (PBL) emerges as a key strategy that integrates theoretical content with practical challenges. In PBL environments, students tackle real-world problems through collaborative projects that demand research, design, implementation, and reflection. This method has been shown to cultivate not only academic knowledge but also vital soft skills such as communication, collaboration, and adaptability. Similarly, the flipped classroom model, which reverses the traditional sequence of instruction, empowers students to engage with learning materials at their own pace before applying their knowledge in interactive, instructor-facilitated sessions. The model promotes autonomy and provides opportunities for personalized feedback and peer learning. Experiential learning, another cornerstone of innovative education, emphasizes “learning by doing” and reinforces knowledge through direct experiences. Whether through internships, simulations, service learning, or laboratory work, experiential education allows learners to make connections between theoretical frameworks and their real-world applications. This approach aligns closely with Kolb’s experiential learning cycle, which involves concrete experience, reflective observation, abstract conceptualization, and active experimentation. The integration of digital tools further enhances these pedagogical innovations. Learning Management Systems (LMS), virtual labs, interactive simulations, and AI-powered tutoring platforms not only facilitate access to content but also create dynamic, personalized learning experiences. These technologies cater to diverse learning styles and bridge geographical and socioeconomic gaps, making quality education more inclusive and scalable. Keywords: Innovative Education, Pedagogy, Theory and Practice, Project-Based Learning, Digital Tools, Experiential Learning

University Tutoring with Artificial Intelligence

The integration of artificial intelligence (AI) tools in education has raised significant interest in student satisfaction. This study aimed to assess university students’ satisfaction with a personalized AI tool. A descriptive study involving 124 students was conducted using a satisfaction survey. Findings showed that 59.7 % of students were very satisfied and 40.3 % were satisfied, emphasizing the tool’s effectiveness in addressing academic queries and generating quality content. However, a key limitation was limited access to AI due to poor connectivity and lack of technological devices. Despite this, the results indicate that AI holds strong potential to improve the educational experience. The study highlights the importance of addressing access barriers to fully leverage the benefits of AI. Overall, it contributes to the educational field by offering insights into students’ perceptions, which can inform future applications and enhancements of AI tools in academic settings.

Healing-centered alternative schools: Addressing the Academic and social-emotional needs of black and Latino/x young men

ABSTRACT Black and Latino/x young men in alternative schools face inequitable educational experiences and outcomes due to structural racism and carcerality, which emphasize punishment and incarceration over restorative and transformative justice. Racist and punitive school policies and practices are traumatic and hinder their academic achievement, psychosocial development, and health and well-being. Radical healing, the ability to navigate between resistance to oppression and the pursuit of liberation, is a theoretical framework that can empower alternative school personnel to use strategies that address the root causes of the educational debt Black and Latino/x young men are burdened with. It focuses on 5 domains (i.e. critical consciousness, cultural authenticity and self-knowledge, radial hope, emotional and social support, strength and resistance) that aid students in healing and transforming their lives, schools, and communities. This article explores the educational experiences and outcomes of Black and Latino/x young men, introduces the radical healing framework, and offers strategies for fostering it in alternative schools.

Virtual Classroom with AI Chatbot Integration

Abstract: The Virtual Classroom project is designed to offer a dynamic and immersive educational experience that blends the familiar structure of traditional classrooms with cutting-edge technology, particularly AI, to enhance learning outcomes. The integration of AI-powered chatbots, such as those powered by Gemini AI's API, has revolutionized how students interact with the platform and receive academic support. The AI chatbot functions as a 24/7 teaching assistant, offering personalized help by answering questions, providing explanations for difficult concepts, and even guiding students through specific course materials. This immediate, on-demand support significantly reduces the barriers to learning, particularly in asynchronous settings, where students may not have access to their instructors at all times. In addition to providing academic assistance, the AI chatbot is capable of summarizing lessons, offering feedback on assignments, and suggesting personalized learning pathways based on each student’s progress and areas of difficulty. By analyzing student data, the AI can also help predict areas where students might struggle, providing proactive support before issues arise. The real-time video conferencing capabilities remain at the heart of the Virtual Classroom experience. Through interactive tools like screen sharing, digital whiteboards, and breakout rooms, the platform supports both individual and collaborative learning. Teachers can conduct live demonstrations, host Q&A sessions, and lead group discussions, while students can actively participate in real-time activities. This fosters a sense of community, engagement, and interaction, making the virtual classroom feel more like an in-person experience, despite geographical distances. The platform is designed with scalability and accessibility in mind, ensuring that it works seamlessly across desktops, tablets, and smartphones. Whether students are on a desktop at home, using a tablet in a coffee shop, or accessing lessons on their smartphone while commuting, the Virtual Classroom ensures that all users have equal access to the full range of learning tools. This multi-device compatibility ensures that students, regardless of their device availability, can participate fully in the educational process.

The Mexican/American teacher-be(com)ing: a “nepantlero’s” journey with/in/through borderlands

Part of an interpretive phenomenological study examining educational experiences and teaching philosophies of male-identifying Latino teachers, this paper chronicles Carlos’s sense-making of his identity as a Latino male future teacher in-between Borderlands. Employing Gloria Anzaldúa’s (1987, 2002) conceptualization of Borderlands and nepantla, this paper outlines Carlos’s story of navigating the layered complexities associated with his Mexican/American identities that straddle and traverse material and figurative Borders. Intersecting and salient embodied, emplaced, temporal, and relational dimensions underscoring sense-making of the in-between illustrate the intricacies of Carlos’s interpretations of–and his efforts to unite–seemingly distinct life-worlds toward a cohesive sense of belonging. This paper illuminates the significance of narratives that disrupt whiteness and privileged onto-epistemologies within and beyond educational institutions.

Green Trails & Golden Fields: Agri-Ecotourism in Rajasthan, India

Ecotourism involves environmentally conscious tours to natural environment, promoting local communities and fostering educational experiences. Integrating agriculture with eco-tourism, also known as agri-ecotourism, combines agricultural experiences with sustainable travel practices. Agri-ecotourism refers to a business model that combines agricultural activities with tourism, drawing visitors to farms, ranches, and other agricultural enterprises for entertainment or educational purposes. This approach helps to generate income for the owners. It also includes heritage tourism, village tourism, farm tourism, pilgrim tourism, adventure tourism, nature tourism, which lead to development of community, eradication of poverty and protection of cultural heritage. The diverse landscape and rich cultural heritage of Rajasthan make the state an ideal destination for tourists. Agri-ecotourism offers significant potential by combining sustainable agriculture with tourism, promoting rural development and environmental conservation.

Diversifying curricula in the Deep North: experiences of educators of color during divisive times

Purpose The purpose of this study is to seek answers to the following question: What are educators of color experiences with racially diversifying curricula during divisive times? This qualitative research study seeks to understand the ways in which educators of color experienced their professional role during the aftermath of the social justice movements of 2020. Design/methodology/approach Ten educators of color provided descriptions of their experiences and role in racially diversifying curricula. Using critical race theory as a theoretical framework, both the historical role of educators of color in the USA and the unique setting in which the study takes place, the state of Maine, were explained. Findings The participants shared they were often thrust into a role of leadership in an environment that did not understand what racially diversifying curricula meant. Although longtime advocates for racial diversification in their individual sphere of influence, the participants found they faced opposition and reluctancy from their colleagues and administrators, when they were asked to spread their knowledge beyond their classrooms. Research limitations/implications Implications include the need to consider the experiences of the participants and other marginalized and minoritized educators when making curricula and policy decisions. This study also implies that it is just as important for schools to provide an environment that fosters a sense of belonging for educators of color as it is for students of color. Originality/value This research is significant because it provides a voice to an often overlooked minoritized population, educators of color in the whitest state in America. This study adds value to larger conversations in the field of education, such as the recruitment and retention of educators of color and the examination of how whiteness works in educational institutions.

Student and educator experiences of a student-led clinic in general practice.

Giving students more responsibility for patients during medical school may help prepare them for their transition to clinical practice. Student-led clinics (SLCs) could facilitate this. Within SLCs, students take the lead role in delivering patient care, with support and supervision from clinicians. A general practice SLC was established in Dundee, Scotland, with four final-year medical students and one general practitioner (GP) involved in each clinic. Our qualitative case study aimed to explore students' and educators' (GPs') experiences and perceptions of this SLC. Semi-structured interviews were conducted with 11 students and three educators, and 18hrs of observation were conducted over six clinics. Interview transcripts and fieldnotes were integrated and thematically analysed, revealing five main themes. Overall, students' and educators' experiences and perceptions were positive. Students thrived in their lead role in patient care, gaining a sense of empowerment and developing confidence in their abilities. Both students and educators felt comfortable with students having this level of responsibility due to students' seniority and the supervision provided by educators. Teaching in the SLC involved individual discussions and group debriefs. Students developed a sense of belonging as a result of their positive relationships with peers and educators and the environment of the Student Hub. Challenges arose when the clinic ran behind schedule due to unexpectedly complex patients or lengthy individual discussions. Our findings suggest that giving students responsibility for real patients is beneficial and feasible when adequate support is provided and that it is possible for one GP to supervise multiple students successfully.

Teachers’ and School Professionals’ Knowledge and Attitudes Towards Epilepsy in Greece: Misconceptions and Management Options for Affected Students—A Survey Study

Epilepsy remains one of the most prevalent neurological disorders affecting school-aged children, often accompanied by social stigma and misconceptions that can hinder their academic and social development. Background and Objectives: Given the critical role of teachers and school professionals in the daily lives of children with epilepsy, this study aimed to assess the knowledge, attitudes, and behaviors of primary school teachers and professionals in Greece regarding epilepsy. The findings are intended to identify gaps and inform the development of targeted educational interventions that support managing epilepsy effectively. Materials and Methods: A cross-sectional survey was conducted with 546 primary education teachers in Western Greece using a questionnaire adapted from a validated Italian study. This survey collected demographic information and assessed knowledge, attitudes, and school-related practices concerning epilepsy. Data were analyzed with IBM SPSS, employing descriptive and inferential statistics to explore relationships between demographics and responses. Results: Although most participants were generally aware of epilepsy, considerable gaps persisted in knowledge about prevalence, causes, and proper seizure management. Notably, over half of the participants were unsure how to manage an epileptic episode, and misconceptions about the effects of antiepileptic drugs on learning and behavior were prevalent. Participants with special education experience displayed more accurate knowledge and greater confidence in handling epilepsy-related situations. Conclusions: This study underscores the need for enhanced epilepsy education among primary school teachers and school professionals in Greece to address knowledge gaps, reduce stigma, and better support the educational and social needs of students with epilepsy. Coordinated efforts with educational authorities and health organizations are recommended to implement specialized teacher training programs.

IMPACT, NEEDS, AND GENDER DISPARITIES AMONG YOUNG EVANGELICAL ADULTS IN FRANCE

IMPACT, NEEDS, AND GENDER DISPARITIES AMONG YOUNG EVANGELICAL ADULTS IN FRANCE

Moderating Effects of Monthly Family Income in the Motivation and Academic Performance of Learners in Gumaca, Quezon

This study investigated the intricate interplay between the level of motivation, academic performance, and the moderating effects of monthly family income among learners in Gumaca, Quezon. The first aspect focused on gauging the level of motivation among learners in Gumaca, Quezon. A comprehensive examination of motivational factors were conducted, encompassing aspects such as personal aspirations, educational goals, and social influences. Surveys method employed to collect data, providing a nuanced understanding of the motivational landscape. The second component delved into the academic performance of learners, analyzing their achievements, grades, and overall educational outcomes. The third dimension of the study explored the moderating effects of monthly family income on the relationship between motivation and academic performance. Through statistical analysis and regression modeling, the research aimed to elucidate how varying levels of family income influenced the strength and direction of the connection between motivation and academic success. By synthesizing these dimensions, this study sought to contribute valuable insights to educational policymakers, school administrators, and educators in Gumaca, Quezon. Understanding the nuanced dynamics of motivation and academic performance, particularly in the context of family income, can inform targeted interventions and support systems to enhance the educational experience and outcomes of learners in the region. The results revealed that the respondents' family income classification is low (but not poor), their academic achievement is excellent, and there is no significant relationship between the two variables. According to the data, students do not regard their family income position as a barrier to excellent academic achievement. The fact that a student is economically disadvantaged does not guarantee that they will perform poorly academically. The results of this research have the potential to teach educational policymakers and practitioners about the significance of family income in preserving students' academic outcomes, thus enhancing targeted initiatives aimed at increasing inclusion and equity in the educational system.

AÇÃO EDUCATIVA SOBRE A IMPORTÂNCIA DO CONHECIMENTO DO ASSOALHO PÉLVICO ENTRE MULHERES RIBEIRINHAS EM UMA ILHA DE ANANINDEUA NO PARÁ: UM RELATO DE EXPERIÊNCIA

Introduction: The pelvic floor is a group of muscles and structures responsible for visceral support and continence, often neglected by women, especially in vulnerable contexts. Objective: To report an educational experience on the importance of pelvic floor awareness among riverside women in an island of Ananindeua, Pará, Brazil. Experience description: The activity was conducted by Physical Therapy students using the Maguerez Arch as methodology, involving observation, identification of key points, theorization, solution hypotheses and application through a conversation circle and educational booklet. Conclusion: The experience showed that active methodologies foster empowerment and improve access to health, encouraging self-care and breaking taboos related to the female body.

Distributing Knowledge Creation to Include Underrepresented Populations

This paper documents biases in the creation of knowledge through underrepresentation of diverse populations and population groups in the way research is conducted and published, and subsequently, in the way educational resources are developed and delivered. Research that incorporates the experience of distributed population groups will have greater local applicability, and knowledge published and disseminated in ways that make it available to distributed populations will increase likelihood that the research findings will be incorporated into policy and action across the population. The incorporation of knowledge gained from distributed population groups into the educational experience will enrich it and, like the knowledge, make it more relevant to the whole population. We explore the potential for distributing knowledge creation to contribute in these ways and what changes are required in the way that higher education is organised to maximise distributed knowledge creation, including collaborative co-creation of knowledge and a collaborative capacity-building programme to ensure its sustainability. We propose that the principles described for a distributed university, where education is disseminated largely online through regional hubs to correct local and global inequalities in access, would be suitable to support the development of structures for distributing knowledge creation. Appropriate governance structures should be developed, of which co-creation of knowledge would be an essential component.

The Effects of LLM-Empowered Chatbots and Avatar Guides on the Engagement, Experience, and Learning in Virtual Museums

Virtual museums, as a form of serious game, transcend spatiotemporal constraints of traditional museums through advanced computer technologies, enabling immersive and educational user experiences. With the support of large language models (LLMs) in particular, users can have exploratory interactions with conversational agents. This paper presents a comparative study examining user engagement, experience, and learning across three interaction methods: text labels, chatbots, and avatar guides in a virtual museum. Our study revealed that users were more engaged with the LLM-empowered avatar guide than chatbots and text labels. Additionally, the overall user experience with avatar guides was superior to that of chatbots and text labels. However, no significant differences were observed in users’ learning outcomes across the three interaction methods. We discussed the characteristics of these interaction methods and proposed design recommendations for virtual museums and serious games.

Future Matters

This paper explores the integration of gaming software, specifically Unreal Engine into architectural design practice and education. It presents two case studies illustrating how these tools can be utilized to enhance architectural design processes, challenging abstract, static and service-oriented representation techniques. It argues for the importance of simulation and filmic practices as generative tools for architectural design allowing for immersive and interactive stakeholder engagement as well as public broadcasting, expanding modes of future practice. The paper advocates for the inclusion of these tools in design studio pedagogy valuing excellence in education and studio experience, environments and systems that promote future excellence. If ‘Simulation (…) is the generation by models of a real without origin or reality: a hyperreal.’ (Baudrillard, 1994) then we can imagine architectural drawings working as models for the construction of this ‘hyperreal’. Drawings are the primary medium through which architects communicate their projects to clients, stakeholders, contractors or the public. Orthographic projections, models and images allow architects to describe and illustrate a design idea. Rendering outputs particularly, have taken over the marketing aspects of architectural practice for their visual immediacy amongst audiences not versed in reading abstract drawings. Images are incredibly powerful in ‘selling’ concepts, but digital rendering tools are expensive, complex and hard to master in an already time-poor practice. In recent years, open-source gaming engine software has emerged as a competitive alternative for architects to not only render still images but also to evaluate real-time design proposals in an immersive and highly accurate virtual environment. The research outlines two case studies illustrating the utilization of Unreal Engine 5 in architectural practice as well as in design studio pedagogy, arguing for the multifaceted ways in which these instruments allow for novel ways to simulate, evaluate and present design ideas to a broader audience. Through the Swan Hill Visitor Centre Project designed by Common, a first case study illustrates how the software allows precise design decisions pertaining to contextual information, materiality, light and spatial user experience. As a real-time design evaluation tool with fast rendering processing and vast amounts of embedded plugins and assets, it provides practitioners with valuable ways to assess design iteration and development in real-time. A second case study describing a Masters Design Studio pedagogy at the Melbourne School of Design in 2024 (Future Matters Studio D) illustrates how the software allows students to speculate on urban future challenges through a design fiction lens. Architectural design has ‘always been capable of con­structing fantasy and science fiction imagery, foreshadowing the future’ (Sambo, 2024) as illustrated in the works of Liam Young, Lebbeus Woods or Ian Cheng. As such, a filmic tool such as this could provide a novel way to engage with future design practice, expanding the scope of design impact. The above was exemplified through a series of images, video and user experience photographs to illustrate the effectiveness of the software, with a final reflection on the advantages and disadvantages of adopting these tools within established design studio models, while meeting intended learning outcomes. The research concludes with a positive appraisal of the incorporation of tools like Unreal Engine 5 as design enablers, rather than design visualizers, highlighting how simulation and immersion technologies can foster new ways of thinking, communicating and designing for practitioners and for students. References Baudrillard, J. (1994). Simulacra and Simulation (S. Glaser, Trans.). University of Michigan Press. https://press.umich.edu/Books/S/Simulacra-and-Simulation Candy, S. & Young, L. (2019). I design worlds, Journal of Future Studies’ 23(3), 113-118. https://jfsdigital.org/wp-content/uploads/2019/04/10-Young-I-Design-Worlds.pdf Cheng, I. (2018). Emissaries Guide to Worlding. Koenig Books. DUNNE, A., & RABY, F. (2013). BEYOND RADICAL DESIGN? In Speculative Everything: Design, Fiction, and Social Dreaming (pp. 1–10). The MIT Press. http://www.jstor.org/stable/j.ctt9qf7j7.5 Sambo, M. M. (2024). Introduction. AR Magazine: From drawing to the metaverse/ Imagined architecture, scripts, artificial languages, 129/130. https://www.architettiroma.it/armag/ Young, L. (2020). Planet City. Uro Publications.

Understanding Adult Attitudes Toward Corporal Punishment in Honduras: The Role of Sex, Gender Roles, Education, Childhood Experiences, and Psychopathy.

Corporal punishment (CP) remains a contentious issue in child-rearing debates, with varying opinions influenced by cultural, educational, and personal experiences. This study investigates the impact of sex, educational level, witnessing domestic violence, and experiencing physical and psychological abuse during childhood on adults' attitudes toward CP. In addition, it explores the mediating roles of stereotypical gender roles and psychopathy in these relationships. Four hundred fifty Honduran adults completed an online survey. Of the total sample, 66.67% were female. A quantitative cross-sectional design was used. Data was collected through self-reported questionnaires previously validated. 49.78% of participants reject slapping as a necessary disciplinary method, and 50.67% oppose legalizing parental use of force. However, a minority still considers spanking effective (24.66%). Mediation analysis shows that childhood psychological abuse significantly reduces support for CP, while psychopathy and stereotypical gender roles increase it. Females exhibit lower levels of psychopathy and adherence to traditional gender roles, which mediates their reduced support for CP. In addition, childhood physical abuse indirectly decreases CP endorsement through its influence on gender role beliefs. Educational level does not, directly or indirectly, predict attitudes toward CP. However, despite its medium effect size, the model only accounts for 16.7% of the variance in CP attitudes. Overall, being female and reporting childhood physical and psychological abuse significantly reduce support for CP, whereas witnessing domestic violence increases it. Despite the influence of these factors, other unexamined variables may also play a role.

A Blended Learning Future: COVID-19 Lessons for “Phygital” Higher Education

The pandemic transformed higher education, making it clear that the future of education lies in the use of technology. Recognizing this development, this study examined the blended learning experiences of students and teachers during the COVID-19 pandemic in order to propose targeted strategies for the evolving “phygital” (physical + digital) university ecosystem. Drawing on existing literature, it explores three critical dimensions of the educational experience: technology, the teaching-learning process, and social interaction. Following a transcendental phenomenological approach, the study used a convenience sample of 10 students and 10 teachers, selected based on the saturation criterion. Using Leximancer software for text analysis, in-depth interviews with a representative sample of students and teachers were conducted. The findings exposed significant challenges faced during the pandemic, including a lack of digital tool proficiency among users, inadequate engagement with online content, organisational hurdles, increased workload, diminished personal interactions, and emerging mental health concerns among students. These insights underscore the urgency of crafting tailored strategies to enhance the phygital learning environment, focusing on improving infrastructure and providing comprehensive training to both students and educators.