E-Learning Integration and Teaching Strategies to Enhance Knowledge Retention in Higher Education

This research investigates the impact of e-learning integration (ELI), teaching methods (TM), and active learning strategies (ALS) on knowledge retention (KR) in higher education institutions, focusing on Omani institutions as representatives of the Gulf region. Mediating factors include Cognitive Load Management (CLM) and Personalized Learning (PL), while moderating variables encompass Student Engagement (SE), Cultural Factors (CF), and Innovative Educational Technologies (IET). The study uses Structural Equation Modeling (SEM) to look at 839 responses and find both direct and indirect links between these variables. It then makes suggestions for how technology can be used in schools to help students learn better. The findings aim to improve local educational practices, which may also benefit diverse global contexts, particularly in developing countries where English is not the primary language. Results indicate that ELI positively affects KR (B = 0.39, p = 0.000), followed by TM (B = 0.297, p = 0.000) and ALS (B = 0.091, p = 0.001). Additionally, CLM and PL partially mediate the relationships between ELI, TM, and ALS on KR, showing significant indirect effects (std. c = -0.043, t = 3.164; std. c = -0.013, t = 4.108). Cultural Factors (CF) significantly interact with ALS, enhancing its contribution to KR (B = 0.054, p = 0.037). This study underscores the significance of integrating ELI, TM, and ALS to enhance KR among Gulf students, emphasizing the significance of cultural influences in contrast to Western contexts that tend to minimize them.

Doi: 10.28991/ESJ-2025-09-02-017

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