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<p>The increasing demand for student-centered and technology-supported learning in higher education requires pedagogical frameworks that integrate structured instruction, learner empowerment, technological integration and systematic evaluation. This study introduces the BEAM Framework (Build, Empower, Amplify, Mentor) and its evaluative extension, the BEAM-X Factor, as a structured model for guiding and assessing technology-supported instruction. The framework was implemented in an undergraduate engineering course across eight consecutive semesters involving 542 students. Academic performance was measured using a weighted Performance Index (PI), complemented by Learning Outcome and Programme Outcome attainment and Student Perception data. Descriptive longitudinal analysis, one-way analysis of variance (ANOVA) and thematic coding were employed. Results showed a progressive increase in mean PI from 2.90 in the baseline semester to 3.47 during full implementation, with the proportion of Grade A students rising from 14% to 40%. ANOVA indicated statistically significant differences across semesters (F(7, 534) = 4.21, <i>p</i> &lt; 0.001, η² = 0.05). The BEAM-X composite index peaked at 4.54/5 during full implementation phases. Qualitative findings highlighted strengthened mentoring, ownership of learning and technology-enabled engagement. These findings suggest that structured integration of empowerment, amplification and mentoring may be associated with sustained improvements in academic performance and student engagement within a single institutional context. BEAM offers a statistically supported and empirically informed framework with potential applicability in advancing technology-supported higher education.</p>

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Enhancing student centered and technology supported learning in higher education through the BEAM framework

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年4月24日

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  • Nurulfajar Abd Manap,
  • Anis Suhaila Mohd Zain

摘要

The increasing demand for student-centered and technology-supported learning in higher education requires pedagogical frameworks that integrate structured instruction, learner empowerment, technological integration and systematic evaluation. This study introduces the BEAM Framework (Build, Empower, Amplify, Mentor) and its evaluative extension, the BEAM-X Factor, as a structured model for guiding and assessing technology-supported instruction. The framework was implemented in an undergraduate engineering course across eight consecutive semesters involving 542 students. Academic performance was measured using a weighted Performance Index (PI), complemented by Learning Outcome and Programme Outcome attainment and Student Perception data. Descriptive longitudinal analysis, one-way analysis of variance (ANOVA) and thematic coding were employed. Results showed a progressive increase in mean PI from 2.90 in the baseline semester to 3.47 during full implementation, with the proportion of Grade A students rising from 14% to 40%. ANOVA indicated statistically significant differences across semesters (F(7, 534) = 4.21, p < 0.001, η² = 0.05). The BEAM-X composite index peaked at 4.54/5 during full implementation phases. Qualitative findings highlighted strengthened mentoring, ownership of learning and technology-enabled engagement. These findings suggest that structured integration of empowerment, amplification and mentoring may be associated with sustained improvements in academic performance and student engagement within a single institutional context. BEAM offers a statistically supported and empirically informed framework with potential applicability in advancing technology-supported higher education.