Abstract:

The growing integration of Information and Communication Technologies (ICT) into higher education has contributed to significant changes in teaching and learning practices. These developments, together with the consolidation of the European Higher Education Area (EHEA), have encouraged universities to move beyond traditional lecture-based models toward more participatory and student-centered learning environments. In this new context, promoting student engagement has become a key objective for improving the quality and effectiveness of university education. Interactive digital tools have increasingly been incorporated into teaching practices as a means of encouraging participation and facilitating communication between students and instructors. These technologies allow lecturers to introduce dynamic classroom activities, such as real-time questioning or collaborative responses, which can enhance attention and support the learning process. However, despite their growing use, there is still limited evidence regarding how students at different academic levels perceive the usefulness of such tools. This study examines whether undergraduate and postgraduate students differ in their perceptions of ICT-based interactive tools and their contribution to the learning experience. The research was conducted during the 2022/23, 2023/24 and 2024/25 academic years in several courses offered by the Faculty of Economics at the University of Valencia. An electronic response system was implemented in both undergraduate and master’s level classes, enabling students to answer questions related to course content and participate in real-time classroom activities. The findings indicate a generally positive evaluation of the use of ICT tools in teaching. Students reported higher levels of engagement and a more dynamic classroom environment when interactive technologies were incorporated into lectures. Nevertheless, the results also reveal notable differences between academic levels, with undergraduate students showing a stronger appreciation for the use of these tools compared to postgraduate students. These findings suggest that the effectiveness and perceived value of ICT-supported teaching strategies may vary depending on students’ academic stage. Consequently, higher education institutions should encourage the integration of digital interactive resources while also supporting faculty development initiatives that help educators implement these tools effectively in diverse learning contexts.

Keywords:

ICT, student engagement, undergraduate education, postgraduate education, higher education.