Abstract:

Academic success is a key indicator of quality education in higher education institutions. Ensuring academic success is the core responsibility of educational institutions worldwide. There are several grand theories that provide a variety of explanations for students’ academic success scenarios in higher education (HE). Following dynamic changes across the world, theories should accommodate those inevitable changes contextually. Therefore, it is crucial for HE to revisit the theoretical gaps and adapt to the existing contexts. This study aimed at exploring how theories address the role of digital factors and diversity in explaining undergraduate students’ success. I also attempt to explain conceptualizations, variations, and observed gaps, rethinking the existing theories to address technology and the diverse needs of students to enhance academic success in HE. We used scoping review methodology to synthesize the previous findings about theories of academic success in the digital age within higher education. A scoping review protocol was developed, and articles were searched through keywords from three databases (Scopus, ScienceDirect and Web of Science), supported by hand searching. A total of 21 empirical and non-empirical studies fulfilled the eligible criteria and were included in the analysis. The scoping review evidence was analyzed using a qualitative approach thematically. The evidence shows that theoretical frameworks in undergraduate studies vary in terms of their age, factors they consider, and how they define success. Meaningful learning experiences of students played a significant role in excelling in their achievement, while many students were unable to attain it due to various barriers. It was found that theoretical and conceptual models in HE, ranging from the old sociology and psychology originated theories to the recent multicultural perspectives, have been used to explain determinant factors of student academic achievement. The grand theories of academic success consist of Tinto’s departure theory, Bean’s model of student attrition, Austin’s involvement theory, self-efficacy theory, expectancy-value theory, self-determination theory, and motivational perspectives. Though these theories and models are used in many of the empirical studies to explain academic achievement, it is rare to find empirical support in relation to digital and diversity factors. Many of the models and theories gave limited attention to the role of technology and students’ diversity in explaining academic success in HE. It was unlikely that traditional theories could fully address the needs of today’s student community in HE, while newer theories are still in the process of maturing and gaining widespread applicability. Therefore, the learning experiences of students can be explained better if we have well-grounded theories and models that can bridge the gaps between the old and the new generations for better success. It is crucial to rethink the traditional models by looking forward to new insights to integrate with technology and respond to the diverse needs of students to enhance academic success. This study contributes to the field by highlighting the need to bridge theoretical gaps in explaining academic success in relation to technology and diversity. Its findings also provide a foundation for developing more inclusive and adaptable frameworks to meet the diverse needs of today’s undergraduates in the digital age.

Keywords:

Theories, learning, technology, academic success, higher education.