BRIDGING THE GAP IN COLLABORATIVE TEACHING: WHAT MAKES STUDENTS ACCEPT AND SUCCEED?
DOI:
https://doi.org/10.35631/IJEPC.1164072Keywords:
Collaborative Teaching, Conceptual Model, Educational Psychology, Learning Outcomes, Student AcceptanceAbstract
Collaborative teaching is proposed as an important teaching approach to facilitate the development of 21st-century higher-order thinking skills in the fast-changing higher education environment. Although many studies have been conducted on the efficacy of collaborative teaching, its technological benefits, or students’ acceptance, no model integrating all these aspects has been proposed so far. This article is based on the theories of Social Cognitive and Social Constructivism and unites scattered parts of the literature into a unified conceptual framework to study the factors affecting students’ acceptance and success. In this study, we systematically review literature and analyze key dimensions in both face-to-face and digital settings. The synthesis suggests that instructional design alone is not enough to guarantee student acceptance. Rather, such acceptance is largely dependent on psychological factors such as learner self-efficacy and emotional engagement. Furthermore, these collective models are not effective without institutional preparation and cultural context, which influence pedagogical change. The main finding of this study is the formulation of the “Collaborative Teaching Acceptance Model," a novel conceptual framework that extends existing literature and offers educators and institutional leaders a guide for future empirical testing and institutional diagnosis. This article concludes by emphasizing the necessity for university leaders to strengthen teacher coordination, develop students' self-efficacy, provide appropriate digital infrastructure, and cultivate supportive institutional cultures to bridge the divide between technology and human factors.
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