Original title: The Mediating Role of ICTs in the Relationship Between Pedagogical Innovation and Student Satisfaction in Private Universities in Northern Peru
Marilú Trinidad Flores Lezama, Yanet Vanessa Vásquez Romero, Rosario Mercedes Huerta Soto, Pablo Valentino Aguilar Chávez +1 · September 2026
Private universities in northern Peru want to make students happier with their education, but they struggle to connect new teaching ideas with classroom technology. Researchers wanted to see how using tech helps bridge this gap. They surveyed college students to trace how new teaching practices travel through technology to shape overall student satisfaction. Here is how it works: introducing fresh teaching techniques encourages teachers and students to use digital tools, and using those tools well directly makes students more satisfied with their schooling. The researchers found that using technology carried more than half of the total boost that teaching innovation gave to satisfaction. Even so, new teaching methods also improved student satisfaction directly on their own. This means non-tech factors like human interaction, relevant coursework, and useful assessments still matter. The team concluded that universities should invest in both creative teaching methods and technology together to get the best results.
You are a chef trying to improve your restaurant's ratings. You develop new recipes, but you also need reliable kitchen equipment to execute them. If your equipment is outdated, even the best recipes won't produce great dishes. In this paper, pedagogical innovation is like the new recipes, ICT integration is the kitchen equipment, and student satisfaction is the restaurant's rating. The study shows that equipment upgrades carry more than half of the benefit from the new recipes, but the recipes themselves still matter.
Private universities in northern Peru want to improve student satisfaction but don't know where to invest. This study shows that technology integration explains more than half of why innovative teaching boosts satisfaction, while the teaching itself still matters directly. Administrators should invest in both simultaneously, not one or the other.
The abstract doesn't explicitly state limitations, but the cross-sectional design means causality cannot be confirmed. The sample is limited to private universities in northern Peru, so findings may not apply to public universities or other regions. Self-reported satisfaction may not reflect objective outcomes.
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The Mediating Role of ICTs in the Relationship Between Pedagogical Innovation and Student Satisfaction in Private Universities in Northern Peru — Marilú Trinidad Flores Lezama, Yanet Vanessa Vásquez Romero, Rosario Mercedes Huerta Soto et al. — F1000Research — doi:10.12688/f1000research.183195.2
Abstract licence: CC BY
Explanation generated by Synthesis from the abstract — it is not the original paper.