BEYOND ACCESSIBILITY: REBUILDING LEARNER AUTONOMY THROUGH IMMERSIVE ADAPTIVE LEARNING IN THE DIGITAL TRANSFORMATION OF INCLUSIVE HIGHER EDUCATION

Abstrak

Digital transformation drives the use of immersive technology and adaptive learning in higher education to create more personalized and inclusive learning experiences. This study aims to explore the meaning of learner agency in adaptive learning experiences based on immersive technology within the context of inclusive higher education. The study employs a phenomenological qualitative approach involving students participating in immersive technology-based learning. Data were collected through in- depth interviews, observations, and documentation, and analyzed using thematic analysis. The findings yielded four main themes: (1) the transformation of the learning experience from access to meaningful participation, (2) personalized learning as the foundation of learning autonomy, (3) immersive technology as a space for the reconstruction of academic identity, and (4) challenges to inclusivity within the digital learning ecosystem. The findings indicate that adaptive learning based on immersive technology enhances student engagement, autonomy, and self-confidence, while simultaneously strengthening participation in a more inclusive learning environment. However, limitations in accessibility and infrastructure remain implementation challenges. This study contributes to the development of research on learner agency in digital higher education and serves as a foundation for the development of more adaptive and inclusive policies and learning designs.