The Significance of Educational Technology in Higher Education: An Hermeneutic Phenomenology Examination for Expanding the Theoretical Bases of Connectivism Theory

Educational technology integration within higher education has significantly changed the teaching and learning environments. However, the theoretical foundations guiding these changes, particularly connectivism theory, suggest that learning occurs through networks facilitated by digital technology and has not been fully developed. Despite its relevance in the digital age, connectivism has faced criticism and skepticism due to a lack of empirical support. This hermeneutic phenomenological study seeks to explore the experiences of educators in higher education to provide empirical evidence for expanding the theoretical foundations of connectivism. Through indepth interviews, focus groups, and the analysis of letter-writing activities, this research investigates how educators perceive and anticipate the evolution of teaching methods in response to technological advancements and the increasing focus on connectivism in higher education. The study employs a hermeneutic phenomenological approach to interpret these experiences, linking them to the fundamental principles of connectivism learning as a networked process, distributed knowledge, and the role of digital technology in knowledge creation. The findings suggest that educational technology facilitates meaningful connections between learners, which fosters a networked learning environment that aligns with connectivism theory. The study also reveals gaps in the theory, particularly in addressing emerging technologies such as artificial intelligence (AI) and personalized learning platforms. Building on these lived experiences, this research proposes an expanded version of connectivism as a significant contribution supported by empirical evidence from higher education contexts. The study provides implications for educators, administrators, and policymakers in leveraging educational technology effectively and offers theoretical advancements for understanding learning in the digital age.