The Role of Public Policy in Shaping High-Impact E-Learning Practices and Their Effect on the Quality of Education

Authors

  • Wail Shafi Alshammari Department of Public Administration, Faculty of Economics and Administration, King Abdulaziz University, Jeddah, Saudi Arabia.
  • Abdulrahman Eidhah Al Shamlan Department of Human Resources, College of Business Administration, Northern Border University, Arar, Saudi Arabia.
  • Asmahan Ibrahim Alsalman Department of Human Resources, College of Business Administration, Northern Border University, Arar, Saudi Arabia.
  • Ahmed Ibrahim Hassan Ibrahim Department of Human Resources, College of Business Administration, Northern Border University, Arar, Saudi Arabia.
  • Mohamed Eid Kilase Ajoud Department of Human Resources, College of Business Administration, Northern Border University, Arar, Saudi Arabia.

Keywords:

Public Policy, High-Impact Practices (HIPs), E-Learning, Educational Quality, Faculty Perspective, Common Intellectual Experiences, Digital Education, Higher Education Policy, Teaching Effectiveness

Abstract

This study investigates the role of public policy in shaping high-impact e-learning practices (HIPs) and their influence on the quality of education from the perspective of faculty members. Building on a structural model, the research tests five hypotheses related to key HIPs, including community-based learning, common intellectual experiences, faculty guidance, first-year experiences, and university research initiatives.
The findings reveal that only two of the proposed high-impact practices—common intellectual experiences and university research—exhibit a statistically significant positive relationship with perceived educational quality. In contrast, no significant association was found with community-based learning, faculty guidance, or first-year experience. Specifically, the hypothesis related to university research (H5) demonstrated the strongest support (t = 12.156, p = 0.000), indicating a robust impact on quality outcomes. Common intellectual experiences (H2) also showed a significant effect (t = 3.876, p = 0.000), underscoring their value in enhancing educational outcomes.
The results suggest that public policies aimed at strengthening institutional research agendas and fostering integrative intellectual environments are more likely to drive improvements in educational quality, as perceived by faculty. Conversely, certain widely promoted HIPs may not yield measurable gains unless they are better aligned with institutional strategies or faculty engagement models.
This research underscores the necessity of evidence-based policy-making that prioritizes pedagogical practices with demonstrable impact, particularly within e-learning environments shaped by digital transformation and post-pandemic reforms.

Keywords: Public Policy, High-Impact Practices (HIPs), E-Learning, Educational Quality, Faculty Perspective, University Research, Common Intellectual Experiences, Digital Education, Higher Education Policy, Teaching Effectiveness

 

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Published

2025-10-01

How to Cite

Wail Shafi Alshammari, Abdulrahman Eidhah Al Shamlan, Asmahan Ibrahim Alsalman, Ahmed Ibrahim Hassan Ibrahim, & Mohamed Eid Kilase Ajoud. (2025). The Role of Public Policy in Shaping High-Impact E-Learning Practices and Their Effect on the Quality of Education. European Journal of Sustainable Development, 14(4), 461. Retrieved from http://ojs.ecsdev.org/index.php/ejsd/article/view/1817

Issue

Vol. 14 No. 4 (2025)

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.