Assessing Service Quality Dimensions in Open and Adaptive Pedagogies: A SERVQUAL Model for 21st Century Teaching–Learning Ecosystems
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Abstract
This study examines service quality in open and adaptive learning environments by adapting the SERVQUAL model to contemporary pedagogical ecosystems. While traditional education quality metrics emphasize academic outcomes, the rise of digital learning necessitates evaluating service delivery through learner-centric dimensions: tangibility (digital infrastructure), reliability (consistent adaptive content), responsiveness (real-time support), assurance (instructor competence), and empathy (personalized engagement). Despite SERVQUAL’s established validity in commercial contexts, empirical research on its applicability to open educational resources (OER) and adaptive platforms remains limited. Using a mixed-methods approach combining SERVQUAL-based surveys with focus groups this study assesses undergraduate perceptions of service quality in courses integrating OER and adaptive technologies. Findings reveal that digital infrastructure usability (tangibility), algorithmic transparency (reliability), and instructor adaptability (responsiveness) significantly influence satisfaction and perceived learning effectiveness. However, cultural biases in empathy measurement and institutional variability in implementation pose challenges. The study contributes theoretically by refining SERVQUAL for digital education, practically by identifying actionable service gaps, and societally by advocating equitable access to quality adaptive learning. Limitations include cross-sectional design and self-report biases, suggesting future longitudinal and cross-cultural research. This work underscores the need for dynamic, culturally sensitive service quality frameworks in evolving educational landscapes.