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The integration of big data analytics into higher education has emerged as a transformative approach with the potential to significantly enhance learning outcomes. Despite these promising capabilities, the effectiveness of big data remains contingent on several contextual factors. This study explores how interactive support and teaching environments influence the impact of big data capabilities on learning outcomes among university students. Employing a qualitative research design, the study utilizes semi-structured interviews and thematic analysis to delve into the experiences of students and educators. Findings indicate that personalized learning, predictive analytics for early intervention, technical support, and collaborative learning environments are critical factors influencing the effectiveness of big data in education. Additionally, the quality of the teaching environment and the integration of big data tools into the curriculum affect outcomes. This research underscores the need for comprehensive support systems and innovative teaching practices to maximize the benefits of big data technologies in higher education. The study contributes to the theoretical understanding of big data in education and offers practical recommendations for educators, policymakers, and researchers.
PEI et al. (Fri,) studied this question.