Purpose This study investigates how innovative digital pedagogical strategies in higher education mathematics shape students' engagement and conceptual understanding, with particular attention to the role of interactive tools such as GeoGebra. Design/methodology/approach A qualitative case study was conducted in a university-level mathematics course involving one lecturer and 32 undergraduate students. Data were collected through six classroom observations, semi-structured interviews, and analysis of digital learning artifacts. The data were analyzed using inductive thematic analysis. Findings Four interrelated pedagogical strategies were identified: (1) technology-supported conceptual exploration, (2) collaborative mathematical dialogue, (3) structured lecturer facilitation, and (4) reflective learning fostering metacognitive awareness. The use of interactive tools such as GeoGebra enabled students to manipulate multiple representations dynamically, supporting iterative reasoning and conceptual exploration. These strategies function as an integrated system that promotes active engagement and deeper conceptual understanding. The findings indicate that digital technologies enhance learning only when aligned with inquiry-based, interactive, and reflective pedagogies. Research limitations/implications The study is limited to a single higher education context, which may affect transferability. However, it provides practical insights for designing pedagogy-driven digital learning environments in university mathematics. Originality/value This study advances research on digital pedagogy by demonstrating how Technological Pedagogical Content Knowledge (TPACK) can be operationalized through observable teaching practices, offering a process-oriented perspective on technology integration in higher education.
Hevardani et al. (Wed,) studied this question.
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