ABSTRACT The rapid development of big data and mobile Internet technologies has significantly influenced the instructional growth of college instructors. This study investigated how big data influences college instructors' pedagogical creativity, professional development, and teaching tactics. Personalized learning experiences and data‐driven decision‐making are made possible for educators using big data, which gives them access to a wealth of resources, real‐time feedback, and predictive analytics. Teachers and students may communicate more dynamically because of the mobile Internet, improving accessibility and interactivity. However, issues, such as privacy concerns, data literacy, and obstacles to technology adoption, continue to exist. This study goes beyond identifying challenges by proposing concrete solutions, including enhanced data protection protocols and targeted training for faculty members. The results indicate that big data integration improves instructional quality, facilitates adaptive learning, and fosters continuous professional development. However, challenges remain in terms of accessibility, ethical considerations, and technological infrastructure. This study concludes with recommendations for strengthening digital literacy programs and institutional frameworks to optimize data‐driven educational practices. This study used a mixed‐methods approach to investigate the effect of big data on curriculum design, teacher‐student engagement, and instructional effectiveness. The results showed that incorporating big data into instruction greatly enhanced instructional quality, supported adaptive learning, and motivated instructors to pursue lifelong learning. Recommendations include improving infrastructure and offering focused professional development to facilitate the smooth implementation of significant data‐driven practices in higher education.
Yu et al. (Wed,) studied this question.