Mediating Role of Curriculum Adaptability in the Relationship between Institutional Support, Teaching Innovation, and Student Success

Abstract

This paper explores the nature of adaptive learning in institutions of higher learning in Jordan with respect to institutional support (INS), teaching innovation (TIN), and student success (SS) mediated by curriculum adaptability (CAD). The study builds on the Resource-Based View (RBV), Dynamic Capability Theory (DCT), and Constructivist Learning Theory (CLT) to formulate the conceptual framework whereby the adaptability of the curriculum can improve the impact of INS and TIN on student success. A cross-sectional survey of 900 university students and faculty members was carried out at both public and private universities in Jordan and data analyzed through a Partial Least Squares Structural Equation Modelling (PLS-SEM). Findings indicate that INS and TIN have a significant positive effect on SS. CAD plays a key role in mediating these relationships, enhancing the effects of INS on TIN and of TIN on SS, which illustrate its role as a key adaptive process in learning ecosystems. PL Spredict, SRMR and R2 all confirm model robustness and show a high predictive accuracy and reliability. The results contribute to theory by combining institutional, pedagogical, and adaptive curriculum conditions into SS outcomes and provide practical implications to policymakers, university administrators, and teachers who can improve the effectiveness of learning by providing supportive conditions, adopting innovative teaching methods, and applying flexible curriculum development.