Ahmad Al Yakin, Muthmainnah Muthmainnah, Ali Said Al-Matari, Luís Cardoso, A. Ramli Rasjid, Ahmed J. Obaid, Zdzislaw Polkowski
The evolution of Internet of things (IoT) is quickly becoming ubiquitous. The use of gadgets is possible in various fields, such as education and in the learning process. For college students, the connection between autonomous systems and new information technology is complicated and ever-changing. The study's findings suggest that autonomous learning systems and other information technology breakthroughs could revolutionize the way college students learn by allowing them to set their own pace, boosting engagement, and ultimately leading to better results and behaviour in the classroom. This paper lays out our strategy for facilitating the beneficial link between sustainability awareness lectures and the increased learning autonomy brought about by the Internet of Things (IoT). We share our insights into the practical use of the Internet of Things (IoT) for educational applications, as well as the success of autonomous learning in their implementation. We analyse the online survey findings using quantitative methods in SPSS version 26. This study discovered that the positive correlation between learning autonomy and the Internet of Things (IoT) influences digital literacy abilities. Institutions of higher learning need to update their course offerings to reflect the current state of technology so that students can succeed in a rapidly evolving digital landscape. Integrating IT innovation and designing autonomous learning activities into educational programmes is known to help students develop relevant competencies for future careers. In conclusion, the link between autonomous learning and IT innovation for college students certainly offers significant opportunities for enhancing learning experiences, personalization, collaboration, and skills development. However, careful consideration of ethical implications and responsible implementation is essential to ensure equitable and rewarding outcomes for all students. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2025.
Universitas Al Asyariah Mandar Sulawesi Barat, Polewali, Indonesia; A’Sharqiyah University, Ibra, Oman; Polytechnic Institute of Portalegre and Centre for Comparative Studies, University of Lisbon, Lisbon, Portugal; Universitas Negeri Makassar, Makassar, Indonesia; Faculty of Computer Science and Mathematics, University of Kufa, Kufa, Iraq; WSG Bydgoszcz, Bydgoszcz, Poland
