The Role of Digital Capabilities in SME Business Strategy Based on the Dynamic Capabilities Perspective in the Fashion Sector

Abstract

This study aims to explore in depth students' experiences with technology- and artificial intelligence (AI)-based learning, as well as how they interpret these changes in the context of higher education. This study employs a qualitative, phenomenological design to comprehensively explore participants' lived experiences. Data were collected through semi-structured interviews, participant observation, and documentation of students selected using purposive and snowball sampling techniques. Data analysis was conducted thematically through the stages of reduction, categorization, and interpretation. The results revealed three main themes: the reconfiguration of learning practices, the ambiguity of technology use, and the construction of adaptive strategies. These findings indicate that the use of AI not only enhances learning autonomy but also raises ethical dilemmas and encourages students to develop reflective strategies in addressing the complexities of digital learning. This study contributes to enriching the field of educational phenomenology by positioning technology as an integral part of the learning experience. In practical terms, the findings underscore the importance of strengthening critical digital literacy and ethical use of technology, as well as the role of educators as reflective facilitators. Policy implications include the need for adaptive regulations regarding the integration of AI in education. Further research is recommended to examine this phenomenon within a broader context and employ a longitudinal approach to gain a more comprehensive understanding.