Institutional quality as a foundation for educational quality in the era of technological disruption: A systematic literature review

Abstract

The discourse on quality in higher education has evolved significantly, shifting from input-output models toward more contextual, relational, and governance-oriented frameworks. However, the specific role of institutional quality as a foundational prerequisite for educational quality in the era of technological disruption remains underexplored. This Systematic Literature Review addresses this gap by examining how dimensions of institutional quality shape educational quality and identifying the challenges that emerge amid accelerating digital transformation. Following the PRISMA protocol, articles were systematically identified, screened, and synthesized across reputable international and national databases, with strict inclusion criteria covering publication period, document type, topic relevance, language accessibility, and methodological soundness. Thirteen peer-reviewed articles were included in the qualitative synthesis, organized into three sub-themes: dimensions of institutional quality, the relationship between institutional quality and educational quality, and challenges in the era of technological disruption. The findings consistently demonstrate that institutional quality functions as a structural prerequisite rather than a mere co-determinant of educational quality, with five key dimensions emerging as critical: institutional governance and collaborative networks, service quality and institutional image, quality assurance systems, macro-governance capacity, and data-driven strategic decision-making. Teaching quality emerges as the primary mediator translating institutional capacity into student learning outcomes, reinforcing the necessity of integrated investment in both institutional and pedagogical capacity. These findings become particularly salient in the era of technological disruption, as institutional quality increasingly determines an institution's capacity to integrate emerging technologies meaningfully into learning processes. This review contributes to theory by clarifying the foundational role of institutional quality, and to practice by recommending dual-track strategies for policymakers and institutional leaders that simultaneously strengthen institutional capacity while modernizing quality assurance systems.