A Sociological Scale of Third Space Pedagogy and Digital Learning Practices: Assessing Learning Outcomes among Female Students in Higher Education in Pakistan

Abstract

This study aimed to develop and validate a comprehensive scale to measure third space pedagogy, digital learning practices, and learning outcomes among female students in Pakistani higher education institutions. A quantitative research design was employed, and data were collected from 198 female students enrolled in BS (4-Year) programs at a public sector university through a cross-sectional survey method. A structured questionnaire based on an attitudinal scale of agreement and disagreement was used as the primary tool of data collection. The study examined multiple dimensions of Third Space Pedagogy, including integration of students’ cultural knowledge, dialogic learning practices, bridging theory and real-world contexts, learning agency and empowerment, and collaborative knowledge construction. In addition, dimensions of digital learning practices and learning outcomes were also incorporated into the scale. Reliability analysis confirmed strong internal consistency among all constructs, while Confirmatory Factor Analysis (CFA) validated the relevance and significance of all scale items. The findings established that the developed instrument is statistically reliable and valid for assessing educational and sociological dimensions of learning in higher education. The study contributes a multidimensional scale that has been used in academic and empirical research related to pedagogy, digital learning, and student learning outcomes.