Education, Technology and Human-Centred Learning

Educational technology can expand access, feedback and personalization, but its value depends on pedagogy, teacher capacity, inclusion and learner agency. This article presents a simulated empirical study of human-centred learning readiness. A reproducible synthetic dataset representing 720 illustrative learners across low-, moderate- and high-support educational settings was generated using five-point scales. The model assessed technology access, teacher support, learner agency, quality feedback, digital literacy, learning belonging and digital strain. Simulated results produced an overall readiness mean of 3.47 (SD = 0.73). Readiness differed across support settings, F = 130.44, p < .001, eta-squared = 0.267; High-support settings recorded higher readiness (3.93) than Low-support settings (3.01). The regression model explained 60.5% of the variance. The findings are illustrative rather than population estimates. They demonstrate that technology contributes most strongly when teachers remain central, learners exercise agency and digital systems are accessible, trustworthy and pedagogically purposeful.