The aim of this study was to investigate the impact of the sequential adaptive content delivery approach on the development of academic self-efficacy among educational technology students. The experimental treatment consisted of a learning environment based on the sequential adaptive content delivery approach. The measurement tools included an academic self-efficacy scale. The research experiment was conducted on a group of 30 male and female students from the second year of the Educational Technology Department, Faculty of Specific Education, Minya University. The results revealed a significant impact of the sequential adaptive content delivery approach on the development of academic self-efficacy among educational technology students. This can be attributed to the sequencing and coherence in delivering the content of academic self-efficacy and learning according to their abilities.

The aim of this study was to investigate the impact of the sequential adaptive content delivery approach on the development of academic self-efficacy among educational technology students. The experimental treatment consisted of a learning environment based on the sequential adaptive content delivery approach. The measurement tools included an academic self-efficacy scale. The research experiment was conducted on a group of 30 male and female students from the second year of the Educational Technology Department, Faculty of Specific Education, Minya University. The results revealed a significant impact of the sequential adaptive content delivery approach on the development of academic self-efficacy among educational technology students. This can be attributed to the sequencing and coherence in delivering the content of academic self-efficacy and learning according to their abilities.