Sesay, Ibrahim2026-10-192021-01-02Sesay, I. (2021). Adoption of Technology-Driven Solutions Built on Strategic Decision Theories for Instructing Graduate Students in Applied Quantitative and Information Disciplines. International journal of applied mathematics. https://doi.org/10.55640/ijam-01-01-0110.55640/ijam-01-01-01https://doi.org/10.55640/ijam-01-01-01https://dspace.njala.edu.sl/handle/20.500.144402/1223This study investigates the adoption of technology-driven instructional solutions grounded in strategic decision theories for graduate education in applied quantitative and information disciplines. The increasing complexity of modern data-centric fields such as applied mathematics, data science, and information systems has necessitated the integration of advanced pedagogical technologies that are not only computationally sophisticated but also strategically aligned with institutional decision-making frameworks. This research proposes a conceptual and operational model that integrates strategic decision theories, including bounded rationality, game theory, and multi-criteria decision-making, with educational technologies such as adaptive learning platforms, intelligent tutoring systems, and analytics-driven instructional design. A structured mixed-methods approach is adopted, combining theoretical synthesis, system design modeling, and pedagogical analysis. The study explores how strategic decision frameworks influence the deployment, optimization, and effectiveness of educational technologies in graduate-level instruction. Findings suggest that aligning instructional technologies with structured decision models significantly improves learning efficiency, conceptual mastery, and student engagement in computationally intensive disciplines. Furthermore, the integration of decision-theoretic principles enhances institutional adaptability in curriculum design and resource allocation. The study also highlights the role of data-driven feedback loops in optimizing teaching strategies and improving learner outcomes. It demonstrates that strategic alignment between educational technologies and decision sciences creates a robust ecosystem for graduate education that is both adaptive and scalable. The research contributes to the growing body of literature on intelligent education systems by positioning strategic decision theory as a foundational framework for instructional innovation in higher education.enMetadata only. Full text is not deposited in this repository; it is available from the publisher: https://doi.org/10.55640/ijam-01-01-01 (free to read, no open licence)educational technology adoptionArticle