With the increasing diversity in cognitive and skill characteristics of students in technical and vocational high schools, the need for innovative and personalized educational approaches has become more evident than ever. Adaptive learning, as one of the most effective educational methods in the digital age, can play a significant role in enhancing the quality of teaching. The present study aimed to investigate the impact of adaptive learning on improving teaching quality in technical and vocational high schools.

This quasi-experimental study employed a pre-test/post-test design with control and experimental groups. The statistical population consisted of students from two eleventh-grade computer science classes in a Tehran vocational school, who were randomly assigned to either an experimental group (adaptive learning) or a control group (traditional method). Data were collected using three instruments: the standardized Teaching Quality Questionnaire (Garcia & Lee, 2024), a structured observation checklist, and semi-structured interviews. Data analysis was performed using an independent t-test and qualitative content analysis.