2026, Vol. 7, Issue 1, Part E

The change in higher education and increasing focus on the satisfaction of learners have necessitated measuring learning quality from service quality frameworks. Institutions of learning are now service organizations, where tangible and intangible factors impact the perceived learning experience by students. This paper constructs a conceptual framework for measuring student learning quality in technical education from an adapted SERVQUAL model. The model borrows the five classical dimensions of service quality — tangibility, assurance, reliability, empathy, and responsiveness — and relates them to educational inputs like teaching material, classroom activities, learning management system (LMS) quality, and testing practices. The output side addresses resulting learning quality parameters like technical training, research acumen, flexibility in test design, and generic skill development. The article reconciles prior work and suggests an extensive model to test how institutional and pedagogical characteristics influence the perceived learning quality of students.