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With the increased request for better student success, several methods investigate teachers' effectiveness undertaken with continued support from a related learning technology. With less durational experiences or extended education, programmers can have several ranges in theory-based universities. Teaching effectiveness in higher education strengthens students' impact and performance in the learning environment. The technological development in different platforms is completely understood and enhances education strategies. Community-based learning advantages for higher education are well recorded. The author concludes that educational institutions must make thoughtful choices about the parts they use, that they should strategically manage the network of internal and external stakeholders, including all communications and well-informed decisions, that they should recognize that shifts in student perceptions are common and encourage flexibility in system operations, and that it is normal for platforms to have specialized, high-performing departments/sections. The perspective of the group member is relatively less understood. Therefore, this paper proposes a community theory-based learning (CT-BL) framework to improve higher education learning technologies. CT-BL presents perspectives on how professors should contribute to strengthening partnerships between students and educators. The descriptive statistical model is used in a questionnaire session to recognize the central points in community participants' answers. Practical application of the framework within a variety of conservation groups illustrates the integrated approach's potential to serve as a portal through which practitioners can enter the realm of social science theory to better comprehend the current state and future directions of CT-BL interventions and activities. Students from several universities form collaborations to describe the way of theory-based learning. The community-based learning is evaluated based on the questionnaire raised by the learning participants. The community-based theory enhances higher education learning technologies. The overall participants of the University's higher education strategies are focused on community-based learning. Added teacher support for student awareness of information, experience, and competence and expanded academic participation in all cooperation elements involving advisor suggestions. The numerical results show that the proposed CT-BL model enhances the evaluation rate of 95.6%, reliability ratio of 94.2%, an efficiency ratio of 95.3%, the recognition accuracy of 90.3%, learning recognition rate of 92.2%, the impact of beliefs of 96.2%, dynamic nature rate of 93.4% when compared to other existing models. [ABSTRACT FROM AUTHOR]

• Working memory training is not a domain-general but a domain-specific concept. • The transfer effects of working memory training depend on the overlap of tasks elements. • Academic-working memory tasks and linking strategy are important in producing working memory training transfer effects. • Domain-specific working memory has promising effects on academic performance among early/middle childhood. Converging evidence suggests that traditional domain-general working memory (WM) training does not have reliable far-transfer effects, but produces reliable, modest near-transfer effects on structurally similar untrained tasks. Given the critical role of WM in academic development, WM training that incorporates task-specific features may maximize training effects on academic outcomes. In this theory paper, we discuss the training to emphasize the domain-specific function of WM highlighted by recent WM models. That is, WM should be better attuned to the materials being learned through enhancing strategies of linking together WM with the long-term memory knowledge, rather than only the enhancement of a "domain-general" attentional control overall. We provided two example training routes that emphasize explicit instruction and practice on WM-academic tasks (i.e., academic tasks that can be performed using a WM training paradigm) and task-linking strategies (i.e., strategies that can be used in both academic tasks and WM tasks to improve performance efficiency). We also review recent relevant intervention studies that are in line with this approach and report promising effects on academic outcomes. Implications for future studies are also discussed. [ABSTRACT FROM AUTHOR]