ArticleFrontiers in artificial intelligence2026
From digital learning readiness to student satisfaction: the mediating role of learning well-being in Saudi higher education.
Article in Frontiers in artificial intelligence, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. An erratum has been issued. Not yet cited in PubMed.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Corrections and comments
- Erratum issued
Authors and funding
5 authors.
Funding
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Abstract
This research advances understanding of the determinants of student satisfaction in digital higher education, offering valuable insights for sustainable digital transformation initiatives globally. The study sampled 212 actively engaged higher education students from the Hail region of Saudi Arabia, with a gender distribution of 55.2% males and 44.8% females, utilizing a culturally adapted online questionnaire comprising validated scales on digital learning, acceptance, readiness, orchestration, well-being, and satisfaction, measured on a five-point Likert scale. Using TAM, UTAUT, Digital Readiness Theory, and well-being theory, this quantitative study (PLS-SEM) find that digital learning readiness and institutional orchestration directly improve students' well-being, which in turn drives students learning satisfaction in Saudi higher educations institutions. These findings extend digital learning theory by demonstrating that well-being operates as a full mediator for acceptance, readiness, and orchestration, refining theoretical predictions about boundary condition of TAM and UTAUT in collective educational context. The findings suggest that institutions should strengthen digital strategies by improving infrastructure, developing staff digital competencies, and expanding student mental-health support.
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