Digital technology is restructuring how students access knowledge and form reading habits in higher education. However, research on this topic has revealed such gaps as (a) a lack of integrated models simultaneously encompassing digital learning environments, library support, and information behaviour within a single structural validation framework; (b) a lack of studies from educational institutions in Southeast Asia; and (c) a failure to separate the mediating roles between these factors. This study surveyed 853 students at Hanoi Open University in August 2025, using the Partial Least Squares Structural Equation Model (PLS-SEM) to test five direct relationships and two mediating relationships. The results showed that (a) the digital learning environment (DIG) had a positive impact on information behaviour (INF) (β = 0.420) and academic reading engagement (ARE) (β = 0.280); (b) library support (LIB) had a positive impact on information behaviour (β = 0.310); and (c) information behaviour had a positive impact on academic reading (β = 0.390). The direct LIB → ARE path was not significant (β = 0.057; ns), confirming indirect-only information-mediated behaviour. The model explained 51.2% of the dependent variable variance. The average reading time was 3.91 hours a week (95% confidence interval (CI) [3.79; 4.03]), which was lower than referenced international studies, although direct comparisons were limited by differences in measurement methods. The digital entertainment time-to-academic reading time ratio of 5.7:1 is consistent with the media displacement theory. The study proposes repositioning the function of university libraries from resource gateway to orchestrator of reading behaviour.
The COVID-19 pandemic compelled higher education institutions to transition from traditional classroom instruction to flexible learning to sustain educational continuity. Framed within Daniel’s Iron Triangle of Education Framework and moving beyond descriptive accounts, this study explored how the perspectives of students, faculty, and administrators shape these tensions between issues of access, quality, and cost. Thematic analysis revealed that participants viewed FL as a combination of traditional and digital approaches, a product of the pandemic, and a potential means to attract new students. Divergences emerged between increased access and decreased student motivation; enhanced faculty skills and increased workload; and institutional affordability versus the need for additional investment. The study concludes that flexible learning entails ongoing negotiation among cost, access, and quality shaped by stakeholder perspectives on FL itself. Recommendations emphasise the need for inclusive planning, sustained faculty training, and investment in digital infrastructure, and strategically framing FL as a long-term and sustainable mode of education.
This study examined differences in perceived blended learning (BL) advantages and disadvantages among Applied Exercise Rehabilitation Students across four Universiti Teknologi MARA (UiTM) campuses in Malaysia. A cross-sectional survey included 212 students from Faculty of Sport Science and Recreation (FSR) campuses: FSR UiTM Shah Alam (n=87), FSR UiTM Samarahan (n=40), FSR UiTM Seremban (n=37), and FSR UiTM Arau (n=48). Chi-square analysis with adjusted residuals identify statistically significant differences (p<.001) across campuses for both BL advantages and disadvantages. FSR UiTM Shah Alam students reported higher preferences for combinations involving access to online materials, ability to record meetings, and class interactivity. FSR UiTM Arau students showed stronger endorsement for flexible learning pace combined with staying at home. For disadvantages, FSR UiTM Shah Alam reported more technical difficulties and self-distraction issues, while FSR UiTM Arau students emphasized lack of face-to-face interactions and social isolation. Campus-specific factors shape students of BL in Applied Exercise Rehabilitation, indicating the need for tailored implementation addressing local infrastructure and learning context.
The COVID-19 pandemic led to an emergency introduction of e-learning amidst the social distancing health directives. Even after the pandemic subsided, the need for e-learning continued to increase while simultaneously raising concerns about its implementation. This posed significant challenges for both faculty members and students in adapting to the shift from physical classes to online classes. The purpose of this study was to evaluate the preparedness of faculty members for e-learning in terms of adapting and obtaining the necessary skills. The study also aimed to establish the role of universities in providing proper facilities for e-learning. A mixed-method design was utilised, collecting data via a questionnaire and one-to-one interviews. The questionnaire was completed by 147 faculty members of the Imam Abdulrahman-Bin-Faisal University, Saudi Arabia, of whom 6 participated in the interview. Descriptive statistics were used to evaluate participants' responses using the Statistical Package for the Social Sciences (SPSS) software. Meanwhile, thematic analysis was performed on the qualitative data. The findings of the study revealed that the faculty members faced both organisational challenges and self-challenges in implementing e-learning. Notably, the statistical analysis showed that academic rank, gender, type of discipline, job status, and years of experience did not significantly affect the results. To overcome these challenges, proper training in technical, communication, and time management skills is recommended to reduce the barriers between lecturers and students.
Taking into consideration the natural association between emerging productive forces and total factor productivity growth, this study conducts an in-depth analysis from the perspective of educational economics. Through literature review and Delphi consultation, 16 factors on the new quality productivity concept that support higher education digital transformation were identified. A hybrid Decision-Making Trial and Evaluation Laboratory-Interpretative Structural Modelling integrated framework was then used to identify fundamental driving elements and build a hierarchical structure. Results show that teaching pedagogies, such as the modernisation of teaching content, diversity of instructional approaches, better assessment mechanisms, and intelligent campus management form the core drivers of digital transformation. These factors can be categorised into four interlinked layers, from basic conditions to advanced application dimensions. Based on the findings, this study proposes policy directions for promoting the digital transformation of higher education in Yunnan Province which includes strengthening digital infrastructure, promoting collaborative innovation platforms, enhancing research integration, and optimising governance and decision-making systems.
