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Rethinking student well-being in digital higher education: integrating self-directed learning and technological demands within the study demands-resources framework
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DOI：10.1108/AEDS-12-2025-0726.png)
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Abstract
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PurposeThis study examines how student well-being in digital higher education is shaped by the interaction between self-directed learning (SDL) resources and technological demands within the Study Demands-Resources (SD-R) framework. It explores how motivation, self-monitoring, and self-management interact with system complexity, technology overload, and cognitive switching to influence engagement, burnout, and satisfaction.Design/methodology/approachA cross-sectional survey of 531 university students engaged in online learning was analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The study emphasizes theoretical interpretation to highlight the dual motivational and health-impairment processes proposed by the SD-R framework.FindingsSDL emerged as a key personal resource that consistently enhanced engagement and satisfaction. Technological demands-particularly cognitive switching, system complexity, and overload-significantly increased burnout, although their direct effect on satisfaction was limited. Engagement strongly predicted satisfaction, while burnout showed a weaker negative effect.Originality/valueThis study extends SD-R theory by positioning SDL as a core personal resource and conceptualizing technological demands as multifaceted stressors in digital learning environments. It offers insights into balancing learner autonomy and sustainable digital design to support student well-being in higher education.
Keywords:
Study demands-resources framework
Self-directed learning
Technostress
Online learning
Higher education
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