Digital Learning Environments and Student Satisfaction: A Learning Analytics Perspective

Abstract

Higher education is increasingly characterised by heterogeneous student populations, digitally mediated learning environments, and the growing use of artificial intelligence (AI). This study examines how student complexity, digital readiness, learning-environment preferences, and perceived employability may inform the development of AI-enabled Student Relationship Management (SRM). The conceptual framework integrates relationship marketing, the Industrial Marketing and Purchasing (IMP) network perspective, the Nordic School’s value co-creation logic, and learning analytics. Using EUROSTUDENT 8 data, the study combines a comparative descriptive analysis of six European higher education systems with exploratory correlation analysis across all countries for which comparable indicators are available. The findings reveal a pronounced “working student” profile among mature learners, characterised by substantial employment alongside continued academic commitments. Digital access and self-assessed professional digital skills are comparatively well-established across age groups, while high digital readiness shows no meaningful association with high perceived employability. Most importantly, greater online-learning intensity does not automatically produce stronger alignment with student preferences. Higher employment intensity is associated with stronger preferences for online learning, yet some mature student groups experience more online provision than they would ideally prefer. The findings therefore highlight a critical distinction between digitalisation and flexibility. AI-enabled SRM may contribute by supporting adaptive alignment between institutional delivery models, student circumstances, and differentiated support needs rather than by increasing digital intensity alone. The study contributes to educational technology and relationship-management literature by demonstrating that the strategic necessity of AI-enabled SRM arises primarily from growing student complexity and institutional adaptability challenges rather than from deficiencies in baseline digital readiness.