Aligning Academic Programs, Support, and Technology with First-Year Student Expectations: Determinants of Satisfaction
DOI:
https://doi.org/10.70232/jrmste.v3i4.89Keywords:
Student Satisfaction, Digital Learning, Curriculum Quality, Instructional Support, Workload Management, Higher EducationAbstract
Student satisfaction during the first year of university plays a crucial role in shaping students’ academic experiences, engagement, and decisions to persist in their studies. This study investigated the factors influencing first-year students’ satisfaction at South East European University (SEEU), focusing on program alignment with student expectations, professional development opportunities, workload and class scheduling, and the use of digital learning technologies. A quantitative cross-sectional design was employed, and data were collected from 380 first-year undergraduate students across seven faculties using a structured online questionnaire. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to examine the relationships among the study variables. The findings revealed that students generally reported high satisfaction with their chosen programs, particularly with instructor support, curriculum relevance, learning resources, and digital learning platforms. Among the factors examined, the alignment of academic programs with students’ expectations and interests emerged as the strongest predictor of overall satisfaction. Students who perceived their programs as relevant to their personal and professional goals were significantly more satisfied with their university experience. In contrast, professional development opportunities, workload and class scheduling, and the use of digital technologies did not have significant direct effects on overall satisfaction. Furthermore, overall student satisfaction strongly influenced students’ intention to continue in their chosen programs. The study highlights the importance of ensuring that academic programs reflect students’ expectations, interests, and aspirations from the beginning of their university journey. These findings provide valuable insights for educators, curriculum developers, and university administrators seeking to improve student experiences, strengthen retention, and promote long-term academic success through student-centered educational practices.
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