Digital learning continuance in higher education: The role of digital education, culture, and self-efficacy

Abstract

The COVID-19 pandemic accelerated E-learning adoption in Indonesian universities, yet whether students sustain platform use after mandatory adoption, known as continuance intention (CI), remains underexplored despite its importance for long-term system viability. This study examines three factors influencing CI: digital education (DE), digital culture (DC), and digital self-efficacy (DSE), with student satisfaction tested as a mediating variable. Data were collected from students at four Indonesian public universities listed in the Times Higher Education Online Learning Rankings 2024 (Universitas Brawijaya, Universitas Negeri Surabaya, Universitas Padjadjaran, and Universitas Terbuka). Of 482 surveys collected, 381 were usable and analyzed using SEM-PLS with SmartPLS 4.0. Results revealed unexpected patterns: digital education had a significant negative effect on CI (β = −0.344; p = 0.000), digital culture had a small positive effect (β = 0.141; p = 0.023), while digital self-efficacy showed no significant direct effect (p = 0.542). However, satisfaction significantly mediated the relationships between DE and CI (p = 0.003) and between DSE and CI (p = 0.022), suggesting satisfaction is more than a byproduct of effective learning. The study offers guidelines for university administrators addressing institutional gaps in E-learning sustainability.