Exploring Student Well-Being in Digital Learning Environments: A Scoping Review
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| Title: | Exploring Student Well-Being in Digital Learning Environments: A Scoping Review |
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| Language: | English |
| Authors: | Gokce Topluk (ORCID |
| Source: | International Journal of Technology in Education. 2026 9(2):402-430. |
| Availability: | International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijteoffice@gmail.com; Web site: https://www.ijte.net/index.php/ijte/about |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Literature Reviews, Student Welfare, Electronic Learning, Educational Research, Holistic Approach, Educational Environment, Secondary Education, Higher Education, Foreign Countries, Mental Health, Research Methodology, Academic Achievement, Social Influences, Environmental Influences, Technology Uses in Education |
| ISSN: | 2689-2758 |
| Abstract: | This systematic scoping review investigates the multifaceted factors influencing learner well-being in digital learning environments. Drawing upon the analysis of 50 peer-reviewed empirical studies published between 2010 and 2024, the study identifies and synthesizes key determinants that contribute to or hinder student well-being in digitally mediated education. Thematic analysis revealed seven core themes: psychological well-being, academic performance and engagement, social climate and emotional belonging, digital and technical competence, environmental and institutional strategy, general health, and students' mindset, motivation, and self-regulation. The findings underscore the central role of institutional efficiency, educator support, technological access, and socio-emotional engagement in shaping learner experiences. This review highlights the need for holistic educational strategies and inclusive digital pedagogy to enhance well-being, foster academic success, and reduce disparities in online learning contexts. The study contributes to the growing body of literature by offering a comprehensive framework that informs future research, policy, and instructional practices in digital education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506459 |
| Database: | ERIC |
| Abstract: | This systematic scoping review investigates the multifaceted factors influencing learner well-being in digital learning environments. Drawing upon the analysis of 50 peer-reviewed empirical studies published between 2010 and 2024, the study identifies and synthesizes key determinants that contribute to or hinder student well-being in digitally mediated education. Thematic analysis revealed seven core themes: psychological well-being, academic performance and engagement, social climate and emotional belonging, digital and technical competence, environmental and institutional strategy, general health, and students' mindset, motivation, and self-regulation. The findings underscore the central role of institutional efficiency, educator support, technological access, and socio-emotional engagement in shaping learner experiences. This review highlights the need for holistic educational strategies and inclusive digital pedagogy to enhance well-being, foster academic success, and reduce disparities in online learning contexts. The study contributes to the growing body of literature by offering a comprehensive framework that informs future research, policy, and instructional practices in digital education. |
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| ISSN: | 2689-2758 |
