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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
Language: English
Authors: Gokce Topluk (ORCID 0009-0007-0048-311X), Gulten Genc (ORCID 0000-0002-2472-4041)
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
FullText Text:
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  Data: Exploring Student Well-Being in Digital Learning Environments: A Scoping Review
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  Data: <searchLink fieldCode="AR" term="%22Gokce+Topluk%22">Gokce Topluk</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-0048-311X">0009-0007-0048-311X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gulten+Genc%22">Gulten Genc</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2472-4041">0000-0002-2472-4041</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Technology+in+Education%22"><i>International Journal of Technology in Education</i></searchLink>. 2026 9(2):402-430.
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  Data: 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
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  Data: 29
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  Data: 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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      – Text: English
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        PageCount: 29
        StartPage: 402
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      – SubjectFull: Literature Reviews
        Type: general
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      – SubjectFull: Electronic Learning
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      – SubjectFull: Secondary Education
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      – SubjectFull: Higher Education
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Mental Health
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