Leveraging success through digital learning platforms: configurational pathways to student satisfaction

Purpose This study provides valuable insights about the joint impact of institutional support, faculty practices, digital learning platforms (DLPs), and active learning on student satisfaction in higher education. Design/methodology/approach This study adopts a theory-driven conceptual analysis complemented by structured stakeholder interviews conducted for conceptual validation of the proposed model. Findings The proposed configurational model indicates student satisfaction does not derive from single entity, but arises through the combined configuration of institutional support, faculty practices and active learning with DLPs. Research limitations/implications The model is conceptual and requires empirical validation across varied institutional and cultural contexts. Practical implications The model offers higher education leaders and faculties a method to align pedagogy and resources with DLPs. Originality/value This study extends the linear model with a configuration approach on digital learning adoption and generates practical implications to enhance student satisfaction and learning performance.