Purpose: The present study aimed to examine the impact of digital learning orientation on the academic performance of undergraduate students at Lorestan University, with readiness for change as a potential mediator.
Method: The research employed a descriptive-correlational approach utilizing structural equation modeling. The statistical population comprised all undergraduate students enrolled in the second semester of the academic year 1401-1400 at Lorestan University, totaling 4439 individuals. Through stratified sampling based on the Karjesi and Morgan table, 351 participants were selected as the sample. Data were collected using three questionnaires: Bullen, Morgan, and Qayyum's (2011) digital learning orientation questionnaire, Dortaj's (2004) academic performance questionnaire for Iranian students, and Dunham et al.'s (1989) readiness for change questionnaire. Data analysis involved SPSS software and structural equation modeling in AMOS.
Findings: The results revealed a significant positive effect of digital learning orientation on both academic performance and readiness for change among students. Additionally, readiness for change demonstrated a positive and significant influence on academic performance. Moreover, the mediating role of readiness for change indicated that digital learning orientation not only directly impacted students' academic performance (β=0.414) but also exerted an indirect effect through readiness for change (β=0.196).
Conclusion: The final model exhibited a good fit, as indicated by all fit indices falling within acceptable ranges. Thus, the model provides a satisfactory explanation of the relationships among the variables under study.
Keywords: Digital Learning Orientation, Academic Performance, Readiness For Change, Students, Lorestan University.
Extended abstract
 
Introduction: The Covid-19 pandemic marked the onset of the first global health crisis in the modern digital age, profoundly impacting the education sector. A notable consequence of this impact was the swift transition from conventional education to electronic learning, prompting the establishment of online learning platforms and distance education systems to facilitate educational endeavors. This abrupt and unanticipated shift posed various challenges to universities across all facets of the educational framework, including students, educators, teaching technologies, and the learning process itself. Consequently, it raised pertinent questions regarding students' academic performance, a key outcome of the university system. Many experts began to scrutinize students' preparedness to excel in an e-learning environment, with some asserting that success in distance learning hinges upon bolstering both digital and non-digital skills among students. Unlike traditional classroom settings, effective participation in e-learning and subsequent academic performance necessitate proficiency in computer literacy, adept human-computer interaction, digital learning orientation, motivation, flexibility, and readiness for change, among others. In light of these considerations, the present study aims to examine the impact of digital learning orientation and readiness for change on the academic performance of undergraduate students at Lorestan University, particularly those who underwent distance education during the Covid-19 era, while also exploring the potential mediating effects of these variables.
Methods: This research serves a practical purpose by contributing to knowledge development through an examination of the impact of digital learning orientation on students' academic performance, with readiness for change as a mediating factor. Methodologically, it employs a descriptive-correlational approach and a structural equation modeling design. The statistical population comprises 4439 undergraduate students enrolled in the second semester of the academic year 1401-1400 at Lorestan University, all of whom have experienced virtual education. Sample size determination followed the Karjesi and Morgan table, resulting in a sample of 351 students. Given the smaller subgroups within the population, a stratified random sampling method proportional to subgroup size was applied. The primary data collection instrument is a questionnaire, which includes digital learning orientation measurement items adapted from Bullen, Morgan & Qayyum (2011), academic performance metrics based on Dortaj (2004), and readiness for change indicators from Dunham et al. (1989). Cronbach's alpha test confirmed the reliability of all questionnaires, yielding coefficients of 0.88 for digital learning orientation, 0.77 for students' academic performance, and 0.91 for readiness for change. Data analysis involved statistical software, particularly SPSS and AMOS.
Findings: Analysis of respondents' demographic information revealed that 265 (75.5%) of them are women, while 86 (24.5%) are men. Among the respondents, 116 (30%) are from the Faculty of Literature and Human Sciences, 87 (24.8%) from the Faculty of Engineering, 66 (18.8%) from the Faculty of Basic Sciences, 51 (14.5%) from the Faculty of Agriculture and Natural Resources, 25 (7.1%) from the Faculty of Management and Economics, and 6 (1.7%) from the Faculty of Veterinary. Additionally, 8 (2.3%) respondents studied in 2016 or earlier, 58 (16.5%) in 2017, 70 (19.9%) in 2018, 99 (28.2%) in 1399, and 116 (33%) entered Lorestan University in 1400. Descriptive indices analysis of the main research variables indicated that the mean scores for digital learning orientation, academic performance, and readiness for change are 43.54, 152.60, and 43.11, respectively. Moreover, the standard deviation for digital learning orientation, academic performance, and readiness for change is 11, 20.18, and 15.22, respectively. Structural equation modeling results revealed that digital learning orientation significantly and positively affects both academic performance and readiness for change among students. Furthermore, readiness for change also positively influences students' academic performance. Additionally, mediation analysis indicated that digital learning orientation not only directly impacts academic performance (β=0.414) but also indirectly affects it through readiness for change (β=0.196).
Conclusion: The fit of the final research model demonstrated that all its fit indices fall within an acceptable range, indicating that the model is a good fit. Universities, as the cornerstone of higher education, play a crucial role in shaping the future of society by fostering knowledge production, fostering appropriate skills, and cultivating awareness. In today's era of information and knowledge production, higher education faces new conditions and requirements. Therefore, universities must be attuned to their evolving environment, meeting changing needs and expectations to effectively prepare students for future challenges and demands. The revision of higher education processes is paramount due to technology's significant impact and its growing influence on various elements of the education system. The inability of students to adapt to future changes and developments poses a fundamental challenge, potentially jeopardizing their future prospects in the labor market. As previously discussed, individuals and organizations must adapt and evolve alongside the advancements in knowledge and technology, fostering a readiness for change. In essence, being open to new methods and ideas is crucial for fostering innovation and adaptation. Ultimately, in today's fast-paced and information-rich environment, only individuals and organizations with high adaptability will thrive. Thus, adequately preparing students for change is an indispensable requirement for the success and sustainability of the higher education system, an aspect that often does not receive sufficient attention.