Exploring the Impact of Female Student’s Digital Intelligence on Sustainable Learning and Digital Mental Well-Being: A Case Study of Saudi Arabia
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This study investigates the interplay between adaptive online learning, students’ digital intelligence, sustainable learning, and digital mental well-being among female university students in Saudi Arabia. In response to the growing reliance on digital platforms in higher education, a structured questionnaire was distributed via social media to capture student perceptions of their online learning experiences. Using Partial Least Squares Structural Equation Modelling (PLS-SEM), the analysis revealed that while adaptive online learning is a critical enabler, its influence is most effective when mediated by students’ digital intelligence. The findings highlighted that students with higher digital intelligence are more likely to engage in sustainable learning practices and maintain better mental well-being in digital environments. Furthermore, innovative teaching practices were shown to strengthen these relationships, underscoring the importance of interactive and adaptive pedagogies. This research contributes to the growing discourse on digital education by emphasizing the importance of indirect pathways and learner-centred dynamics in shaping positive educational and psychological outcomes. This study offers practical and theoretical implications for educators, institutions, and policymakers aiming to create inclusive, resilient, and psychologically supportive digital learning environments. Future research is encouraged to examine these relationships across different cultural and institutional contexts and explore the longitudinal impacts of digital learning strategies.
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Research in Saudi higher education suggests that stronger digital competence and critical awareness are associated with improved learning outcomes, enhanced digital well-being, and more sustainable technology engagement.
“Research in Saudi higher education suggests that stronger digital competence and critical awareness are associated with improved learning outcomes, enhanced digital well-being, and more sustainable technology engagement (Abou Hashish and Alnajjar, 2024; Ahmed and Ali, 2024; Alruwaili et al., 2025).”
From From tool to scaffold: structured human–AI collaboration and its effects on academic writing and digital critical thinking among Saudi EFL learners (2026) · cites this paper as Alruwaili et al., 2025
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Cited by
Sorted by citations
Alshehri, O. A. O., Lamouchi, A., Abdellatif, M. S., Al-Dosari, M. N. A., Mekheimer, M., & Nemt-allah, M. A. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1830103 · Cited by 2 · see citing works
- Authors
- Alruwaili, N. M., Ali, Z., Siddiqui, M. S., Butt, A. H., Ahmad, H., Ali, R., & Alsalem, S. H.
- Affiliations
- Princess Nourah bint Abdulrahman University (SA)
- University of Tabuk (SA)
- Liaoning University (CN)
- Jagran Lakecity University (IN)
- Corresponding author
- Butt, Asad Hassan
- Venue
- Sustainability
- Publisher
- MDPI AG
- Published
- 2025-07-21
- Volume
- 17
- Issue
- 14
- Pages
- 6632
- ISSN
- 2071-1050 (ISSN-L)
- OpenAlex
- W4412540263
- Cited by
- 7
- References
- 84
- Citations by year
- 2026: 7
- FWCI
- 21.88
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Sustainability (publishedVersion, cc-by)
- Funders
- Deanship of Scientific Research and Libraries in Princess Nourah bint Abdulrahman University (RG-1445-0072)
- Topics
- Social Sciences › Education › Online and Blended Learning
- Physical Sciences › Computer Science › Information Systems › Education and Learning Interventions
- Social Sciences › Education › Technology-Enhanced Education Studies
- Keywords
- digital intelligence, sustainable learning, female university students, adaptive e-learning, innovative teaching practices, higher education, digital learning environments, Saudi Arabia
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