Mental Health and Campus Learning Environment During the Digital Age

In recent years, with the spread of information and communication technology engendering change on campus learning environment, universities tended to put more emphasis on the mental health of their students. This study investigated undergraduate students’ mental health in terms of student sense of belonging, student learning satisfaction, and student well-being in relationship with their campus learning environment that is examined, especially in terms of learner-lecturer interaction, learner-learner interaction, and learner-content interaction. Based on a survey of 680 students from several universities in Vietnam, the results revealed both direct and indirect effects of student’s interactions on their mental health. Accordingly, learner-content interaction was found to be the strongest student-level predictor of their sense of belonging, meanwhile learner-lecturer interaction was recognized as the biggest influence on student online learning satisfaction. The results also allowed to note that these interactions and student’s online learning self-efficacy indirectly affected students’ well-being via sense of belonging. The effects of learner-learner interaction on student mental health were non-significant. The findings might provide a scientific basis for informing policy making in higher education in the context of educational renovation in Vietnam in promoting students’ mental health.