Digital Readiness and Higher Education Students’ Socio-Emotional Perceptions: The Mediation of Perceived Stress in the Context of COVID-19

The pandemic crisis brings remarkable changes to the learning process since the conventional education system shifted to digital learning using various technological tools. However, the digital learning experience confronts key dilemmas that affect students’ psychological status. Therefore, this study aims to identify the influence of digital readiness and perceived stress on students’ socio-emotional perceptions among higher educational institutions students during the COVID-19 pandemic. Also, this research aims to define the mediated effect of perceived stress on digital readiness and students’ socio-emotional perception during the pandemic crisis. The proposed theoretical framework aims to deliver a conceptual understanding of the postulated relationships. This chapter used a non-probabilistic, purposive sampling strategy approach to collect quantitative data from higher educational institutions. Data from 300 students was collected and analyzed using Partial Least Squares (PLS-SEM). The results of this chapter revealed that there is a significant positive relationship between digital readiness, perceived stress, and socio-emotional perception. Thus, the outcomes of this research are expected to provide valuable contributions for decision-makers and practitioners in higher educational institutions, in which valuable insights will help regulate relevant digital learning authorities. Additionally, this chapter will provide timely and practical recommendations and suggestions.