Exploring the Impact of Female Student’s Digital Intelligence on Sustainable Learning and Digital Mental Well-Being: A Case Study of Saudi Arabia

Norah Muflih Alruwaili, Zaiba Ali, Mohd Shuaib Siddiqui, Asad Hassan Butt (), Hassan Ahmad, Rahila Ali and Shaden Hamad Alsalem
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Norah Muflih Alruwaili: Department of Social Work, College of Humanities and Social Sciences, Princess Nourah bint Abdulrahman University, Riyadh 11671, Saudi Arabia
Zaiba Ali: Management Department, College of Business Administration, Princess Nourah bint Abdulrahman University, Riyadh 11671, Saudi Arabia
Mohd Shuaib Siddiqui: Department of Management, Faculty of Business Administration, University of Tabuk, Tabuk 71491, Saudi Arabia
Asad Hassan Butt: Department of Marketing, Faculty of Business Administration, University of Tabuk, Tabuk 71491, Saudi Arabia
Hassan Ahmad: Business School, Liaoning University, Shenyang 110036, China
Rahila Ali: Faculty of Management, Jagran Lakecity University, Bhopal 462044, MP, India
Shaden Hamad Alsalem: Department of Social Work, College of Humanities and Social Sciences, Princess Nourah bint Abdulrahman University, Riyadh 11671, Saudi Arabia

Sustainability, 2025, vol. 17, issue 14, 1-19

Abstract: 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.

Keywords: adaptive online learning; students’ digital intelligence; digital mental well-being; innovative teaching; sustainable learning (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2025
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