Exploring the impact of smart learning technologies on student engagement, e-trust, and satisfaction in higher education institutions: the moderating role of ethical perceptions

Abstract The increasing adoption of digital technologies necessitates understanding factors impacting student engagement, trust, and satisfaction with smart learning technology (SLT) in Tunisian Higher Education Institutions (HEIs). The objective of this study was to examine these relationships among Tunisian undergraduate students at four HEIs and gather data on their level of engagement with SLT, level of trust with respect to e-learning Mentor (ELM), satisfaction with ELMs, and ethical considerations. This study provides a sample of students from a wide variety of academic disciplines using SLT, and is relevant in that the students sampled are point-of-use students of that technology in a HEI context. The online survey was administered between March and May 2024 to ensure the data collected was contemporaneous with their experiences with integration of SLT. Through a structural equation modeling approach, the results showed that students’ engagement was influenced by perceived usefulness (β = .42), e-trust (β = .84), perceived ease of use (β = .35), and satisfaction (β = .38). It also found that ethical perception moderated some relationships as it strengthened the effect of e-trust on engagement (β = .0918, p = .045); and it magnified the effect of satisfaction on engagement (β = .1091, p = .021). These moderating effects demonstrate that students' ethical perceptions are critical to informing their engagement processes with SLT. The study findings highlight the important angle that both technological benefits and ethical perceptions of students need to be considered for the responsible implementation of SLT to support student engagement and academic achievement. In addition, it provides an integrated framework for educators and policymakers to consider the evolution of education evolves.