Muhammad Hasan, Thamrin Tahir, Tuti Supatminingsih, Andi Asti Handayani
Few studies have investigated how digital inequalities and hybrid learning demands jointly shape student wellbeing in rural higher education, particularly in emerging economies where structural barriers are most acute. This study addresses this gap by integrating the Conservation of Resources (COR) theory and the Job Demands–Resources (JD-R) model to explain the psychological mechanisms at play. An explanatory sequential mixed-method design was employed. In the quantitative phase, survey data from 688 undergraduate students across rural universities in Eastern Indonesia were analyzed using PLS-SEM. Results demonstrate that digital inequalities and hybrid learning demands significantly increase perceived stress, which in turn reduces student wellbeing. Mediation analysis confirmed stress as a key psychological pathway. In the qualitative phase, interviews and focus groups with 22 students revealed narratives of digital fatigue, disrupted academic routines, and varied coping strategies shaped by local context and gender. These findings not only enrich the quantitative evidence but also highlight the importance of institutional support in mitigating stress. By extending COR and JD-R frameworks with digital and contextual dimensions from the Global South, this study advances theoretical debates and provides actionable insights for universities and policymakers to design more inclusive and adaptive hybrid learning systems. Copyright © 2024. Published by Elsevier Inc.
Department of Economics Education, Faculty of Economics and Business, Universitas Negeri Makassar, Jl. Raya Pendidikan, South Sulawesi, Makassar, 90222, Indonesia
