Navigating higher education during COVID-19: a systematic review and meta-analysis of NPS and customer experience in technological adoption
Abstract The accelerated shift to digital learning in higher education, driven by the COVID-19 pandemic, significantly impacted student satisfaction and technology adoption. Utilizing the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology, this systematic review...
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| Format: | Article |
| Language: | English |
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Springer Nature
2025-07-01
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| Series: | Humanities & Social Sciences Communications |
| Online Access: | https://doi.org/10.1057/s41599-025-05474-8 |
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| author | Sergio Pardo-Jaramillo Daniel Aristizábal-Hernández Paulo Cabrera Ignacio Osuna Soto Andres Muñoz-Villamizar |
| author_facet | Sergio Pardo-Jaramillo Daniel Aristizábal-Hernández Paulo Cabrera Ignacio Osuna Soto Andres Muñoz-Villamizar |
| author_sort | Sergio Pardo-Jaramillo |
| collection | DOAJ |
| description | Abstract The accelerated shift to digital learning in higher education, driven by the COVID-19 pandemic, significantly impacted student satisfaction and technology adoption. Utilizing the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology, this systematic review and meta-analysis assesses the impact of this transition on student satisfaction, measured through the Net Promoter Score (NPS). Analysis across multiple educational programs reveals that postgraduate programs focused on educational innovation received a more favorable response to technological integration compared to undergraduate programs, which demonstrated lower NPS scores and encountered greater adaptation challenges. The findings highlight the necessity of conducting experimental research to further understand causal relationships between technology use and student satisfaction, considering diverse academic contexts, pedagogical strategies, and accessibility of resources. This research advances the discourse on digital transformation in education by emphasizing the importance of tailored technology-mediated strategies that address diverse student needs. |
| format | Article |
| id | doaj-art-b75d2baa096e4a7685a82efd3750b58b |
| institution | Kabale University |
| issn | 2662-9992 |
| language | English |
| publishDate | 2025-07-01 |
| publisher | Springer Nature |
| record_format | Article |
| series | Humanities & Social Sciences Communications |
| spelling | doaj-art-b75d2baa096e4a7685a82efd3750b58b2025-08-20T03:42:23ZengSpringer NatureHumanities & Social Sciences Communications2662-99922025-07-0112111510.1057/s41599-025-05474-8Navigating higher education during COVID-19: a systematic review and meta-analysis of NPS and customer experience in technological adoptionSergio Pardo-Jaramillo0Daniel Aristizábal-Hernández1Paulo Cabrera2Ignacio Osuna Soto3Andres Muñoz-Villamizar4INALDE Business School, Universidad de La SabanaINALDE Business School, Universidad de La SabanaINALDE Business School, Universidad de La SabanaINALDE Business School, Universidad de La SabanaOperations and Supply Chain Management Research Group, International School of Economic and Administrative Sciences, Universidad de La SabanaAbstract The accelerated shift to digital learning in higher education, driven by the COVID-19 pandemic, significantly impacted student satisfaction and technology adoption. Utilizing the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology, this systematic review and meta-analysis assesses the impact of this transition on student satisfaction, measured through the Net Promoter Score (NPS). Analysis across multiple educational programs reveals that postgraduate programs focused on educational innovation received a more favorable response to technological integration compared to undergraduate programs, which demonstrated lower NPS scores and encountered greater adaptation challenges. The findings highlight the necessity of conducting experimental research to further understand causal relationships between technology use and student satisfaction, considering diverse academic contexts, pedagogical strategies, and accessibility of resources. This research advances the discourse on digital transformation in education by emphasizing the importance of tailored technology-mediated strategies that address diverse student needs.https://doi.org/10.1057/s41599-025-05474-8 |
| spellingShingle | Sergio Pardo-Jaramillo Daniel Aristizábal-Hernández Paulo Cabrera Ignacio Osuna Soto Andres Muñoz-Villamizar Navigating higher education during COVID-19: a systematic review and meta-analysis of NPS and customer experience in technological adoption Humanities & Social Sciences Communications |
| title | Navigating higher education during COVID-19: a systematic review and meta-analysis of NPS and customer experience in technological adoption |
| title_full | Navigating higher education during COVID-19: a systematic review and meta-analysis of NPS and customer experience in technological adoption |
| title_fullStr | Navigating higher education during COVID-19: a systematic review and meta-analysis of NPS and customer experience in technological adoption |
| title_full_unstemmed | Navigating higher education during COVID-19: a systematic review and meta-analysis of NPS and customer experience in technological adoption |
| title_short | Navigating higher education during COVID-19: a systematic review and meta-analysis of NPS and customer experience in technological adoption |
| title_sort | navigating higher education during covid 19 a systematic review and meta analysis of nps and customer experience in technological adoption |
| url | https://doi.org/10.1057/s41599-025-05474-8 |
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