Students’ Readiness for Online Learning in Post-COVID Higher Education

Abstract

The COVID-19 epidemic caused a huge change in higher education, forcing schools all over the world to quickly switch from traditional in-person classes to online learning environments. At first, this change was made in reaction to an emergency, but now online learning is a permanent and strategic part of higher education in the post-COVID era. As a result, students' preparation for online learning has become a key factor in how well, fairly, and sustainably education works. This study examines students' preparedness for online learning in post-COVID higher education, concentrating on four fundamental dimensions: technology preparation, self-directed learning, learner motivation, and online communication efficacy. Using a quantitative survey study design, data were gathered from 420 undergraduate and postgraduate students attending public and private universities. An organized questionnaire, modified from established online learning preparation tools, was distributed electronically. We used descriptive statistics and inferential analysis to look at overall preparedness levels and how they changed based on demographic factors. The results show that students are fairly technologically ready, which is likely due to more time spent online during the pandemic. Nevertheless, moderate to low levels of preparation were noted in self-directed learning, motivation, and online communication, indicating ongoing difficulties that extend beyond technical proficiency. There were big variances in preparation based on how much online learning someone had done before and their socioeconomic background. These findings emphasize that successful online learning in the post-COVID era necessitates more than just technological access; it requires extensive institutional support that encompasses cognitive, motivational, and social aspects of learning. The study adds real-world data to studies on higher education after the pandemic and gives useful information for making policies, designing courses, and providing student support services that will help create inclusive and strong online learning environments.