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Rapid advancements in science and technology, further accelerated by the COVID–19 pandemic, have fundamentally transformed the educational landscape. The pandemic exposed the vulnerabilities of traditional educational systems, expediting the adoption of flexible learning models for over 1.6 billion students globally (Affouneh et al., 2020; Ayasrah et al., 2022). Central to this transformation is the digital revolution, which encompasses innovations such as artificial intelligence, learning analytics, and immersive technologies like augmented and virtual reality that have redefined educational experiences. These tools enhance flexibility, personalization, and inclusivity, contributing to a more dynamic and interconnected global educational environment (Luo & Zhou, 2024; Singh et al., 2024).
Blended learning, which combines face-to-face instruction with online methods, has emerged as a prominent model in higher education, capitalizing on the strengths of both modes of delivery (Boelens et al., 2017; Li & Huang, 2024; Um et al., 2021). While the pandemic acted as a catalyst for change, broader trends in digital innovation, particularly AI-driven personalization and advanced analytics, are pivotal to ensuring sustainable growth and global competitiveness in the academic sector. To remain competitive, universities must leverage these technologies to enhance the student experience, cultivate long-term relationships, and provide high-value services, ensuring their relevance in the rapidly evolving digital age (Douglas, 2015).
Several studies confirm that service quality is critical to university success, profitability, and competitive advantage (Tan et al., 2022). Moreover, Ashraf et al. (2016) identified key dimensions of perceived educational quality from students’ perspectives, including faculty credentials, administrative services, library resources, general facilities, career prospects, and financial aid. While service quality has traditionally been linked to offline contexts, maintaining high standards in online environments is equally essential, prompting vendors to explore effective methods through trial and error (Xu et al., 2013).
In addition, Seo and Um (2023) highlight that blended learning offers cost efficiency and flexibility, with offline service quality (p-SQ) enhancing perceived epistemic, social, and emotional value, while online service quality (e-SQ) addresses perceived conditional value. Perceived value reflects customer perception rather than the service provider’s subjective assessment (Khalifa, 2004). Value perceptions, shaped by evaluating the trade-off between benefits and costs, consist of two components: get and give (Ledden et al., 2007, 2011; Zeithaml, 1988). In educational services, Ledden et al. (2011) argue that service quality precedes value and significantly influences student satisfaction (SAT) and word of mouth (WOM). Therefore, institutions should focus on enhancing service quality and perceived value to improve SAT (Zeithaml, 1988).
Strong evidence indicates that perceived value drives SAT, as students who perceive high value in their education report higher SAT (Ledden & Kalafatis, 2010). Furthermore, Carvalho and de Oliveira Mota (2010) demonstrate that perceived value fosters student loyalty (LOY) and positively influences students’ likelihood of providing favorable WOM recommendations about the institution and its programs (Bruce & Edgington, 2008). A loyal student may continue financially supporting their institution, promote it through WOM to prospective or current students, or engage in cooperation (Thurau et al., 2001). This underscores the importance of enhancing perceived value to improve student SAT, student LOY, and advocacy in education.