Abstract:

Today, the implementation of information and communication technologies (ICT) in higher education institutions is a reality. The changes in the European Higher Education Area (EHEA) in recent years and the health crisis caused by COVID19 have been key factors in the deployment of these tools in universities (Marín et al., 2021; Reche et al., 2022). In addition, teachers are increasingly aware of the advantages that ICT bring to teaching and, feel that they have become part of the teaching methodology since they can generate advantages both from the perspective of the student and from the perspective of the teacher (Salinas, 2004). From the student's perspective, their commitment to the subject increases, helping to reinforce the knowledge acquired. On the other hand, teachers can get instant feedback from students and improve the quality of their presentations. However, despite the increase in the use of ICT in classroom instruction and the observed increase in student participation in it, there is little research that examines the impact of these tools on student satisfaction (Habiba and Ahmed. 2020). Therefore, this paper analyzes the ICT-satisfaction relationship for a sample of 176 undergraduate students at the University of Valencia. These students of the Degrees in Business Administration and Management, and Business Intelligence and Analytics, have used multifunctional tools in their academic programs for the 2021-22 academic year. Upon estimation of a structural equations model the results show that ICT have a positive and significant impact on the satisfaction of undergraduate students, both for international program students and national students. These results allow us to recommend that universities should continue to invest in these tools and encourage teachers to use them.

Keywords:

ICT, satisfaction, universities, degrees.