An Empirical Analysis Of Stakeholder Behaviour Patterns In Digital Education Platforms

Abstract

Educational technology has been at the heart of the operations of the educational institutions, affecting the leadership, institutional management, and the involvement of stakeholders. This study will discuss the major behavioural predictors influencing the behaviour of stakeholders in online learning platforms, and the study will assess their respective implications to leadership in education, the organisational decision-making process, and the development of policies. The research design embraced in the study is empirical and analytical studies based on the behavioural and organisational theory. The behavioural determinants were divided into cognitive, emotional-psychological, social, and technological levels. The patterns of engagement and the mediating effects were analysed using descriptive statistics and relational analysis, which apply to the context of educational administration. Findings show that the technological and cognitive variables have the most powerful effect on stakeholder engagement, and the clarity, usability of the platform, and system reliability became the most significant factors. Emotional-psychological elements, especially trust and satisfaction, play the role of a stabilising mechanism that supports the role of sustained engagement. The influence of social factors is moderate, and institutional credibility is one of the major supportive factors. As observed through relational analysis, there are two mediators of the connection between platform design and engagement outcome: trust and perceived transparency. The results indicate the strategic significance of the role of leadership in the management of digital platforms. The educational administrators gain incentives in focusing on open data culture, ethical platform development, and logical technological adoption.