Introduction: The rapid shift to virtual education during the COVID-19 pandemic created both challenges and opportunities worldwide. Once a supplementary option, online learning became essential. The pandemic accelerated adoption in developing nations, exposing major infrastructure gaps such as unstable electricity and limited qualified teachers across Asia, Latin America, and Africa. Objective: To review recent empirical findings on the factors that influence university students’ satisfaction with online education in developing countries and identify key elements for improving online learning experiences in low-resource settings. Methods: A scoping review was conducted following the PRISMA protocol. An initial pool of 51 studies (2020–2024) was retrieved from major academic databases. After applying strict inclusion and exclusion criteria, 12 studies were selected, predominantly from Latin America and the Middle East. Most used quantitative, cross-sectional designs with student satisfaction questionnaires. Results: Key determinants of satisfaction included teaching quality, technological access, student motivation, academic stress, and adaptability. Positive correlations emerged between satisfaction and service quality, flexibility, and emotional well-being. Conclusion: The review highlights the necessity of context-sensitive, student-centered virtual education models. It contributes to the development of inclusive strategies for improving online learning in resource-constrained settings and advocates for standardized tools and longitudinal approaches in future research.
Vargas-Salas et al. (Thu,) studied this question.