Toward a resilient digital learner: examining institutional enablers and academic resiliency in online higher education

The rapid growth of online learning has transformed higher education while increasing students’ exposure to technostress, underscoring the need for stronger digital adaptation skills. This study examines how digital literacy (DL), learning flexibility (LF), institutional support (IS), and academic resiliency (AR) shape digital resiliency (DR) in online learning environments. Grounded in self-determination theory (SDT), this study integrates individual competencies and institutional enablers into a unified framework. Using a cross-sectional design, data were collected from 286 students at a public university in Indonesia and analysed with Partial Least Squares Structural Equation Modelling (PLS-SEM). The results show that DL and IS significantly enhance DR, while LF does not exhibit a direct effect. Additionally, AR strengthens the positive influence of IS on DR, indicating that resilient students are better able to translate institutional resources into adaptive digital behaviours. However, AR does not moderate the relationship between LF and DR. These findings highlight the essential roles of digital competence, institutional support, and psychological resilience in enabling students to cope with technological demands and thrive in digital learning environments. The study contributes to theory by integrating motivational, technological, and institutional factors and offers practical guidance for universities to align digital literacy initiatives, support services, and resilience-building strategies.