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University students may value a regular day of online classes differently depending on their learning expectations, travel arrangements and living conditions. Informed by Situated Expectancy-Value Theory, this study examines seven predictors of intention to adopt a weekly online classes day in Pakistan. An instructor-mediated survey recruited students at the National University of Sciences and Technology and COMSATS University, Islamabad. Partial least squares-structural equation modelling was performed using SmartPLS 4 on a sample of 145 students. Perceived learning effectiveness and travel safety benefits were positively associated with intention. Travel cost savings, travel time savings, additional home/hostel costs, digital security concerns and home/hostel study disturbances were not statistically significant predictors. The model explained 57.5% of intention variance. The findings may extend the application of Situated Expectancy-Value Theory to a planned weekly online arrangement, highlighting anticipated learning effectiveness and travel safety as relevant considerations in educational choice. Universities considering a weekly online classes day may consider prioritising effective teaching and retaining campus attendance for practical activities while supporting safe mobility for students.
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Qureshi et al. (2026) studied this question.
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