Student engagement with LinkedIn learning in Indian higher education through multidimensional analysis of effectiveness and attitudes

This study explores students’ perceptions and attitudes towards LinkedIn Learning in Indian higher education using a newly developed psychometric tool. A cross-sectional survey of 316 students from an autonomous college in Jammu utilised the LinkedIn Learning Effectiveness and Attitude Scale for Higher Education Students (LLEAS-HE) to evaluate the platform’s effectiveness across seven domains. The instrument showed excellent reliability (α = 0.967) and identified a four-component structure accounting for 66.83% of the variance. Students mainly reported positive perceptions, with Institutional Integration and Support rated highest (M = 3.71), and overall attitudes towards LinkedIn Learning remained favourable (M = 3.60). Strong correlations (r = 0.353–0.773) appeared between perceptions of effectiveness and attitudes. Significant demographic differences indicated that female students and those aged 23 or older had higher perceptions across most domains. Multiple regression analysis found that Institutional Integration and Support (β = 0.330), Engagement and Motivation (β = 0.258), and Assessment and Certification (β = 0.193) were the most influential predictors of student attitudes, collectively explaining 69.9% of the variance. Surprisingly, traditional constructs from the Technology Acceptance Model were not significant when institutional factors were considered. Within this institutional setting, findings highlight the importance of institutional commitment and comprehensive integration strategies for successful educational technology deployment, offering context-specific insights that can assist higher education institutions in similar environments adopting platforms for professional skills development.