In an increasingly competitive higher education (HE) environment, fostering student loyalty is critical for institutional success. This study examines the effect of student engagement (SE) on student loyalty (SL), with student satisfaction (SS) as a mediator, in public and private universities in Pakistan. Grounded in Expectation Confirmation Theory (ECT) and the Stimulus–Organism–Response (S-O-R) model, the study addresses an empirical gap by investigating how engagement translates into loyalty through satisfaction. A quantitative, cross-sectional survey was conducted among final-year undergraduate and postgraduate students from multiple universities. Structural equation modeling was employed to test four hypotheses assessing direct and mediated relationships among SE, SS, and SL. The findings indicate that SE does not directly influence SL but exerts a significant indirect effect through SS, confirming satisfaction as a critical explanatory mechanism. These results underscore the importance of aligning engagement initiatives with student expectations to enhance satisfaction and foster loyalty. The study’s limitations include its cross-sectional design and the use of multistage sampling—random selection of universities followed by convenience sampling of respondents—which may limit generalizability. Additionally, focusing on final-year students may not capture engagement and satisfaction dynamics across the full academic lifecycle. Future research should adopt longitudinal designs, include broader student cohorts, and conduct cross-cultural comparisons. Overall, this study contributes to theory and practice by integrating ECT and the S-O-R model and by providing empirical evidence from an emerging HE context.
Iqbal et al. (Sun,) studied this question.