Student Insights on Navigating Virtual Learning Environments During Environmental Crises

Recent environmental emergencies, such as pandemics and floods, compel educational institutions to switch to Virtual Learning Environments (VLEs) rapidly. However, ongoing research is crucial to improving strategies for managing teaching and learning in such dynamic situations. This study examines students’ experiences at a semi-private university in the United Arab Emirates (UAE) during the COVID-19 shift to VLEs. Using a mixed-methods approach, we surveyed undergraduate students grouped into three disciplinary fields – medical, science, and social sciences – for easier analysis. Quantitative data were analyzed using descriptive statistics and structural equation modeling (SEM), while qualitative responses were analyzed inductively to identify themes, with some quantified and presented graphically. Results show that a notable proportion of respondents prefer flexible learning models post-crisis. Male students engaged more with VLE tools, while female students faced greater challenges, highlighting the need for targeted support. Social sciences students utilized VLE tools more extensively despite facing greater transitional difficulties. Key conditions enabling a sustainable, smooth transition to VLEs included sound pedagogy, reliable internet access, active student engagement, and attention to mental health. These results highlight the need for flexible delivery models, robust digital infrastructure, and inclusive support services to ensure effective VLEs in future emergencies.