Online Learning Readiness, Student Engagement, and Retention Intention among Higher Education Students in Kuwait
Abstract: Background: Online learning outcomes may relate to students? preparedness and participation, but intention to continue is distinct from verified institutional retention. This study examined the associations among online learning readiness, student engagement, and retention intention among higher-education students in Kuwait. Methods: A quantitative cross-sectional questionnaire was administered online from 1-20 September 2026. The supplied dataset included 100 complete responses recruited through personal contacts and community WhatsApp groups. Readiness (20 items), engagement (24 items), and a broad continuation-related index (19 items) were scored as mean Likert responses. Analyses included descriptive statistics, internal consistency, Pearson and Spearman correlations, and a joint regression with HC3 robust coefficient inference. Results: Mean readiness was 4.398 (SD 0.716), engagement 4.353 (SD 0.727), and the broad continuation-related score 4.258 (SD 0.762), on a five-point scale. Pairwise associations were positive: readiness-engagement, r = .890; readiness-retention intention, r = .792; and engagement-retention intention, r = .832 (all p
Keywords: online learning readiness; student engagement; retention intention; higher education; Kuwait; cross-sectional study
How to Cite?: Suhyl M, Chethana R Acharya, "Online Learning Readiness, Student Engagement, and Retention Intention among Higher Education Students in Kuwait", Volume 15 Issue 10, October 2026, International Journal of Science and Research (IJSR), Pages: 1938-1940, https://www.ijsr.net/getabstract.php?paperid=MR261027030559, DOI: https://dx.doi.org/10.21275/MR261027030559