IJIET 2026 Vol.16(9): 2288-2294
doi: 10.18178/ijiet.2026.16.9.2687
doi: 10.18178/ijiet.2026.16.9.2687
Academic Burden and Life Satisfaction in Blended-learning Contexts: Assessing Individual and Structural Challenges through the Study Demands-resources Framework
Magdalena Kaufmann 1,2,*, Annina Boehm-Fischer 3, Christoph Schneider 1, and Luzi Beyer 2
1. Department of Education, University of Trier, Trier, Germany
2. Department of Social Work, Alice Salomon University of Applied Science, Berlin, Germany
3. Department of Finance, Federal University of Applied Sciences for Public Administration, Rostock, Germany
Email: kaufmann@ash-berlin.eu (M.K.); annina.boehmfischer@fbfinanzen.de (A.B.-F.); schneiderc@uni-trier.de (C.S.); luzi.beyer@ash-berlin.eu (L.B.)
*Corresponding author
2. Department of Social Work, Alice Salomon University of Applied Science, Berlin, Germany
3. Department of Finance, Federal University of Applied Sciences for Public Administration, Rostock, Germany
Email: kaufmann@ash-berlin.eu (M.K.); annina.boehmfischer@fbfinanzen.de (A.B.-F.); schneiderc@uni-trier.de (C.S.); luzi.beyer@ash-berlin.eu (L.B.)
*Corresponding author
Manuscript received January 8, 2026; revised February 11, 2026; accepted April 21, 2026; published September 10, 2026
Abstract—The growing diversity of student populations introduces complex individual, social, and structural challenges that can impede academic success. This research follows a complementary two-stage approach grounded in the Study Demand-Resources (SD-R) framework. Study 1 (N = 107) identified chronic study demands, revealing substantial workloads from employment (n = 70) and caregiving (n = 22), frequent financial concerns (n = 45), and elevated psychological strain. Analysis of Variance (ANOVA) results confirm that students with chronic psychological conditions and specific learning difficulties experience significantly higher perceived academic burden. Study 2 (N = 134) evaluated global life satisfaction–viewed as a vital personal resource–with flexible blended-learning context. While first-generation students (n = 67) reported levels of life satisfaction equal to their peers (n = 68), satisfaction was positively associated with leisure time but negatively associated with age. Furthermore, gender-diverse students (n = 8) reported significantly lower satisfaction. The results underline that inclusive, flexible blended-learning environments act as structural study resources that buffer demands and promote educational equity. However, persistent stressors, particularly financial and psychosocial constraints, necessitate further structural reforms and tailored institutional support.
Keywords—student satisfaction, blended learning, academic workload, first-generation students, specific learning challenges, psychological stress, Study Demands-Resources (SD-R) framework
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—student satisfaction, blended learning, academic workload, first-generation students, specific learning challenges, psychological stress, Study Demands-Resources (SD-R) framework
Cite: Magdalena Kaufmann, Annina Boehm-Fischer, Christoph Schneider, and Luzi Beyer, "Academic Burden and Life Satisfaction in Blended-learning Contexts: Assessing Individual and Structural Challenges through the Study Demands-resources Framework," International Journal of Information and Education Technology, vol. 16, no. 9, pp. 2288-2294, 2026.
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).