Towards an Explainable Decision Support Framework for Educational Program Choice: Evidence from Student Satisfaction Analysis
Artykuł w czasopiśmie
MNiSW
40
Lista 2024
| Status: | |
| Autorzy: | Nazyrova Aizhan, Omarbekova Assel, Bekmanova Gulmira, Miłosz Marek, Lamasheva Zhanar |
| Dyscypliny: | |
| Aby zobaczyć szczegóły należy się zalogować. | |
| Rok wydania: | 2026 |
| Wersja dokumentu: | Drukowana | Elektroniczna |
| Język: | angielski |
| Numer czasopisma: | 5 |
| Wolumen/Tom: | 19 |
| Strony: | 1062 - 1089 |
| Scopus® Cytowania: | 0 |
| Bazy: | Scopus |
| Efekt badań statutowych | NIE |
| Materiał konferencyjny: | NIE |
| Publikacja OA: | TAK |
| Licencja: | |
| Sposób udostępnienia: | Witryna wydawcy |
| Wersja tekstu: | Ostateczna wersja opublikowana |
| Czas opublikowania: | W momencie opublikowania |
| Data opublikowania w OA: | 31 marca 2026 |
| Abstrakty: | angielski |
| The article examines the problem of educational program choice, which is often based on students’ subjective preferences under conditions of limited guidance and information, and which may affect satisfaction with their educational trajectory. The digital transformation of higher education reinforces the importance of personalized educational pathways and informed student choice. This study uses educational data analysis methods to identify factors associated with student satisfaction with educational program choice at L.N. Gumilyov Eurasian National University in the Republic of Kazakhstan. The empirical basis of the study is student survey data used to analyze the motivational and cognitive determinants of educational choice, including personal interests, level of prior preparation, individual skills, and value alignment with the content of the educational program. Using correlation and regression analysis, the contribution of these factors to satisfaction with educational program choice is assessed, and differences in student satisfaction profiles depending on the educational context are examined. The results indicate the important role of motivational and cognitive factors, with particularly strong contributions from value orientations and skills, while interests and prior preparation also remain significant. Based on the empirical findings, an explainable decision support framework for educational program choice is proposed. The study contributes to the development of digital academic advising approaches and is aligned with Sustainable Development Goal 4 (quality education) by supporting learner-centered educational solutions aimed at improving awareness of educational program choice and reducing the risk of misalignment between students’ expectations and educational trajectories |
