Taojing Wang
Teja Manda1- 1College of Life Sciences, Nanjing Forestry University, Nanjing, China
- 2College of Forestry, Nanjing Forestry University, Nanjing, China
The main responsibility of universities is to cultivate high-quality students. The quality of student cultivation can be enhanced by improving university teachers’ pedagogical competence, and thus enhancing students’ learning experiences and satisfaction. The purpose of this study was to examine the impact of university teachers’ pedagogical competence on students’ learning experience and satisfaction, as well as the mediating effect of university students’ perception of learning experience. Structural equation modeling was employed to examine the relationships between pedagogical competency of university teachers, students’ learning experiences and classroom satisfaction, based on 569 questionnaires. The results indicate that teachers’ professional knowledge (β = 0.325, p < 0.001) and teaching skills (β = 0.155, p < 0.001) have a direct positive effect on students’ classroom satisfaction. Both factors indirectly influence satisfaction through learning experiences, with professional knowledge showing a standardized path coefficient of 0.615 (p < 0.001) on learning experiences, and teaching skills showing a coefficient of 0.335 (p < 0.001). Learning experiences have a direct effect on satisfaction with a coefficient of 0.536 (p < 0.001). Bootstrap testing confirms that the mediation effect of learning experiences is significant, with professional knowledge accounting for 50.4% of the mediation effect (total effect = 0.655, indirect effect = 0.330), and teaching skills accounting for 53.9% (total effect = 0.334, indirect effect = 0.179). The study suggests that university teachers can enhance classroom satisfaction indirectly by optimizing the depth of knowledge, teaching methods, and classroom interactions, thereby improving students’ learning experiences. This study recommends that universities strengthen training in teachers’ professional knowledge and teaching skills, and establish dynamic feedbacks mechanism for teaching outcomes. This study also offers insights for universities to enhance the various dimensions of teachers’ pedagogical competence and optimize administrative and management strategies through the learning experience and satisfaction of university students.
1 Introduction
Universities are viewed as the engines of social development, carrying out the significant duties of knowledge transfer, idea discovery, and talent nurture. Teachers are the foundation of higher education, their pedagogical proficiency has a direct impact on students’ learning experiences as well as their satisfaction (Price et al., 2021). The influence of university teachers’ pedagogical competency on the caliber of talent development among university students is exhibiting new traits and trends as a result of the deeper reform of higher education, the revitalization of educational concepts, and the creation of teaching methods (Fernandes et al., 2024). Thereby, improving teachers’ pedagogical competency is essential for maintaining the standard of education. In higher education, the broad implementation of the ‘student-centered’ educational philosophy has led to the inclusion of student satisfaction as a crucial metric in the assessment and certification of undergraduate instruction, and the universities are beginning to value student needs and feedback more (Kanwar and Sanjeeva, 2022). Learning experiences and attitudes, in addition to cognitive processes and skill sets, all impact university students’ levels of satisfaction (Nastasić et al., 2019). It encompasses elements like emotions and values in addition to cognitive outcomes like learning gains and academic achievement. These are the fundamental components of higher education’s quality that form the basis for assessing the caliber of instruction in higher education (Dennis and Somerville, 2023).
Many universities tend to prioritize research over teaching, which may affect the quality of education. Hence, conducting educational research from the perspective of university students’ learning experiences and satisfaction is especially important because it can help teachers more effectively achieve their teaching objectives, better understand the needs of university students, and encourage students to acquire more knowledge. Thus, it is imperative to investigate how university students’ perceptions of their learning experiences and satisfaction are impacted by the pedagogical proficiency of university teachers.
2 Literature review and the formulation of research hypotheses
2.1 The impact of university teachers’ pedagogical competence on students’ satisfaction
For university teachers to successfully complete teaching assignments and further their professional development, their pedagogical competency is essential. Excellent university teachers must have a broad academic background and excellent disciplinary expertise, which allow them to offer students professional academic information and perspectives (Kunter et al., 2013; Guerriero, 2017). A teacher’s overall quality, including their professional knowledge and teaching skills, is reflected in their pedagogical competence. Demeshkant et al. (2022) found that university teachers’ pedagogical and technological knowledge was an important variable in evaluating teachers’ digital competences. So, developing and executing innovative and motivating teaching skills that pique students’ interest in learning is another aspect of pedagogical competency. Students’ satisfaction is directly impacted by a teacher’s material, tactics, level, and attitude (Jentsch and König, 2022). Teaching quality, topic richness, attitude, variety of approaches, and organization are all significant determinants of students’ satisfaction. Students’ satisfaction is also influenced by a teacher’s personality, language skills, expression style, and educational background (Wang et al., 2023). Therefore, raising teachers’ pedagogical competency as well as encouraging positive teaching attitudes and practices is essential to raising student satisfaction.
University teachers must also become experts in the rules of academic study and learn how to identify the best practices for academic work (van Dijk et al., 2023). Therefore, strong professional knowledge, effective teaching skills, and the capacity to create instructional activities that stimulate students’ interest in learning and help them meet learning objectives should be components of university teachers’ pedagogical competence (Tigelaar et al., 2004). Good pedagogical competency enables teachers to boost student engagement, enhance learning outcomes, and kindle students’ enthusiasm in learning. Enhancing teachers’ pedagogical proficiency not only improves learning results for students but also strengthens the bonds between teachers and students (Roorda et al., 2011). Therefore, our questions are: Does university teachers’ pedagogical competence (UTPC) positively affect students’ satisfaction (Hypothesis 1)? Does university teachers’ professional knowledge (UTPK), one important aspect of university teachers’ pedagogical competence, positively affect university students’ satisfaction (USS) (Hypothesis 1–1)? and if or not university teachers’ teaching skills (UTTS), another important aspect of university teachers’ pedagogical competence, positively affect university students’ satisfaction (Hypothesis 1–2)?
2.2 The impact of university teachers’ pedagogical competence on students’ learning experience
The term “learning experience” describes the whole set of experiences that students have while learning, encompassing their perceptions, feelings, thoughts, and actions. It includes their comprehension and proficiency of the subject matter being taught, their acceptance and assessment of the methods being used, and their opinions of the attitude and conduct of the instructor (Bouilheres et al., 2020). This experience is a representation of the students’ subjective perceptions of the educational activities that not only influence their learning environment but also impact their academic achievement. Zhang et al. (2025) reported that instructional strategy played a significant role in fostering college students’ critical thinking learning experience. One important element influencing how well university teachers teach their students is their pedagogical expertise. Pedagogical competency allows them to better arrange and convey the material they are teaching, which makes it easier for students to comprehend and retain the material, which enhances the learning process for all students (Forsler et al., 2024). Students’ motivation, attitude, and academic achievement are all directly impacted by this beneficial learning experience. Liao et al. (2023) systematic reviewed 51 empirical studies on non-university-based teacher educators’ professional learning, and found that a host of professional qualities were developed that enabled them to support preservice and in-service teachers’ growth through learning experiences. Students’ perceptions and attitudes toward university teachers are strongly influenced by their pedagogical proficiency (Amerstorfer and Freiin von Münster-Kistner, 2021; Sjöberg et al., 2024). Students typically have a more favorable opinion of professors who demonstrate high levels of pedagogical competency because they are respected and trusted by their peers (Zhao et al., 2022; Cook et al., 2024). Enhancing university teachers’ pedagogical proficiency not only contributes to the optimization of the learning process for students but also builds students’ favorable opinions of the teaching process, which raises the standard of instruction and advances the efficacy of education as a whole (Pratt et al., 2019). Therefore, we propose the following hypotheses: University teachers’ pedagogical competence (UTPC) positively influences university students’ learning experience (USLE) (H2); University teachers’ professional knowledge (UTPK) positively influences students’ learning experience (H2-1); University teachers’ teaching skills (UTTS) positively influence students’ learning experience (H2-2).
2.3 The impact of university students’ learning experiences on their satisfaction
Learning experience, which includes students’ internal perceptions and emotional reactions to instructional activities, is a crucial determinant of the quality of instruction (Zerihun et al., 2012). In higher education, students serve as both a source of evaluation for the caliber of instructional quality and the course’s direct beneficiaries. Yang and Chen (2025) found that maker learning experiences of engineering college students majoring in mechanical engineering positively correlated to their satisfaction in China. Thus, a key element in raising satisfaction is the genuine student experience. The emotions experienced during the learning process as well as the assessment of the learning objectives are all part of the learning experience (Tan et al., 2021; Kuo et al., 2024). Mumpun et al. (2025) verified the positive impact of university students’ learning experiences in an environmental science project on their satisfaction. Learning outcomes and satisfaction are strongly influenced by the learning process and learning environment. Zhou and Shi (2021) pointed out that university students’ experience has a significant impact on academic performance, overall satisfaction, and learning gains. The aforementioned research indicates that boosting students’ self-efficacy and the learning environment can lead to a notable improvement in the quality of the learning process, which in turn improves teaching outcomes. In light of this, the current study hypothesizes: University students’ learning experience (USLE) positively influences their satisfaction (H3).
2.4 Learning experience plays a mediating role in the relationship between university teachers’ pedagogical competence and satisfaction
University student satisfaction is a crucial measure of the caliber of higher education, taking into account both the students’ educational experiences and the pedagogical proficiency of the teachers (Weerasinghe et al., 2017; Wong and Chapman, 2023). A teacher’s pedagogical competency encompasses not only their attitude, knowledge, and abilities, but also their ability to pique students’ interest in learning. Students who feel good about their experience are more likely to be satisfied with the course, and this is frequently linked to improved learning results (Weerasinghe et al., 2017; Wong and Chapman, 2023).
Students’ drive to study, enthusiasm in learning, and proactive learning attitude can all be greatly increased by a positive learning experience (Weerasinghe et al., 2017). Academic self-efficacy, course experience and course satisfaction are all significantly positively correlated, according to research. The study by Liu and Ma (2015) indicates that academic self-efficacy can not only directly improve course satisfaction but also indirectly enhance satisfaction through the mediating variable of course experience. Their results emphasize how crucial it is to raise students’ self-efficacy in order to raise their level of course satisfaction. The primary determinants of satisfaction are the caliber of students’ learning and the instructors’ degree of instruction (Ikram and Kenayathulla, 2022). The effectiveness of teaching can be raised by strengthening teachers’ instructional skills and raising the caliber of students’ learning (Lo et al., 2022). In the end, student happiness is influenced by both the experiences of students and the teaching skills of teachers. To clarify the impact of university students’ learning experiences on the relationship between university teachers’ pedagogical competence (including two aspects: professional knowledge and teaching skills), and students’ learning satisfaction, we propose the following hypotheses: University students’ learning experience plays a mediating role between teachers’ pedagogical competence and satisfaction (H4); University students’ learning experience plays a mediating role between teachers’ professional knowledge and students’ satisfaction (H4-1); University students’ learning experience plays a mediating role between teachers’ teaching skills and students’ satisfaction (H4-2).
Based on the above, the model diagram for this study is shown in Figure 1. This study’s framework will be the aforementioned theoretical model, which will be thoroughly examined to determine how students’ learning experiences and university teachers’ pedagogical competency affect their overall satisfaction. The objective is to offer academic underpinning and useful direction for raising teaching standards and student satisfaction.
Figure 1. Conceptual model proposed for this research.
3 Methods
3.1 Participants
This survey was randomly administered to undergraduate and graduate students in the School of Life Sciences, School of Ecology and Environmental Sciences, and College of Forestry at Nanjing Forestry University. The total number of students across the three colleges is about 3,800. Based on the Slovin’s Formula, with a required sampling error rate of no more than 5.0%, the minimum effective sample size should not be less than 362.
3.2 Instruments
This study selected university teachers’ pedagogical competence (UTPC) as the independent variable, based on the report of Zhang (2020), which validated and applied this scale to analyze the teachers’ pedagogical competence in China. It included two dimensions: university teachers’ professional knowledge (UTPK) and university teachers’ teaching skills (UTTS). The number of items, dimensions and response scales was translated and listed in Supplementary Table 1.
The scale employed in this study, which uses university students’ learning experience (USLE) as a mediating variable, was validated and used by Huang et al. (2016) to assess students’ learning experience in China. This scale was translated and listed in Supplementary Table 1.
This research takes university students’ satisfaction (USS) as the dependent variable, with its scale based on the reports by Zhang (2022), and this scale has been validated and used in China in the report of Zhang (2022). This scale was translated and listed in Supplementary Table 1.
Procedure: The questionnaires were distributed by teachers during class for students to fill out anonymously. The implementation period was from March 2024 to June 2024, after which the questionnaires were collected.
3.3 Ethical statement
All methods employed in this study were carried out in strict adherence to relevant guidelines and regulations. The research complied with local laws, and institutional requirements, and was approved by the Ethical Review Committee of Nanjing Forestry University.
3.4 Data analysis
A total of 580 questionnaires were collected, of which 569 were deemed valid, yielding an 87.5% validity rate. The software SPSS v25.0 was used for statistical analysis. The descriptive statistics of the mean, standard deviation, skewness, and kurtosis of the variable measurement items in the 569 valid questionnaires revealed that the absolute values of skewness and kurtosis are both less than 2, meeting the requirements for the Method of Moments of the U test. The standard deviations of kurtosis and skewness are 0.204 and 0.102, respectively, both of which are less than 0.500. The aforementioned information confirms that the variables in this model have a normal distribution and that the observed variables accept the hypotheses at a significance level of α = 0.05.
4 Results
4.1 Data analysis
The questionnaire must go through reliability and validity testing to guarantee the validity of the survey results and the efficacy of the complete questionnaire design. Analysis of validity and reliability was done using SPSS v25.0. The findings show that the scale or questionnaire has good reliability because Cronbach’s alpha (α) is higher than 0.700. All of the variables included in this study’s dimensions have KMO values greater than 0.700, suggesting that the questionnaire has good validity (Table 1).
Table 1. Reliability and validity validation of questionnaire and scales.
AMOS v23.0 software was used to process the data, yielding the AVE values and factor loadings for the items that corresponded to each variable. The findings demonstrated that all latent variables’ AVE values satisfied the condition of not being less than 0.500, suggesting that the questionnaire’s variable measurements appropriately capture the features of the latent constructs (Table 1). Clearly, the four constructs in this study satisfy the convergent validity test since they have significant convergence, a clear structure, and a suitable dimensional division. The reliability of the scales utilized in the questionnaire satisfied the necessary requirements, as evidenced by the composite reliability (CR) values, all of which were higher than 0.700 (Table 1). It is evident that each variable’s measurement items are appropriately chosen and adequate to satisfy the requirements for additional data analysis.
The data model underwent a fitting study using the AMOS v23.0 program. It investigates if the fitting outcomes of different observable structural characteristics are consistent with the previously developed model by contrasting important fitting markers. The test results of CMIN/DF and RMSEA were 4.655 and 0.080, respectively below the thresholds of 5.000 and 0.080 for reasonable fit, indicated that these indices were acceptable fit. Moreover, the test results of indices including NFI, IFI, TLI and CFI were 0.943, 0.955, 0.947, and 0.955, respectively, (> 0.900 = acceptable fit) shows that they all demonstrate an acceptable level of fit (Table 2). The structural equation model’s fitting results demonstrated that important fitting indicators, including CMIN/DF, GFI, NFI, and RMSEA, satisfied the necessary requirements, suggesting that the questionnaire design has strong structural validity (Table 2). The findings show that the suggested model’s overall goodness of fit satisfies the necessary standards, enabling the testing of the hypotheses put out in this study.
Table 2. The fitting analysis on the model using AMOS software.
4.2 The validation of research hypotheses
Using path analysis techniques in AMOS 23.0 software, the direct effects of students’ learning experiences and university professors’ pedagogical competency on satisfaction were examined in order to support the hypotheses. To further explore the significance of learning experiences in the teaching process, the mediating role of learning experiences between the pedagogical competence and satisfaction of university professors was also measured.
4.2.1 Direct effect analysis
The standardized parameter estimates (loadings), C. R. (critical ratio), and p-value were chosen as the primary indicators for additional study based on the AMOS 23.0 results. The direct effects of UTPK and UTTS on USLE and USS are detailed in Table 3 and illustrated in Figure 2. For Hypothesis H1-1, the direct impact of UTPK on USS is significant, with regression coefficients of 0.325 and a p-value of 0.000, confirming strong support. For Hypothesis H1-2, the direct impact of UTTS on USS is significant, with regression coefficients of 0.155 and a p-value of 0.000, confirming strong support. Similarly, Hypothesis H2-1, the direct impact of UTPK on USLE is significant, with regression coefficients of 0.615 and a p-value of 0.000, confirming strong support. Hypothesis H2-2, the direct impact of UTTS on USLE is significant, with regression coefficients of 0.335 and a p-value of 0.000, confirming strong support. Hypothesis H3 reveals a significant direct effect of USLE on USS, with regression coefficients of 0.536 and a p-value of 0.000, demonstrating the robustness of this effect.
Table 3. Effect analysis based on structural equation modeling.
Figure 2. The structural equation model.
4.2.2 The mediating role of learning experience in students’ satisfaction
In order to corroborate the impact of students’ learning experiences on university professors’ pedagogical competency and students’ satisfaction, an analysis of the data fitting results’ output report using AMOS software is required. The model parameter estimation that was used to assess the mediating impact using the Bootstrap approach was listed in Table 4. Examining the mediating role of learning experience between instructors’ pedagogical competence and satisfaction, students’ satisfaction was used as the dependent variable and the professional knowledge and teaching abilities of university teachers as the independent variables. Table 4 displays the findings of the significance analysis on the direct, indirect, and cumulative effects on students’ satisfaction within a 95% confidence interval of teachers’ professional knowledge and teaching abilities. The mediation analysis in the provided data shows that USLE significantly mediates the relationship between both UTPK and UTTS and USS. For the relationship between UTPK and USS, mediated by USLE, the standardized coefficient is 0.330 and a p-value of 0.000, indicating strong statistical support (Table 4; Figure 2). Similarly, the mediation effect of USLE between UTTS and USS is also significant, with a standardized coefficient of 0.179 and a p-value of 0.000 (Table 4; Figure 2). These findings suggest that the relationship between university instructors’ professional knowledge, teaching abilities, and satisfaction is mediated by the learning experiences of the students. Thus, H4, H4-1, and H4-2 are the mediated hypotheses that are confirmed by the results. On the other hand, the link between UTPC and USS is partially impacted by USLE.
Table 4. Mediation results.
5 Discussion
The significant positive relationships between UTPK and USS (ß = 0.325, p < 0.001), also between UTTS and USS (ß = 0.155, p < 0.001), suggest that teachers’ professional knowledge and teaching skills directly foster student learning satisfaction. This result aligns with prior research reported by Dogan and Kiliç (2019). According to Dogan and Kiliç (2019), teachers’ professional knowledge and skills determine how effectively they can fulfill their classroom roles and, consequently, how well they foster students’ knowledge and skills. Also, Su and Wang (2022) reported that teacher trainers required related knowledge and skills after taking on the trainer role, emphasizing that these competencies play vital roles in various aspects of their professional development. Kéri (2021) explored how student satisfaction was influenced by teachers’ ability to convey knowledge and adapt teaching methods. The research of Wong and Chapman (2023) indicated that teaching quality—encompassing both pedagogical knowledge and subject matter expertise—was a crucial factor contributing to student satisfaction.
The strong positive impact of USLE on USS (ß = 0.536, p < 0.001) highlights the importance of good learning experience for improving learning outcomes. These results are consistent with previous studies by Hua et al. (2024), which reported a significant correlation between the self-directed learning experience, the course experience, and learning satisfaction among Chinese university students. Additionally, Shabeeb et al. (2022) compared accounting students’ learning experiences and satisfaction pre-pandemic and during the COVID-19 pandemic, revealing significant differences between the two periods that significantly impacted their satisfaction.
University students’ learning experience (USLE) significantly mediated the relationship between UTPK and USS, with a standardized coefficient of 0.655 (p < 0.001). This supports the hypothesis that USLE strengthens the positive effects of teachers’ professional knowledge on student learning satisfaction. USLE also played a crucial mediating role between UTTS and USS, with a standardized coefficient of 0.334 (p < 0.001). This finding suggests that USLE not only supports the adoption of innovative pedagogies but also enhances their effect on learning outcomes, which also aligns with the report of Huang (2024) that students who had a positive learning experience in the classroom were more likely to accept the instructional material and engage actively in activities. He et al. (2024) showed that positive experiences lead to greater recognition of and trust in the teacher, making students more receptive to the teacher’s guidance and suggestions, ultimately enhancing their learning outcomes. Moreover, effective management by teachers contributed to enhanced student satisfaction and learning experiences (Offem et al., 2022). This study further confirms USLE’s pivotal role in enhancing the effectiveness of innovative teaching practices. These findings also strengthen constructivist learning theories, which assert that active student participation and critical thinking are crucial.
6 Practical applications
The research results underline the importance of professional knowledge and teaching skills of university teachers in higher educational settings. The positive effects of both UTPK and UTTS on students’ satisfaction, combined with the mediating role of learning experience, highlight the need for a holistic approach to higher education. These findings have practical implications for educational management, teacher training programs and development. Teachers can enhance their effectiveness by receiving training in feedback use, clear objectives, and varied methodologies, areas directly linked to positive student evaluations of teaching (Hernández-Rodríguez et al., 2024). This research also supports the expanding literature connecting teacher pedagogical competence to improved student learning experiences and satisfaction and delivering evidence-based insights to guide educational reform efforts. As inclusive education research demonstrates (Marcos-Rivero et al., 2024), cultivating emotionally responsive and inclusive teaching practices enhances student satisfaction and deepens engagement.
To leverage UTPK and UTTS for better educational outcomes, policymakers should invest in professional development programs specifically designed to cultivate innovative teaching practices and expand teachers’ professional knowledge. Additionally, equipping faculty with tools for interpreting descriptive statistics and educational datasets (Ibáñez-López et al., 2024) can foster evidence-based practice and enhance the continuous improvement of teaching skills and efficiency. Building on established theory and evidence, this research provides new insights into improving educational practices. It demonstrates how combining university teachers’ professional knowledge and teaching skills create a more dynamic and effective learning environment for all students.
7 Limitations
A limitation of this study is its reliance on self-reported data, which may be subject to biases such as social desirability or response inaccuracies. Since self-reported measures are inherently subjective, they may not fully reflect the objective realities of participants’ experiences.
The study’s findings may have limited generalizability due to their context-dependent nature. Since the research primarily examines a specific region and university, the results might not be fully applicable to other settings, particularly those with differing geographical or educational characteristics. This constraint suggests that broader interpretations of the findings should be approached with caution.
The reliance on cross-sectional data further restricts causal interpretation. Longitudinal approaches would enable future research to examine how these associations develop dynamically across time.
To strengthen research validity, subsequent investigations should employ methodological pluralism, balancing self-report instruments with performance-based metrics and observational data to capture the studied constructs more fully.
8 Conclusion
The findings of this research provide significant evidence of the positive effects of university teachers’ professional knowledge (UTPK) and teaching skills (UTTS) on university students’ satisfaction (USS). Strong item-construct correlations, evidenced by high outer loadings and minimal multicollinearity, confirm the model’s robustness. University students’ learning experience (USLE) plays a critical mediating role in enhancing the impact of UTPK and UTTS on USS, underscoring the importance of students’ learning experience in fostering educational improvements. The results are reinforced by strong reliability and validity metrics, along with statistically significant path coefficients that further validate the model’s efficacy. This study offers insights for universities to enhance the various dimensions of teachers’ pedagogical competence and optimize administrative and management strategies through university students’ learning experience and satisfaction.
Data availability statement
The original contributions presented in the study are included in the article/Supplementary material, further inquiries can be directed to the corresponding author.
Ethics statement
All methods employed in this study were carried out in strict adherence to relevant guidelines and regulations. The research complied with local laws, and institutional requirements, and has been approved by the Ethical Review Committee of Nanjing Forestry University. Written informed consent to participate in this study was not required from the participants or the participants' legal guardians/next of kin in accordance with the national legislation and the institutional requirements.
Author contributions
TW: Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Resources, Software, Supervision, Validation, Visualization, Writing – original draft, Writing – review & editing. TM: Writing – review & editing, Investigation, Supervision. TD: Investigation, Writing – review and editing, Visualization. WH: Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Resources, Software, Supervision, Validation, Visualization, Writing – review & editing.
Funding
The author(s) declared that financial support was received for this work and/or its publication. This research was funded by the Key Project of Jiangsu Provincial Education Science Planning, grant number B/2023/01/190; University-Industry Collaborative Education Program, grant number 230825151207237 and Research Project on Higher Education at Nanjing Forestry University, grant number 2023C38.
Acknowledgments
We are deeply grateful to the editor and the reviewers for their highly constructive comments and suggestions, which have greatly enhanced the quality of this manuscript.
Conflict of interest
The author(s) declared that this work was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
Generative AI statement
The author(s) declared that Generative AI was not used in the creation of this manuscript.
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Supplementary material
The Supplementary material for this article can be found online at: https://www.frontiersin.org/articles/10.3389/feduc.2025.1532430/full#supplementary-material
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Keywords: university education, professional knowledge, students’ quality, teaching skill, structural equation model
Citation: Wang T, Manda T, Dai T and Hou W (2025) Empirical analysis on the impact of university teachers’ pedagogical competence on students’ satisfaction: the mediating role of learning experience. Front. Educ. 10:1532430. doi: 10.3389/feduc.2025.1532430
Edited by:
Praveen Kottath Veetil, Avalon University, CuraçaoReviewed by:
Melissa Cheese, Bloomsburg University, United StatesGines David López García, University of Almeria, Spain
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*Correspondence: Taojing Wang, d2FuZ3Rhb2ppbmdAbmpmdS5lZHUuY24=