Abstract
Digital transformation continues to reshape higher education institutions through the use of online learning systems, digital communication platforms, and technology-based student engagement. Despite these developments, empirical studies examining the combined influence of digital learning and digital marketing on higher education performance in Brunei remain limited. The majority of previous studies examined these variables separately and focused primarily on larger international contexts, creating an important empirical gap in Brunei's higher education sector. Guided by connectivism theory, social constructivism theory, and the 7Ps marketing framework, this study examines the influence of digital learning and digital marketing on organizational performance in public universities in Brunei. A quantitative cross-sectional survey design was employed using data collected from students at three public universities in Brunei. A total of 305 responses were collected. After data screening, 282 valid responses were retained for descriptive analysis, while 276 complete cases were used for inferential analysis due to missing values. Data were analyzed using descriptive statistics, Pearson correlation analysis, multiple regression analysis, and reliability testing through IBM SPSS Statistics. The findings revealed weak but statistically significant positive relationships between digital learning and organizational performance (r = 0.154, p < 0.05) and between digital marketing and organizational performance (r = 0.164, p < 0.05). Multiple regression analysis indicated that the overall model was statistically significant (F = 5.182, p < 0.05), although the explanatory power remained limited (R2 = 0.037), suggesting that additional institutional and contextual factors also influence organizational performance. Although both predictors demonstrated positive coefficients, their individual effects were not statistically significant at the 0.05 level. The findings suggest that digital learning and digital marketing contribute positively to student engagement, institutional visibility, and digital communication in higher education institutions in Brunei. This study contributes to the literature by integrating educational and marketing perspectives within a single analytical framework in the context of Brunei’s higher education.
Introduction
Digital transformation has significantly changed how higher education institutions operate worldwide through the use of online learning systems, digital communication platforms, and technology-based student engagement. Universities in Brunei have also adopted digital learning platforms such as learning management systems, virtual classrooms, and online educational tools. At the same time, universities increasingly use digital marketing strategies through websites and social media platforms to improve communication, student recruitment, and institutional visibility.
Despite these developments, digital learning and digital marketing are often implemented separately in higher education institutions. Existing studies have generally examined digital learning and digital marketing independently, with limited empirical evidence explaining how both variables jointly influence organizational performance in small-state higher education systems such as Brunei. This creates an important empirical gap, particularly in the context of Brunei’s higher education institutions. Previous studies have also focused heavily on Western and Asian university settings, which limits the applicability of findings to smaller higher education systems such as Brunei ().
The central research problem addressed in this study is the lack of empirical evidence explaining how digital learning and digital marketing collectively influence organizational performance in Brunei’s public universities. Existing literature provides limited evidence from the Brunei context and does not fully reflect local student behavior, institutional practices, or national development priorities, such as Wawasan Brunei 2035. As a result, universities still face challenges in developing integrated digital strategies that support both educational and institutional objectives. This study addresses this gap by examining digital learning and digital marketing within a single framework across three public universities in Brunei. The study defines institutional performance through student engagement, institutional visibility, and perceived institutional competitiveness.
This study is guided by connectivism and social constructivism to support the digital learning dimension by emphasizing online interaction, collaboration, and network-based knowledge acquisition. The 7Ps marketing framework supports the digital marketing dimension through institutional communication, promotion, and visibility strategies.
Digital learning was selected due to its influence on accessibility, engagement, flexibility, and academic interaction, while digital marketing was selected because of its role in institutional visibility, communication effectiveness, and student recruitment. Both variables may operate complementarily in digital higher education environments, where effective learning experiences strengthen institutional reputation and digital promotion attracts prospective students. Accordingly, this study examines the influence of digital learning and digital marketing on organizational performance in Brunei’s public universities. The findings are expected to contribute to the growing literature on digital transformation in higher education while providing practical insights for institutional strategy and policy development aligned with Wawasan Brunei 2035. This study extends existing higher education literature by integrating educational and marketing perspectives within a unified analytical framework applied to the Brunei higher education context.
Literature review
Digital learning refers to the use of digital technologies, online platforms, and learning management systems to support teaching and learning activities in higher education institutions. Previous studies have identified accessibility, flexibility, interaction, collaboration, and personalization as key dimensions of digital learning. Common indicators include frequency of platform use, student participation, learning flexibility, and perceived effectiveness of online systems. Although digital learning has been widely associated with flexibility and accessibility, empirical findings regarding its effect on broader institutional performance remain inconsistent, particularly in smaller higher education systems.
Research indicates that interactive digital environments improve student engagement and learning satisfaction, particularly when institutions provide effective technological support and digital infrastructure (); ().
Digital marketing refers to the use of digital communication channels, such as websites, social media platforms, and online campaigns, to promote universities and communicate with stakeholders. Previous studies have identified institutional branding, student recruitment, communication effectiveness, engagement, and online visibility as important dimensions of digital marketing. While digital marketing strategies improve institutional visibility and student outreach, several studies have noted challenges related to technological adaptation, resource limitations, and uneven engagement effectiveness. Common indicators include content interaction, trust in online information, responsiveness, and influence on enrollment decisions. Existing studies have suggested that universities with stronger digital presence achieve better institutional visibility and attract prospective students more effectively ().
Organizational performance in higher education commonly refers to institutional achievement in areas such as student satisfaction, academic quality, enrollment growth, operational efficiency, and institutional visibility. Previous studies generally report positive relationships between digital initiatives and institutional outcomes. Digital learning may contribute positively to organizational performance through improved accessibility, communication, and student engagement (). However, there are limited studies that examined how both dimensions operate together within a single framework, particularly in smaller higher education systems such as Brunei.
Connectivism theory supports the role of digital networks and online knowledge exchange in learning environments, while social constructivism emphasizes collaborative interaction and meaning-making among learners (); (). These theories support the digital learning dimension of this study. The 7Ps marketing framework supports the digital marketing dimension by explaining how universities strengthen communication, promotion, and institutional visibility through digital platforms (). Together, these theories provide a foundation for examining the influence of digital learning and digital marketing on organizational performance in higher education institutions.
Based on the literature review, this study proposes the following hypotheses:
H1: Digital learning is positively associated with organizational performance in Brunei’s public universities.
H2: Digital marketing is positively associated with organizational performance in Brunei’s public universities.
H3: Digital learning and digital marketing jointly influence organizational performance in Brunei’s public universities.
Overall, existing studies have provided substantial evidence regarding the independent roles of digital learning and digital marketing in higher education environments. However, limited empirical research has examined the combined influence of these variables on organizational performance in smaller higher education systems such as Brunei. This gap provides the basis for this study.
Benefits of digital learning
Increased accessibility
Digital learning improves accessibility by allowing students to access materials anytime and anywhere. This is important in Brunei, where students may live far from campus. Indicators include frequency of access and flexibility. Studies have shown that easier access increases participation and supports continuous learning across different student groups ().
Enhance student engagement
Digital tools, such as quizzes, videos, and interactive platforms, increase student engagement during lessons. Engagement is measured through participation, interaction, and attention levels. Research has shown that students who actively use these tools tend to perform better academically because they stay involved and respond more during learning activities ().
Personalized learning experiences
Digital learning allows students to study at their own pace and based on their own needs. Systems can provide extra practice or adaptive content. Indicators include learning flexibility and satisfaction. Studies have shown that personalized learning helps students understand topics better and improves their confidence in completing academic tasks ().
Collaboration and communication
Online platforms support communication between students and lecturers through discussions and video meetings. Collaboration is measured through group interaction and participation. Research has shown that regular communication improves teamwork skills and helps students share ideas, especially during remote or hybrid learning ().
Institutional efficiency
Digital learning helps universities manage teaching and administration more efficiently. It reduces paper use, speeds up processes, and allows tracking of student progress. Indicators include system usage and process efficiency. Studies have shown that efficient systems support better decision-making and improve overall academic management. This contributes to institutional performance through improved administrative coordination and resource management ().
Benefits of digital marketing
Student recruitment
Digital marketing supports student recruitment by allowing students to access university information through social media, websites, and online campaigns. Indicators include reach, click rates, and enrollment influence. Studies have shown that targeted digital campaigns increase applications and help universities attract both local and international students in Brunei ().
Institutional branding and visibility
Digital platforms help universities build a strong brand and increase visibility. This is reflected through content sharing, online rankings, and institutional online presence. Indicators include follower growth and engagement rates. These dimensions align with the 7Ps marketing framework, particularly promotion, process, people, and physical evidence in digital environments. Research has shown that consistent digital branding improves reputation and strengthens institutional positioning in the higher education sector ().
Student engagement
Digital marketing engagement focuses on institutional communication and audience interaction. Engagement is measured through likes, shares, and participation. Studies have shown that higher engagement builds trust, strengthens relationships, and encourages students to stay connected with institutional activities and updates ().
Cost effective
Digital marketing reduces costs compared to traditional promotion methods. Universities reach a wider audience with lower spending. Indicators include cost per reach and campaign efficiency. Research has shown that digital strategies allow better resource allocation while maintaining effective communication with prospective and current students ().
Conceptual framework
This study proposes a conceptual framework for examining the relationship between digital learning, digital marketing, and organizational performance in public universities in Brunei. The framework was developed to evaluate how digital practices in higher education environments are associated with institutional performance from the student perspective ().
Digital learning and digital marketing are the independent variables, while organizational performance is the dependent variable. Digital learning refers to the use of online educational technologies that support accessibility, communication, flexibility, and interaction in academic environments. Digital marketing refers to the use of digital communication platforms and online promotional strategies that support institutional visibility, communication, and student engagement ().
The framework assumes that digital learning and digital marketing contribute positively to organizational performance through improved communication, accessibility, and institutional interaction in higher education institutions. Organizational performance in this study refers to perceived institutional effectiveness in supporting educational communication, responsiveness, and digital engagement.
The framework is supported by survey findings and SPSS statistical analysis. The Pearson correlation analysis revealed weak but statistically significant positive relationships between digital learning and organizational performance (r = 0.154, p < 0.05) and between digital marketing and organizational performance (r = 0.164, p < 0.05). The multiple regression analysis demonstrated that the overall model was statistically significant (F = 5.182, p < 0.05), although the explanatory power remained limited (R2 = 0.037). Furthermore, the individual regression coefficients for digital learning (p = 0.096) and digital marketing (p = 0.057) were not statistically significant at the 0.05 level.
The reliability analysis produced an overall Cronbach's alpha value of 0.485, indicating moderate internal consistency within the exploratory research context. Therefore, the findings of this study should be interpreted cautiously, as additional institutional, technological, and contextual factors may also influence organizational performance in Brunei’s public universities.
Overall, the conceptual framework positions digital learning and digital marketing as contributing institutional factors associated with organizational performance rather than strong predictive determinants.
Figure 1 presents the conceptual framework, illustrating the directional relationships between the variables and mediating constructs.
Figure 1
Conceptual variables
The framework includes two independent variables, one dependent variable, and three mediating variables.
Independent variable 1: digital learning
Digital learning refers to the use of digital technologies, online platforms, and technology-supported educational systems to facilitate teaching, learning, communication, and academic interaction in higher education institutions. In this study, digital learning includes aspects such as accessibility of learning materials, flexibility of online learning environments, digital communication between students and lecturers, and interactive learning engagement through online platforms.
The inclusion of digital learning as an independent variable is supported by the increasing adoption of technology-based educational systems in higher education institutions, particularly following the expansion of online and blended learning environments. Previous studies have suggested that digital learning may contribute positively to communication effectiveness, learning accessibility, and student engagement in academic institutions. However, empirical findings regarding its broader influence on organizational performance remain inconsistent, particularly in smaller higher education systems such as Brunei. In this study, digital learning was measured using survey items related to students' perceptions of accessibility, communication effectiveness, interaction, and flexibility in digital learning environments. The SPSS analysis demonstrated a weak but statistically significant positive relationship between digital learning and organizational performance (r = 0.154, p < 0.05). However, the regression coefficient for digital learning was not statistically significant at the 0.05 level (p = 0.096), indicating that digital learning may contribute positively to organizational performance but should not be interpreted as a strong independent predictor within the current study’s context ().
Independent variable 2: digital marketing
Digital marketing refers to the use of online communication platforms, digital promotional strategies, and internet-based engagement channels to improve institutional visibility, communication effectiveness, stakeholder engagement, and student outreach in higher education institutions. In the context of universities, digital marketing includes the institutional websites, social media platforms, online communication systems, and digital branding strategies used to engage prospective and existing students.
The inclusion of digital marketing as an independent variable is supported by the increasing importance of online institutional presence in competitive higher education environments. Previous studies have indicated that digital marketing strategies support institutional communication, online visibility, student recruitment, and engagement. Nevertheless, empirical evidence examining its relationship with organizational performance in Brunei’s higher education institutions remains limited ().
In this study, digital marketing was measured using survey items related to institutional online communication, accessibility of information, digital visibility, and engagement effectiveness. The SPSS analysis revealed a weak but statistically significant positive relationship between digital marketing and organizational performance (r = 0.164, p < 0.05). However, the regression coefficient for digital marketing was not statistically significant at the 0.05 level (p = 0.057), suggesting that digital marketing may function as a contributing institutional factor rather than a strong predictor of organizational performance in the present study ().
Dependent variable: organizational performance
Organizational performance refers to the perceived effectiveness of higher education institutions in supporting communication, responsiveness, accessibility, and institutional engagement in digital educational environments. In this study, organizational performance was evaluated from the student perspective in public universities in Brunei.
The concept of organizational performance in higher education extends beyond financial outcomes and includes institutional effectiveness in delivering educational services, communication quality, responsiveness to student needs, and overall institutional support in digital environments. Within the context of digital transformation, organizational performance may also reflect the institution's ability to adapt to technological changes and maintain effective engagement with students and stakeholders ().
In this study, organizational performance was measured using survey items related to institutional responsiveness, communication effectiveness, accessibility of services, and perceived institutional support. Descriptive statistical analysis indicated relatively high mean values for organizational performance perceptions among respondents. Correlation and regression analyses further suggested that organizational performance may be associated with digital learning and digital marketing practices, although the overall explanatory power of the model remained limited (R2 = 0.037). These findings indicate that organizational performance in Brunei’s public universities is likely influenced by additional institutional, technological, and contextual factors beyond the variables examined in this study ().
Overall, this variable represents the final outcome of digital learning and digital marketing strategies, showing how these approaches contribute to improving institutional success in higher education settings.
Relationships between variables
Relationship between digital learning and organizational performance
Digital learning has become an important component of higher education transformation through the use of online platforms, supported communication, and flexible learning environments. Previous studies generally report positive associations between digital learning and educational effectiveness, particularly in relation to accessibility, communication, and student engagement. However, findings remain context-dependent, especially in smaller higher education systems.
In Brunei’s public universities, digital learning practices continue to expand alongside broader institutional digitalization efforts. Despite this development, empirical evidence examining its relationship with organizational performance remains limited. In this study, the Pearson correlation analysis revealed a weak but statistically significant positive relationship between digital learning and organizational performance (r = 0.154, p < 0.05). These findings suggest that digital learning may contribute positively to institutional interaction and accessibility, although the relationship remains relatively modest ().
Relationship between digital marketing and organizational performance
Digital marketing increasingly supports higher education institutions through online communication, institutional visibility, branding, and stakeholder engagement. Existing studies have suggested that digital marketing strategies may improve institutional outreach and communication effectiveness, although their impact may vary across institutional and technological contexts.
In Brunei’s public universities, digital marketing practices have become more prominent as institutions continue strengthening their online presence and communication strategies. The findings of this study demonstrated a weak but statistically significant positive relationship between digital marketing and organizational performance (r = 0.164, p < 0.05). This indicates that digital marketing may contribute positively to institutional visibility and engagement, while broader organizational and contextual factors continue to influence overall performance outcomes.
Relationship between digital learning, digital marketing, and organizational performance
Digital learning and digital marketing collectively represent important dimensions of digital transformation in higher education institutions. While digital learning supports educational accessibility and interaction, digital marketing strengthens institutional communication and online visibility. The multiple regression analysis demonstrated that the overall model was statistically significant (F = 5.182, p < 0.05), although the explanatory power remained limited (R2 = 0.037). In addition, the individual regression coefficients for digital learning (p = 0.096) and digital marketing (p = 0.057) were not statistically significant at the 0.05 level.
These findings suggest that digital learning and digital marketing may function as contributing institutional factors associated with organizational performance rather than strong independent predictors. The relatively low explanatory power further indicates that additional institutional, technological, and contextual variables may influence higher education performance in Brunei’s public universities.
Theoretical integration
This study integrates connectivism theory, social constructivism theory, and the 7Ps marketing framework to explain the relationship between digital learning, digital marketing, and organizational performance in higher education institutions in Brunei. Connectivism theory supports the digital learning dimension by emphasizing the importance of digital connectivity, online knowledge exchange, and online learning networks in modern educational environments. The theory suggests that learning increasingly occurs through digital platforms that enable continuous access to information, communication, and collaborative interaction among learners and educators.
Social constructivism theory further supports the study by emphasizing the role of interaction, collaboration, and shared learning experiences in educational environments. In digital learning contexts, online communication platforms and interactive technologies may facilitate collaborative engagement and knowledge development among students. The 7Ps marketing framework supports the digital marketing dimension of the study, particularly through the elements of promotion, people, and process in service-oriented institutions. In higher education environments, digital marketing strategies may strengthen institutional communication, online visibility, stakeholder engagement, and student outreach through digital platforms and online communication channels.
The integration of these theoretical perspectives provides a conceptual foundation for examining how digital learning and digital marketing may contribute to organizational performance in Brunei’s public universities. Connectivism and social constructivism explain the educational and interactional dimensions of digital learning, while the 7Ps marketing framework explains the institutional communication and visibility dimensions associated with digital marketing practices.
The theoretical integration aligns with the findings of this study, which demonstrated weak but statistically significant positive relationships between digital learning, digital marketing, and organizational performance. However, the relatively modest explanatory power of the regression model suggests that organizational performance in higher education institutions is influenced by additional institutional and contextual factors beyond the variables examined in this study.
Overall, the integration of these theories supports the exploratory nature of the study and provides a multidisciplinary perspective for understanding digital transformation practices in Brunei’s higher education institutions.
Hypothesis development
Hypothesis development was based on the proposed framework and related theories. The following three hypotheses were established for this study.
H1: Digital learning is positively associated with organizational performance in Brunei’s public universities.
Digital learning has become increasingly important in higher education through online platforms, digital communication, and flexible learning environments. Previous studies have suggested that digital learning may improve accessibility, interaction, and communication in academic institutions. Connectivism theory and social constructivism theory support the role of digital technologies in facilitating collaborative and online learning processes. However, limited empirical evidence exists within the context of Brunei’s public universities.
H2: Digital marketing is positively associated with organizational performance in Brunei’s public universities.
Digital marketing supports higher education institutions through online communication, institutional visibility, branding, and stakeholder engagement. The 7Ps marketing framework highlights the importance of promotion, people, and process in organizations such as universities. Existing studies have suggested that digital marketing may contribute positively to institutional communication and student engagement, although findings remain dependent.
H3: Digital learning and digital marketing jointly contribute to organizational performance in Brunei’s public universities.
Digital learning and digital marketing collectively represent important dimensions of digital transformation in higher education institutions. While digital learning supports educational interaction and accessibility, digital marketing strengthens institutional communication and visibility. Previous studies have suggested that both variables may contribute to organizational performance in digital educational environments.
Methodology
This study employed a quantitative cross-sectional survey design to examine the relationship between digital learning, digital marketing, and organizational performance in public universities in Brunei. A quantitative approach was selected to enable statistical analysis of students' perceptions regarding digital practices and institutional performance in higher education environments.
The study was conducted among students from three public universities in Brunei Darussalam, namely, Universiti Brunei Darussalam (UBD), Universiti Teknologi Brunei (UTB), and Universiti Islam Sultan Sharif Ali (UNISSA). A convenience sampling approach was employed due to accessibility and time considerations. The questionnaire was distributed online through WhatsApp and digital communication platforms accessible to the researcher. As the sampling process relied on voluntary participation and accessible online distribution, it is classified as non-probability sampling. Consequently, the findings should be interpreted cautiously in relation to broader generalizability.
A total of 305 responses were collected. After data screening and removal of incomplete responses, 282 valid responses were retained for descriptive analysis. Some inferential analyses used complete case procedures due to missing values, resulting in 276 usable responses for the correlation and regression analyses.
Data were collected using a structured online questionnaire consisting of the following four sections: demographic information, digital learning, digital marketing, and organizational performance. The questionnaire items were adapted from previous studies related to digital learning, digital marketing, and higher education performance. All perception-based items were measured using a 7-point Likert scale ranging from 1  (strongly disagree) to 7 (strongly agree).
The digital learning construct included items related to accessibility, flexibility, communication, and interaction in online learning environments. The digital marketing construct included items related to institutional visibility, online communication, digital engagement, and information accessibility. Organizational performance items focused on perceived institutional responsiveness, communication effectiveness, and digital support in the university environment.
The collected data were analyzed using IBM SPSS Statistics. Descriptive statistics were used to summarize respondent demographics and construct responses through frequencies, percentages, means, and standard deviations. Pearson correlation analysis was conducted to examine the relationships between digital learning, digital marketing, and organizational performance. Multiple regression analysis was subsequently employed to evaluate the combined contribution of digital learning and digital marketing toward organizational performance.
The regression analysis demonstrated that the overall model was statistically significant (F = 5.182, p < 0.05), although the explanatory power remained limited (R2 = 0.037). In addition, the individual regression coefficients for digital learning (p = 0.096) and digital marketing (p = 0.057) were not statistically significant at the 0.05 level. A reliability analysis was conducted using Cronbach's alpha to evaluate internal consistency among the study variables. The overall Cronbach's alpha value was 0.485, indicating moderate internal consistency within the exploratory context of the study. Therefore, the findings should be interpreted cautiously, as additional institutional and contextual factors may influence organizational performance beyond the variables examined in this research.
Participation in the study was voluntary, and respondents were informed about the purpose of the research prior to completing the questionnaire. No personally identifiable or sensitive information was collected, and all responses were treated anonymously and confidentially. The study involved minimal risk to participants and focused exclusively on perceptions related to digital learning, digital marketing, and institutional practices in higher education environments. Participants were allowed to withdraw from the survey at any stage without consequence.
The variables, sub-variables, measurement indicators, and measurement scales used in this study are summarized in Table 1.
Table 1
| Variable | Subvariable | Indicator | Scale |
|---|---|---|---|
| Digital learning | Accessibility | Ease of access | 7-point Likert |
| Digital marketing | Visibility | Social media engagement | 7-point Likert |
| Organizational performance | Satisfaction | Student perception | 7-point Likert |
Variables and measurement indicators.
Results and discussion
Respondent demographics
A total of 305 responses were collected from students enrolled in three public universities in Brunei. After data screening and removal of incomplete responses, 282 valid responses were retained for descriptive analysis, while 276 complete cases were used for inferential analysis due to missing values. The demographic characteristics of the respondents are presented in Table 2.
Table 2
| Variable | Category | Frequency | Percentage |
|---|---|---|---|
| Gender | Male | 128 | 45.4 |
| Female | 154 | 54.6 | |
| Age group | 17–25 | 180 | 63.8 |
| 26–30 | 72 | 25.5 | |
| 30+ | 30 | 10.7 | |
| Institution | UBD | 138 | 48.9 |
| UTB | 92 | 32.6 | |
| UNISSA | 42 | 14.9 | |
| Others | 10 | 3.6 | |
| Level | Undergraduate | 166 | 58.9 |
| Postgraduate | 74 | 26.2 | |
| Doctoral | 24 | 8.5 | |
| Other | 18 | 6.4 | |
| Primary device | Laptop/desktop | 132 | 46.8 |
| Smartphone | 116 | 41.1 | |
| Tablet/other | 34 | 12.1 | |
| Internet access stability | Reliable | 174 | 61.7 |
| Mostly stable | 86 | 30.5 | |
| Unstable | 22 | 7.8 |
Demographic profile of the respondents.
The demographic results indicate that the respondents represented diverse academic backgrounds across the three major public universities in Brunei. Female respondents slightly outnumbered male respondents, while the majority of participants were between 17 and 25 years old, reflecting the typical undergraduate student population in higher education institutions. The majority of the respondents reported using laptops, desktops, and smartphones for digital learning activities, supported by generally stable internet access. These findings suggest that the respondents possessed adequate digital accessibility and engagement relevant to the objectives of the study.
Descriptive statistics
Descriptive statistics were conducted to evaluate respondents' perceptions regarding digital learning, digital marketing, and organizational performance.
The descriptive findings indicate generally positive perceptions of digital learning and digital marketing among respondents. Digital learning effectiveness recorded the highest mean score (M = 4.17, SD = 0.699), suggesting that students perceived online learning systems and digital educational platforms as moderately effective in supporting accessibility, flexibility, and academic interaction.
Digital marketing effectiveness also demonstrated a positive mean score (M = 4.15, SD = 0.842), indicating that respondents generally viewed institutional digital communication, online visibility, and social media engagement positively. The relatively moderate standard deviation values further suggest acceptable consistency in participant responses.
Overall, the descriptive results suggest that students at Brunei public universities demonstrate active digital engagement and positive perceptions of digital learning and digital marketing practices, providing an appropriate basis for further inferential statistical analysis. The descriptive statistics for the study variables are presented in Table 3.
Table 3
| Variable | N | Minimum | Maximum | Mean | Std. deviation |
|---|---|---|---|---|---|
| DL_num | 305 | 2 | 5 | 4.17 | .699 |
| DM_num | 305 | 1 | 5 | 4.15 | .842 |
| Perf_num | 276 | 2 | 5 | 4.08 | .595 |
| Valid N (listwise) | 276 |
Descriptive statistics.
DL_num = Digital Learning score, DM_num = Digital Marketing score, Perf_num = Organizational Performance score.
Reliability analysis
A reliability analysis was conducted using Cronbach's alpha to evaluate the internal consistency of the questionnaire items used in this study. The analysis examined the overall reliability of the constructs related to digital learning, digital marketing, and organizational performance. The reliability analysis results are presented in Table 4.
Table 4
| Cronbach's alpha | Cronbach's alpha based on standardized items | N of items |
|---|---|---|
| 0.485 | 0.477 | 3 |
Reliability analysis.
Table 5
| Variables | DL_num | DM_num | Perf_num |
|---|---|---|---|
| DL_num | 1.000 | 0.382 | 0.154 |
| DM_num | 0.382 | 1.000 | 0.164 |
| Perf_num | 0.154 | 0.164 | 1.000 |
Pearson correlation analysis.
The correlation was significant at the 0.05 level (p < 0.05).
DL_num = Digital Learning score, DM_num = Digital Marketing score, Perf_num = Organizational Performance score.
The reliability analysis produced an overall Cronbach's alpha value of 0.485. This result indicates moderate internal consistency within the exploratory context of the study. Although the reliability coefficient is below the commonly recommended threshold of 0.70, the value may still be considered acceptable for preliminary and exploratory research involving multiple constructs and perception-based survey responses.
The relatively modest reliability value suggests that respondents may have interpreted certain questionnaire items differently, particularly across the distinct dimensions of digital learning, digital marketing, and organizational performance. In addition, the study involved respondents from different academic institutions and educational backgrounds, which may have contributed to variations in response patterns.
Therefore, the findings of this study should be interpreted cautiously. Future research is recommended to refine the measurement items, improve construct consistency, and expand the questionnaire design to strengthen reliability across the study variables.
Pearson correlation analysis
Pearson correlation analysis was conducted to examine the relationships between digital learning, digital marketing, and organizational performance among students at Brunei’s public universities. The analysis aimed to determine the strength and direction of the relationships between the study variables.
The findings revealed positive relationships between the study variables. Digital learning demonstrated a weak positive relationship with organizational performance (r = 0.154, p < 0.05), indicating that improvements in digital learning practices may be associated with more positive perceptions of institutional performance in higher education environments.
Similarly, digital marketing showed a weak positive relationship with organizational performance (r = 0.164, p < 0.05). This suggests that institutional digital communication and online engagement practices may contribute positively to students' perceptions of university effectiveness and responsiveness.
In addition, digital learning and digital marketing demonstrated a moderate positive relationship with each other (r = 0.382, p < 0.05), indicating that institutions with stronger digital learning environments may also demonstrate stronger digital communication and online engagement practices.
Although the relationships were statistically significant, the correlation coefficients between the independent variables and organizational performance remained relatively weak. These findings suggest that organizational performance in Brunei’s public universities may also be influenced by additional institutional, technological, and contextual factors beyond the variables examined in this study.
Multiple regression analysis
A multiple regression analysis was conducted to examine the combined contribution of digital learning and digital marketing toward organizational performance in Brunei’s public universities.
The multiple regression analysis results are presented in Table 6. The regression analysis demonstrated that the overall model was statistically significant (F = 5.182, p = 0.006). However, the explanatory power of the model remained limited, with digital learning and digital marketing collectively explaining only 3.7% of the variation in organizational performance (R2 = 0.037).
Table 6
| Model | Unstandardized B | Coefficients std. error | Standardized coefficients Beta | t | Sig. |
|---|---|---|---|---|---|
| (Constant) | 3.333 | 0.237 | 14.047 | 0.000 | |
| DL_num | 0.092 | 0.055 | 0.107 | 1.669 | 0.096 |
| DM_num | 0.087 | 0.045 | 0.123 | 1.908 | 0.057 |
| Model | R | R-squared | Adjusted R-squared | Std. error of the estimate |
|---|---|---|---|---|
| 1 | 0.191a | 0.037 | 0.030 | 0.586 |
| Model | Sum of squares | df | Mean square | F | Sig. |
|---|---|---|---|---|---|
| Regression | 3.562 | 2 | 1.781 | 5.182 | 0.006b |
| Residual | 93.840 | 273 | 0.344 | ||
| Total | 97.402 | 275 |
Multiple regression analysis.
The findings further revealed that digital learning (β = 0.107, p = 0.096) and digital marketing (β = 0.123, p = 0.057) did not individually demonstrate statistically significant effects at the 0.05 significance level. Nevertheless, both variables showed positive regression coefficients, suggesting that digital learning and digital marketing may still contribute positively to organizational performance in higher education institutions.
The relatively low explanatory power indicates that organizational performance in Brunei’s public universities is likely influenced by additional institutional, technological, and contextual factors beyond the variables examined in this study. These findings reflect the exploratory nature of the research and suggest the need for broader institutional and digital transformation variables in future studies.
Hypothesis testing
Hypothesis testing was conducted based on the results of the Pearson correlation and multiple regression analyses to evaluate the relationships between digital learning, digital marketing, and organizational performance in Brunei’s public universities. The hypothesis testing summary is presented in Table 7.
Table 7
| Hypothesis | Result |
|---|---|
| H1 | Weakly supported |
| H2 | Weakly supported |
| H3 | Partially supported |
Summary of hypothesis testing results.
The findings indicated weak but statistically significant positive relationships between digital learning, digital marketing, and organizational performance. The Pearson correlation analysis supported H1 and H2, as both variables demonstrated positive associations with organizational performance at the 0.05 significance level.
However, the multiple regression analysis revealed that the individual effects of digital learning and digital marketing were not statistically significant at the 0.05 level, although the overall regression model remained statistically significant (F = 5.182, p = 0.006). Therefore, H3 was considered partially supported.
Overall, the findings suggest that digital learning and digital marketing may contribute positively to organizational performance in Brunei public universities, although their predictive influence remains relatively modest within the current study’s context.
Discussion of findings
The findings of this study revealed weak but statistically significant positive relationships between digital learning, digital marketing, and organizational performance in Brunei’s public universities. The Pearson correlation analysis indicated that digital learning (r = 0.154, p < 0.05) and digital marketing (r = 0.164, p < 0.05) were positively associated with organizational performance, suggesting that students generally perceived digital educational practices and institutional online communication positively.
The relationship between digital learning and digital marketing was comparatively stronger (r = 0.382, p < 0.05), indicating that institutions with stronger digital learning environments also tended to demonstrate stronger digital communication and engagement practices. This reflects the increasing integration of educational and communication technologies in higher education institutions.
The regression analysis demonstrated that the overall model was statistically significant (F = 5.182, p = 0.006). However, the explanatory power remained limited (R2 = 0.037), indicating that digital learning and digital marketing explained only a small proportion of the variation in organizational performance. Furthermore, digital learning (β = 0.107, p = 0.096) and digital marketing (β = 0.123, p = 0.057) did not individually demonstrate statistically significant effects at the 0.05 level.
These findings suggest that digital learning and digital marketing may function as supporting institutional factors rather than strong independent predictors of organizational performance within the current study context. The relatively weak statistical relationships also indicate that organizational performance in Brunei’s public universities is likely influenced by additional institutional, technological, and contextual factors beyond the variables examined in this research. Overall, the findings provide preliminary empirical evidence regarding the role of digital practices in Brunei’s higher education institutions and support the exploratory nature of this study.
Methodological framework
This study employed a quantitative cross-sectional research design to examine the relationship between digital learning, digital marketing, and organizational performance in public universities in Brunei. The framework was developed to evaluate students' perceptions of digital educational practices and institutional digital communication in higher education environments.
The Pearson correlation analysis results are presented in Table 5. The study focused on two independent variables, namely digital learning and digital marketing, while organizational performance served as the dependent variable. Digital learning refers to the use of online educational systems, online learning platforms, and digital interaction in academic environments. Digital marketing refers to institutional online communication, digital visibility, and engagement practices through websites, social media, and online communication channels. Organizational performance in this study refers to students' perceptions of institutional responsiveness, communication effectiveness, and digital support in university environments.
Data were collected using a structured online questionnaire distributed through convenience sampling among students from Universiti Brunei Darussalam, Universiti Technology Brunei, and Universiti Islam Sultan Sharif Ali. A total of 305 responses were collected, of which 282 valid responses were retained following data screening procedures. Inferential analyses were conducted using complete-case observations.
The questionnaire employed a 7-point Likert scale ranging from 1 (strongly disagree) to 7 (strongly agree). The instrument included items related to accessibility, communication, flexibility, online engagement, institutional visibility, and organizational responsiveness. The study variables and indicators were adapted from previous literature related to digital learning, digital marketing, and higher education performance.
Data analysis was conducted using IBM SPSS Statistics. Descriptive statistics were used to summarize respondent characteristics and general response patterns. A reliability analysis was performed using Cronbach's alpha to evaluate internal consistency. A Pearson correlation analysis was subsequently conducted to examine the relationships between the study variables, followed by a multiple regression analysis to evaluate the combined contribution of digital learning and digital marketing toward organizational performance.
The findings demonstrated weak but statistically significant positive relationships between digital learning, digital marketing, and organizational performance. The regression model was statistically significant (F = 5.182, p = 0.006), although the explanatory power remained limited (R2 = 0.037). These findings suggest that digital learning and digital marketing may contribute positively to organizational performance in higher education institutions, while broader institutional and contextual factors may also influence organizational outcomes.
Overall, the methodological framework was designed to align the research objectives, survey instrument, and statistical analyses within an exploratory higher education context while maintaining consistency between the conceptual framework and the empirical findings of this study.
Figure 2 illustrates the methodological framework of this study, presenting the relationship between the theoretical foundations, conceptual framework, research design, data collection procedures, and statistical analysis techniques employed in the research.
Figure 2
Theoretical implications
The findings provide preliminary support for the integration of connectivism theory, social constructivism theory, and the 7Ps marketing framework in the context of digital transformation in higher education. The positive relationships identified between digital learning, digital marketing, and organizational performance suggest that digital educational interaction and institutional online engagement may contribute to students' perceptions of institutional effectiveness. However, the relatively weak statistical relationships indicate that these theoretical perspectives explain only a limited proportion of organizational performance within this study’s context. The findings therefore support the exploratory application of these theories in Brunei’s public universities while suggesting the need for broader institutional and contextual considerations in future research.
Practical implications
The findings of this study suggest that digital learning and digital marketing may support institutional communication, accessibility, and student engagement in Brunei’s public universities. Although the statistical relationships remained relatively weak, the results indicate that universities may benefit from strengthening digital educational platforms and institutional online communication practices to improve student interaction and digital accessibility.
The findings also highlight the importance of broader institutional support for digital transformation initiatives in higher education environments. Improvements in technological infrastructure, digital readiness, communication strategies, and student support systems may contribute to more effective implementation of digital learning and digital engagement practices in universities.
In addition, the study provides preliminary empirical evidence that may assist higher education institutions and policymakers in evaluating digital transformation practices aligned with Brunei's educational development initiatives. Future institutional strategies may therefore consider integrating educational technologies and digital communication approaches more effectively in higher education environments.
Limitations and future research
Several limitations should be acknowledged in this study. First, the study employed convenience sampling through online distribution methods, which may limit the generalizability of the findings beyond the participating respondents. Second, the study focused only on selected public universities in Brunei and may not fully represent the broader higher education sector. Third, the relatively low reliability coefficient and limited explanatory power of the regression model indicate that additional variables may influence organizational performance beyond the factors examined in this research.
Future research should expand upon this study’s findings by incorporating larger and more diverse samples across more higher education institutions. Additional institutional and technological variables, such as digital readiness, organizational support, technological infrastructure, and student engagement, should also be examined to provide a broader understanding of digital transformation in higher education environments. Furthermore, future studies should employ more advanced analytical approaches to strengthen the examination of relationships between digital learning, digital marketing, and organizational performance.
Conclusion
This study examined the relationship between digital learning, digital marketing, and organizational performance in public universities in Brunei. The findings revealed weak but statistically significant positive relationships between digital learning, digital marketing, and organizational performance, indicating that digital educational practices and institutional online communication may contribute positively to students’ perceptions of university effectiveness and engagement.
The Pearson correlation analysis demonstrated positive relationships between digital learning and organizational performance (r = 0.154, p < 0.05) and between digital marketing and organizational performance (r = 0.164, p < 0.05). In addition, digital learning and digital marketing showed a moderate positive relationship with each other (r = 0.382, p < 0.05). The regression analysis further indicated that the overall model was statistically significant (F = 5.182, p = 0.006), although the explanatory power remained limited (R2 = 0.037).
The findings suggest that digital learning and digital marketing may function as supporting institutional factors rather than strong independent predictors of organizational performance within the current study context. The relatively weak statistical relationships indicate that organizational performance in Brunei’s public universities is likely influenced by additional institutional and contextual factors beyond the variables examined in this research.
This study contributes to the limited empirical literature on digital transformation in Brunei’s higher education institutions by integrating perspectives related to digital learning and digital marketing. The findings provide preliminary evidence regarding the role of digital practices in supporting institutional communication, accessibility, and engagement in higher education environments.
Several limitations should be acknowledged, including the use of convenience sampling, the focus on selected public universities, and the relatively modest reliability and explanatory power of the model. Future research that incorporates broader institutional variables, larger samples, and additional analytical approaches is therefore recommended to further examine digital transformation practices in higher education institutions.
Statements
Data availability statement
The datasets presented in this study are not publicly available due to privacy and ethical considerations related to participant confidentiality. Requests to access the datasets should be directed to the corresponding author and will be considered on a reasonable request basis.
Ethics statement
This study involving humans was approved by Dr Fadzliwati binti Mohiddin of the University Technology Brunei’s ethics committee. This study was conducted in accordance with the local legislation and institutional requirements. Written informed consent from the participants was not required to participate in this study in accordance with the national legislation and the institutional requirements.
Author contributions
SR: Writing – original draft, Methodology, Visualization, Investigation. HS: Writing – review & editing, Supervision.
Funding
The author(s) declared that financial support was not received for this work and/or its publication.
Acknowledgments
The authors would like to express their sincere appreciation to all respondents from Universiti Brunei Darussalam, Universiti Technology Brunei, and Universiti Islam Sultan Sharif Ali for their participation and cooperation in this study. The authors also acknowledge the support provided throughout the data collection and research process. Special thanks are extended to all individuals who contributed directly and indirectly to the completion of this research.
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.2026.1825041/full#supplementary-material
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Summary
Keywords
Brunei, digital learning, digital marketing, higher education, student engagement
Citation
Khairunnisa binti Roslan S and Susanto H (2026) The dual impact of digital learning and digital marketing on universities’ performance in Brunei. Front. Educ. 11:1825041. doi: 10.3389/feduc.2026.1825041
Received
07 March 2026
Revised
13 May 2026
Accepted
22 May 2026
Published
08 July 2026
Volume
11 - 2026
Edited by
Gianluca Carella, Polytechnic of Milan, Italy
Reviewed by
Hariyadi T. Putra, Universitas Jenderal Achmad Yani, Indonesia
Silvia D'Ambrosio, Polytechnic University of Milan, Italy
Updates
Copyright
© 2026 Khairunnisa binti Roslan and Susanto.
This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: Siti Khairunnisa binti Roslan baydury22995nisa@gmail.com
Disclaimer
All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.