Volume 3 · Issue 8 (2026)
DOI number:
10.66521/2938-9933-2026083102
An Empirical Analysis of Student Satisfaction in the Modern Educational Technology Program Based on Structural Equation Modeling: A Case Study of City
Yujing Qu1,*, Zixuan Cui1, Wen Lei2, Meifen Luo1, Bingpeng Yan1
1 School of Computer and Information Science, Chongqing Normal University, Chongqing 401331, China
2 Guizhou University, Guizhou 550025, China
Corresponding Author: Yujing Qu (1186300734@qq.com)
Abstract: As AI technology becomes deeply integrated into the digital transformation of education, the Modern Educational Technology program, as one of the core vehicles for cultivating educational informatization talents, has seen its student satisfaction become an important indicator for measuring program quality. However, existing research mostly focuses on single influencing factors and lacks exploration of the complex mechanisms among multidimensional variables, leading to insufficient precision in program optimization. This study incorporates the CCSI model to construct a program satisfaction index model with 6 latent variables and 20 observed variables. It surveys current students and recent graduates of this program in universities in City C, and employs structural equation modeling and path analysis to reveal the causal relationships among influencing factors. Empirical results show that four latent variables—input-output ratio perception, quality of training expectations, perceived curriculum quality, and school/program image—have significant positive effects on program satisfaction. The findings provide theoretical evidence for optimizing curriculum systems, strengthening technical resource allocation, and improving industry-education integration practice platforms.
Keywords: Modern Educational Technology; Program satisfaction; Structural equation model
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