DIGITAL ADAPTATION IN HIGHER EDUCATION: THE ROLE OF PERSONALITY TRAITS IN TECHNOLOGY-MEDIATED UNIVERSITY ADJUSTMENT AMONG PAKISTANI STUDENTS

Abstract

The transition to university life represents a critical developmental phase for emerging adults, often influenced by personality traits and the increasing integration of technology in higher education. In Pakistan, where educational landscapes are diversifying with digital tools, understanding how personality dynamics shape technology-mediated university adjustment remains underexplored. The study investigates the interplay between the Big Five personality traits and student’s adjustment to university environments enhanced by technological resources. A cross-sectional survey design was employed, collecting data from 77 participants across Pakistani universities, including Hamdard University, GCUF, and Kinnaird College. Participants aged 17-29 completed a demographic questionnaire, the University Adjustment Scale (assessing social, academic, and emotional adjustment), and the Big Five Personality Test. Data analysis involved correlational and regression analyses to examine relationships between personality traits (e.g., openness, conscientiousness, extraversion) and adjustment outcomes in technology-mediated settings, such as online learning platforms and digital campus tools. Preliminary findings indicate that students with higher openness to experience and extraversion exhibit better social adjustment, particularly in forming online friendships (r = 0.35, p < 0.05) and engaging with virtual cultural events. Conscientiousness positively correlated with academic satisfaction and regular class attendance in digital environments (r = 0.42, p < 0.01). Conversely, neuroticism was associated with increased homesickness and difficulty adapting  to technology-mediated learning (r = 0.28, p < 0.05). Living arrangements (hostel vs. home) moderated these relationships, with hostel residents showing greater reliance on technology for social connection. It indicates that personality traits play significant role in affecting Pakistani student’s adapting to technology enhanced university environments. Certain traits, such as openness and extraversion allow one to integrate in digital social activities, while conscientiousness improves academic success in a virtual world. Neuroticism brings with it issues, resulting in a requirement for specific technological interventions, like e-mentoring as well as stress management apps. The limitation of this study includes its sample size and self-reporting nature, which in future, would be done on larger, longitudinal cohorts. Implications of these findings for designing personalized technology supported strategies to facilitate university adjustment by considering different educational contexts stated particularly in Pakistan, are presented.