Investigating the Impact of University Quality of Life during the Pandemic on Academic Freedom and Social Responsibility in Universities of Golestan Province: A Psychological Perspective
Keywords:
University Quality of Life, Pandemic Era, Academic Freedom, Social ResponsibilityAbstract
The study aimed to model the impact of university quality of life during the COVID-19 pandemic on students’ academic freedom and social responsibility in universities of Golestan Province. This applied research employed a descriptive-survey design. The statistical population consisted of 28,716 students from Farhangian University, Islamic Azad University, and the University of Medical Sciences. Using stratified random sampling, 379 students were selected. Data were gathered through standardized questionnaires: University Quality of Life (60 items), Academic Freedom (20 items), and Social Responsibility (20 items). Validity and reliability were confirmed through Cronbach’s alpha, composite reliability, and confirmatory factor analysis. Data analysis was conducted using SPSS21 and PLS3.3 software. The results of structural equation modeling indicated a significant positive effect of university quality of life on both academic freedom and social responsibility. The path coefficient between university quality of life and academic freedom was β=0.524 (R²=0.275), while the coefficient for social responsibility was β=0.281 (R²=0.079). Among the dimensions of university quality of life, the individual dimension—comprising physical and mental health—had the strongest impact (β=0.700), followed by educational and social dimensions. Students with higher perceived university life quality demonstrated greater academic autonomy and confidence, although the effect on social responsibility was relatively weaker. University quality of life plays a crucial role in enhancing both academic freedom and social responsibility. During the pandemic, improving psychological well-being, strengthening social support, and enriching educational experiences significantly contributed to sustaining academic independence and social engagement. Universities should prioritize mental health programs, supportive environments, and balanced online-offline learning systems to promote academic vitality and responsible citizenship among students.
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