HOW DO TEACHING STYLES AND STUDENT SELF-DETERMINATION SHAPE THE VIRTUAL LEARNING ENVIRONMENT IN HOSPITALITY AND TOURISM EDUCATION?

Abstract

The rapid expansion of virtual learning during and after the COVID-19 pandemic has transformed higher education, yet limited research has examined how teacher- and student-related factors jointly shape virtual learning in hospitality and tourism education. Drawing on teaching-style perspectives and self-determination theory, this study investigates the direct effects of teaching styles on virtual learning success and student self-determination, as well as the mediating role of self-determination. A quantitative cross-sectional design was adopted, and questionnaire data were collected from 428 undergraduate students enrolled in hospitality and tourism programs at seven Egyptian universities. The proposed model was assessed using partial least squares structural equation modeling with 5,000 bootstrap resamples. The results show that teaching styles positively influence both virtual learning success and student self-determination. Student self-determination emerged as the strongest predictor of virtual learning success and significantly mediated the relationship between teaching styles and virtual learning success. These findings demonstrate that successful virtual learning depends not only on technological infrastructure but also on instructors’ ability to adopt directive and participative approaches that provide structure, interaction, and support while strengthening students’ autonomy, competence, and motivation. The study extends hospitality and tourism education research by integrating teaching styles and self-determination within a unified explanatory model. Practically, higher education institutions should provide pedagogical and technological training for instructors and establish student-support mechanisms that facilitate effective participation and adaptation in virtual classes.