The Sustainability of E-Learning in UAE Higher Education: Digital Transformation, Inequality, and Student Well-Being in the Time Crisis

The COVID-19 pandemic accelerated the global shift to e-learning, raising concerns about its sustainability, student well-being, and educational inequality. This study evaluates e-learning in higher education during crises by examining its psychological, behavioral, social, and academic impacts on university students in the United Arab Emirates over two academic years of remote learning. Using a mixed-methods approach, data were collected from two cohorts (n = 228): Group 1 (G1, n = 76; 2020–2021) and Group 2 (G2, n = 152; 2021–2022). Analysis included descriptive statistics, independent sample t-tests, and thematic analysis. The results revealed significant differences between groups across most domains (p < 0.001). G2 reported higher psychological distress, including increased depression, stress, and reduced focus, while G1 demonstrated stronger behavioral and social adaptation, such as better self-care, family communication, and engagement in hobbies and sports. Regression analysis showed a strong linear relationship between online and campus grade distributions (R² = 0.7862), indicating academic consistency across learning modes. However, the findings highlight a sustainability paradox: although e-learning enhances flexibility and access and reduces environmental impact, prolonged reliance is linked to psychological strain, behavioral risks, and widening social inequality. The study underscores the need for a resilient and sustainable education model that supports students academically, psychologically, and socially to ensure the well-being and public health of all. These insights are particularly relevant amid ongoing regional crises and the continued expansion of e-learning and generative AI in education. Aligning with sustainable education goals, such approaches contribute to SDGs 3, 4, and 10, and support broader progress toward the 2030 Agenda.