E-learning service quality and student satisfaction in public universities: a quantitative hierarchisation of determinants through systematic review

Introduction This systematic review provides comprehensive hierarchisation of e-learning service quality determinants predicting student satisfaction in public universities worldwide. Public universities face unprecedented challenges delivering quality e-learning while managing severe resource constraints and equity mandates. Unlike previous reviews aggregating findings across institutional types through qualitative synthesis, this study provides effect size stratification enabling evidence-based resource allocation for public sector contexts systematically underrepresented in literature. Methods A systematic bibliographic search of Scopus and Web of Science (June 2025) identified 15 empirical studies (2016–2025) examining e-learning quality-satisfaction relationships in public universities. Studies were selected through purposive sampling based on predefined eligibility criteria: public university contexts, quantitative designs reporting standardised effect sizes ( β coefficients), and peer-reviewed publications (2016–2025) in English/Spanish. Following PRISMA 2020 guidelines, studies underwent Mixed Methods Appraisal Tool (MMAT) 2018 quality assessment (mean score: 3.67/5). Standardised regression coefficients ( β ) were extracted, tabulated, and stratified by effect magnitude. Synthesis employed Synthesis Without Meta-analysis (SWiM) guidelines given methodological heterogeneity precluding meta-analysis. Results Fifteen studies encompassed 9,847 students across 12 countries. Hierarchisation revealed perceived value as dominant predictor ( β = 0.626, R 2 = 0.568), surpassing instructor competence by 5.35×. Four-tier classification emerged: Critical ( β >0.40), High ( β = 0.35–0.44), Moderate ( β = 0.20–0.34), Low ( β