Exploring predictors of social well-being of university teachers and students during the transition to online learning in a multicultural environment

The COVID-19 pandemic has caused a sudden and universal shift towards online learning. This has led to a 'forced readiness’ for online education. Although some countries have eased restrictions, online education is becoming the new normal. However, learning or teaching from a distance can negatively affect the social well-being of both teachers and students. The question that arises is how administrators can ensure the well-being of teachers and students teaching or learning from a distance, not just during COVID-19 but beyond. The study aimed to investigate the impact of COVID-19 on educators. To achieve this, Engel’s biopsychosocial model as a framework for evaluation. A survey of 23 items was completed by 636 faculty and students involved in teaching and taking online classes. The collected data was analyzed using Analysis of Moment Structures (AMOS) software (version 28) to compute confirmatory factor, path, and mediation analyses. The results showed the predictive utility of perceived benefit and technology application on social well-being. The need for a tailored social well-being intervention for faculty and students in a multicultural society and other implications are discussed.