Abstract
Issue 2/2026 756 and Institutional Support Service (ISS) (r=.75). Descriptive statistics, including frequency counts, simple percentages, multiple regression, mean, and standard deviation, were used to analyse the collected data. The research results indicated that the PSLE and their LE (specifically formal education experience (FEE), LKSs to extract information from the web, self-regulated learning strategies (SrLS) and ISSs) were statistically significant (F (4, 195) = 914.45; R2 = .949), explaining 94.9% of the variance. Given these results, it is recommended that virtual opportunities for engagement through ICTs be developed and used in a way that is easy for postgraduate learners (PGL) to comprehend and relate to in order to improve students' academic performance in remote education, teaching, and learning development in the digital age.