Unveiling Counseling Service Acceptance among Students in Online Flexible Distance Learning Higher Education Institutions

Abstract

This study investigates the acceptance of counselling services among students in open online flexible distance learning (OOFDL) higher education institutions, emphasizing the critical role these services play in promoting mental well-being and academic success. The primary aim is to explore the relationships between counsellor accessibility, counsellor competency, and perceived benefits and how they influence students’ intentions to accept counseling services. Data were collected using a structured questionnaire distributed to 420 students enrolled in OOFDL programs, and 311 clean data were used in data analysis. The analysis employed Partial Least Squares Structural Equation Modeling (PLS-SEM) to evaluate the hypothesized relationships, with results revealing significant findings: counselor competency and perceived benefits were positively associated with accepting counseling services. In contrast, the impact of counselor accessibility was less direct. Specifically, the study confirmed that six out of seven hypotheses were accepted, indicating that while accessibility is important, it does not directly lead to acceptance without enhanced competency and perceived benefit. The study suggests avenues for future research, including longitudinal studies to track changes over time, qualitative interviews to deepen understanding of student experiences, and exploring the effects of technology on counseling engagement. The implications underscore the necessity for OOFDL institutions to enhance counseling accessibility, invest in counselor training, and implement awareness campaigns to foster an environment conducive to seeking help.