The Effect of Students’ Material Status and Zoom Fatigue on Their Perception of Emergency Remote Teaching Satisfaction and Remote Teaching Sustainability from the Perspective of Education Faculty Students in Serbia

The introduction of emergency remote teaching in university education during the COVID-19 pandemic was not a matter of choice, but an attempt to make education sustainable in times of crisis. However, some research, even before the COVID-19 pandemic, showed that digital inequality caused by the unequal material status of students could have an impact on remote teaching. Also, before the COVID-19 pandemic, some researchers pointed out a new phenomenon, Zoom fatigue, as an accompanying phenomenon of video conferences with potential harm to the physical and mental health of consumers. The aim of this study is to examine the possibility that material status and Zoom fatigue may play the role of a moderator in the attitude of students towards ERT. The sample included 148 students attending education faculties in Serbia. The data obtained were frequencies, percentages, descriptive statistics, χ2 test results, t test for independent samples, ANOVA, and linear regression.The results showed that 13% of students find the lack of financial funds for the purchase of an Internet connection with high-speed data flow to be an aggravating circumstance. Moreover, it transpires that Zoom fatigue may play the role of a moderator in students’ attitude towards ERT, particularly concerning the possibility of introducing remote teaching as a permanent form of teaching;in addition, certain aspects of students’ material status, primarily monthly household income, were a significant predictor of Zoom fatigue level on the ZEF scale.