Abstract
Technology is widely utilised as a learning tool in higher education, yet its adoption in counselling services within institutions remains limited. The growing use of online counselling is recognised internationally in providing mental health services. However, this mode of delivering mental health services is generally under-explored in South African universities. Research suggests that it is essential to determine the extent to which clients would be interested in using online counselling before implementing it. Therefore, this study investigates university students’ attitudes towards the use of online counselling services and explores the significance of age and gender differences in these attitudes. Data were gathered from students through self-administered questionnaires, with a total of 266 respondents (N = 266). The data were analysed using descriptive and inferential statistics. The findings confirmed a generally mixed attitude towards online counselling, which was not significantly influenced by gender and age differences. Overall, the findings encourage a critical reflection on modern psychological practices in higher education institutions to better meet students’ needs.
Contribution: This study explores the evolving digital landscape in higher education and its impact on student well-being, with a focus on information and communication technology-based counselling in the South African context. By examining students’ attitudes towards these digital interventions, the study contributes to ongoing discussions on the accessibility and effectiveness of mental health support in higher education. The study also acknowledges artificial intelligence’s potential to enhance accessibility, efficacy and ethicality in navigating mental health challenges.
Keywords: higher education institutions; attitudes; information and communication technology; online counselling; students.
Introduction
Research exploring the integration of information and communication technology (ICT) in teaching and learning within higher education institutions (HEIs) in South Africa has experienced a continued upward trajectory (Chinyamurindi & Dlaza 2018; Makokotlela 2020; Padayachee 2017). The continual advancement of ICT has enabled HEIs to enhance their teaching and learning processes (Eze et al. 2020) and has significantly reshaped mental health interventions (Viskovich & Pakenham 2020). This implies that mental health practitioners, counsellors and HEIs cannot overlook the impact of ICT, particularly among students (Cilliers, Viljoen & Chinyamurindi 2018). Most existing research (Hasani, Xhomara & Kasumi 2020; Ortiz & Levine 2021; Tuna & Avci 2023) focuses on ICT usage for improving teaching-related activities and students’ academic performance, while technology-driven approaches to counselling services are only beginning to gain attention. Online counselling services emerge as a promising component of contemporary practice, using ICT tools to enhance communication between clients and professional counsellors (Ardi, Putra & Ifdil 2017; Cipolletta & Mocellin 2018). These services are defined as therapeutic interventions facilitated through online technologies that connect a trained counsellor and a client in separate locations, without face-to-face interaction (Richards & Viganó 2013; Zainudin & Yusop 2018). Communication platforms used include email, chat, forums, videoconferencing, websites and mobile applications (Cipolletta & Mocellin 2018). As ICTs have become a widely used medium for students to communicate and interact with the world (Ali 2020), the growth in ICT-based counselling highlights the increasing relevance of online counselling in the university context (Kolog, Montero & Tukiainen 2018; Situmorang 2020). Furthermore, the accessibility and flexibility of online counselling align with students’ evolving communication preferences.
The existing literature highlights several benefits of online counselling, including providing a safe and confidential space for students, particularly when safety concerns, conflicts or health risks are present (Hanley & Wyat 2021; Inglis & Cathcart 2018). It also offers accessibility to students who face geographical constraints, prefer their own comfort zones or live off-campus (Ardi et al. 2017; Wong et al. 2018). Additionally, online counselling accommodates students’ demanding schedules, offering greater flexibility, reduced wait times and quick first aid for immediate concerns (Ardi 2019). University students, being predominantly millennials (Glasheen, Shochet & Campbell 2016), present an opportunity to enhance their technological familiarity with available online counselling services. This approach could motivate many students who might otherwise avoid face-to-face counselling to seek help (Wong et al. 2018). However, the successful integration of ICT into counselling relies on counsellors’ readiness, proficiency and attitudes towards online counselling services. Therefore, it is equally important to examine students’ willingness to use online counselling services (Barto & Marcial 2016).
University students face numerous life challenges, including financial difficulties such as tuition fees, other academic expenses and personal and social issues, which can hinder their academic success (Kolog et al. 2018). Numerous studies emphasise the psychosocial vulnerability experienced by university students (Fennie et al. 2020; Mason 2019; Van Breda 2017), including symptoms of depression and suicidal thoughts (Horgan et al. 2018; Wang, Shi & Luo 2017), anxiety related to academic pressures (Nel, Govender & Tom 2016) and difficulties integrating socially into the university environment (Fennie et al. 2020). Despite these challenges that often necessitate counselling, it is noted that students frequently do not seek appropriate psychological support (Rayan & Jaradat 2016; Zochil & Thorsteinsson 2018).
Studies conducted in various global contexts (Li & Leung 2020; Montagni et al. 2020; Wong et al. 2018) indicate that online counselling can be as effective as traditional face-to-face counselling. For instance, a study conducted by Wong et al. (2018) on the preference for online or face-to-face counselling services among Malaysian university students found a high preference for online counselling over face-to-face counselling. Similarly, Ghanaian university students also reported positive attitudes towards online counselling (Awabil & Akosah 2018). These findings align with Tannous’s (2017) research on University of Jordan students, which revealed positive attitudes and a strong preference for online counselling. While international studies, such as those by Bato and Marcial (2016) and Abu Shahim (2021), also highlight university students’ favourable attitudes towards online counselling, there remains a notable lack of research documenting the use of and perspectives on online counselling among South African students. This underscores the need for South Africa to stay updated with advancements in counselling technologies, leveraging ICT to enhance mental health services effectively.
Attitudes towards online counselling may be shaped by individual differences, particularly demographic factors such as gender and age. Studies conducted in other countries examining students’ intentions and attitudes towards using online counselling support have not consistently shown clear differences among student groups based on factors such as gender, age, ethnicity and race (Tannous 2017; Teh et al. 2014; Wang, Joyce & Namkoong 2020; Wong et al. 2018). Understanding these nuances is essential to promote equitable and effective access to mental health services across diverse student populations (Knechtel & Erickson 2020). For instance, male students often hesitate to seek psychological assistance because of stigma and societal expectations of emotional control (Reidy et al. 2014). Some male students might prefer online counselling as a more discreet option (Neville 2012; Seyi-Oderinde 2020), whereas female students generally exhibit more positive attitudes towards these services (Awabil & Akosah 2018). However, other research challenges gender as a significant predictor (Glasheen et al. 2016; Lan 2016), underscoring the need for further context-specific studies, particularly in South Africa (Fandie & Naudé 2019).
Similarly, younger students may be less willing to seek formal psychological support because of limited knowledge and stigma (Radez et al. 2021; Seyfi et al. 2013), yet they show greater affinity for digital technologies. Research in Australia suggests that individuals aged 15–25 years prefer digital platforms, including text-based counselling (Dowling & Rickwood 2016; Navarro et al. 2019). These findings suggest that age-related patterns may influence attitudes towards online counselling, warranting further investigation in the South African university context. Based on this literature, the study examines whether gender differences significantly affect students’ attitudes towards online counselling services.
Despite the growing relevance of online counselling globally, limited research in South Africa addresses how demographic variables influence student attitudes towards these services. Moreover, the literature lacks clarity regarding how specific age brackets and gender groups interact with such interventions. This study seeks to investigate university students’ attitudes towards online counselling services and to identify whether there are statistically significant differences in these attitudes based on gender and age.
The Technology Acceptance Model (TAM) (Davis 1989; Venkatesh & Davis 2000) explains how users come to accept and use a technology. The TAM estimates user acceptance of technology by evaluating three key constructs: perceived usefulness (PU), perceived ease of use (PEU) and behavioural intention (BI) (Svendsen et al. 2013). Furthermore, this theoretical model explains why individuals adopt or reject a particular technological solution for task performance. Teo (2012) suggests that PU, attitude towards ICT use and self-efficacy all positively impact the intention to use technology. Consequently, a favourable perception of online counselling and its practicality may indicate an intention to use it, implying that positive attitudes can substantially influence the adoption of technology. By applying TAM, this article elucidates students’ attitudes and intentions towards online counselling, providing insights into delivering and enhancing mental health support within higher education contexts.
Research methods and design
A quantitative research approach was employed to systematically gather numerical data, which is crucial for performing robust statistical analyses. This method ensures consistency and reduces the likelihood of measurement errors (Creswell & Creswell 2018; Huang et al. 2022; Queirós et al. 2017). The study employed a cross-sectional survey design, enabling data collection at a single point in time to explore relationships between dependent and independent variables (Rahi 2017). This methodology offers insights into the attitudes, behaviours and opinions of the sample population, enabling the examination of objective theories by analysing the correlations between carefully measured variables (Austin & Sutton 2014).
The study was conducted on a dataset comprising 226 students enrolled at a selected HEI in the Eastern Cape. A convenience sampling method was used, meaning participants were chosen based on their availability and willingness to take part in the study. This approach is often a practical choice, especially in exploratory research where limited resources, time constraints or difficulties accessing participants make random sampling unrealistic. However, this method does have its drawbacks. The most significant is the potential for bias and reduced generalisability, as the non-random selection process may attract individuals with certain characteristics or motivations that do not accurately reflect the broader population (Stratton 2021). While convenience sampling allows researchers to gather data quickly and efficiently, it can lead to self-selection and motivation biases that might influence the results. These challenges are openly acknowledged and carefully discussed in the relevant section of the study to help interpret the findings in context. The demographic breakdown of the sample revealed that females constituted 65% (n = 147) and males comprised 53% (n = 119). The age distribution showed that 66.5% (n = 177) of the majority were within the 20–25 age bracket. The next largest age group was 26–31 years, representing 15.8% (n = 42) of the participants. Individuals under 20 years old made up 14.3% (n = 30), while those aged 32 and above accounted for a mere 3.4% (n = 9). In terms of academic level, the majority (80%, n = 182) were undergraduates, with the remaining 20% (n = 44) being postgraduate students. The faculty distribution indicated that Management and Commerce dominated with 65% (N = 175) of the respondents, followed by Humanities and Social Science at 14% (n = 38). Education had the smallest representation at 1% (n = 3), while Nursing Science contributed 7% (n = 19) and Law accounted for 11% (n = 31) of the respondents.
To measure respondents’ attitudes towards online counselling, the study utilised the Online Counselling Attitude Scale (OCAS), originally developed by Rochlen, Beretvas and Zack (2004). The OCAS is a brief 10-item questionnaire designed to assess attitudes towards online counselling using two distinct subscales: the Value of Online Counselling (OC-V) and Discomfort with Online Counselling (OC-D). High scores on the OC-V subscale indicate a positive perception of online counselling, while high scores on the OC-D subscale suggest significant discomfort with this form of counselling (Rochlen et al. 2004). Sample items from these subscales include statements such as ‘Using online counselling would help me learn about myself’ and ‘If online counselling services were available on my campus, I would consider trying it’, which reflect positive views, and ‘I think it would take a major effort for me to schedule an appointment with an online counsellor’, which highlights discomfort. The OCAS demonstrated strong reliability, as evidenced by its Cronbach’s alpha score. This tool provided a structured framework for understanding participants’ views on online counselling, offering valuable insights into their comfort levels and perceived benefits.
Data were collected using a self-administered survey distributed in a paper-and-pencil format to consented participants. Participation in the study was optional, and prior to enrolment, participants were fully informed about the study’s objectives. The researchers secured informed consent from all participants, adhering strictly to the ethical guidelines and standards set by the university. A total of 372 participants initially accessed the survey. However, 106 surveys were removed because of incomplete responses, where participants only completed the demographic section. After this cleaning process, the final sample consisted of 266 participants, resulting in a 71% response rate. Missing data were addressed by excluding incomplete surveys from the final analysis. As a convenience sampling method was used, a formal response rate cannot be determined as there was no predefined population size. This response rate is based on the number of surveys distributed and returned.
The data were analysed using International Business Machines Statistical Package for the Social Sciences (IBM SPSS) Statistics version 29. Descriptive statistics were applied to summarise demographic details and analyse the distribution of scores on the OCAS. Inferential statistical methods were utilised to evaluate variations in attitudes towards online counselling across demographic groups, specifically independent samples t-tests and one-way analysis of variance (ANOVA). An independent t-test was conducted to determine whether there were statistically significant differences in attitudes based on gender. A one-way ANOVA was used to examine whether students’ attitudes varied significantly across different age groups. Before conducting these analyses, assumptions of normality were assessed using the Shapiro–Wilk test and visual inspections of histograms and Q-Q plots. The data were found to be approximately normally distributed, justifying the use of parametric tests.
A statistical significance level of p ≤ 0.05 was set as the criterion for determining significance. A p-value less than or equal to 0.05 was interpreted as sufficient evidence to reject the null hypothesis (H0), suggesting that differences in attitudes between gender or age groups were unlikely to be because of random variation alone. Conversely, a p-value greater than 0.05 was taken to indicate insufficient evidence to reject H0, implying no statistically significant difference. Effect sizes were also calculated to complement p-values and assess the practical significance of the results. For the t-test, Cohen’s d was used, with benchmarks of 0.2 (small), 0.5 (medium) and 0.8 (large). For the ANOVA, eta squared (η2) was used to interpret the proportion of variance explained, with values of 0.01, 0.06 and 0.14 representing small, medium and large effects, respectively.
Ethical considerations
Ethical clearance to conduct this study was obtained from the University of Fort Hare Research Ethics Committee (UREC) (REC-270710-028-RA Level 1) (ref no: MAR041SDLA01).
Results
The primary aim of this study was to explore university students’ attitudes towards the use of online counselling services. A descriptive analysis was conducted to assess students’ general attitudes, followed by inferential statistics to examine differences across gender and age. Table 1 presents the descriptive statistics of students’ positive attitudes towards online counselling. A 5-point Likert scale was used (1 = Strongly Disagree to 5 = Strongly Agree). A criterion mean score of 2.5 was used to interpret the data: a score above 2.5 suggests a positive attitude, while scores below 2.5 indicate a negative attitude. The mean of 2.5 is the midpoint of the scale, commonly used in attitudinal research to indicate neutrality (Nadler, Weston & Voyles 2015).
| TABLE 1: Students’ positive attitudes towards online counselling. |
As shown in Table 1, respondents’ scores for positive attitudes towards online counselling exceeded the threshold mean score of 2.5, indicating an overall favourable disposition. Notably, the majority of respondents expressed a strong inclination to consider online counselling if it were offered free of charge, with M = 3.24 and SD = 1.236. Furthermore, respondents generally indicated that they would encourage friends with personal issues to explore online counselling as an option.
Table 2 shows that respondents’ scores for all five items surpassed the threshold of 2.5, indicating a predominantly negative attitude towards online counselling. Notably, respondents were inclined to view seeking help from an online counsellor as a last resort when dealing with personal issues, with M = 3.18 and SD = 1.319. Additionally, the results showed moderate discomfort with discussing problems with an online counsellor, as evidenced by M = 2.88 and SD =1.315. These findings suggest that respondents generally hold negative views about online counselling.
| TABLE 2: Students’ negative attitudes towards online counselling. |
Gender differences in attitudes
The descriptive analysis in Table 3 showed a mean difference of −0.63 between the two groups, suggesting that male students exhibited slightly more positive attitudes towards online counselling than female students although with a relatively small difference.
| TABLE 3: The mean difference based on gender in online counselling. |
An independent samples t-test was performed to determine whether the differences in attitudes towards online counselling between genders were statistically significant.
The results presented in Table 4 indicate that there is no statistically significant difference in attitudes towards online counselling between male and female students (t = –0.859, p = 0.391). To further assess the magnitude of this difference, Cohen’s d was calculated, revealing a very small effect size of 0.11. This suggests that while male students reported marginally higher attitude scores, the difference is minimal and unlikely to have practical significance. Additionally, a 95% confidence interval (CI) was computed for the mean difference in attitudes between genders. The mean difference was found to be −0.63385, with a 95% CI spanning from –2.08 to 0.81. As this interval includes zero, it provides additional evidence that the difference in attitudes towards online counselling between male and female students is not statistically significant at the 95% confidence level. This implies that the observed difference may be because of chance rather than a genuine gender-based disparity. Based on these findings, the study concludes that gender differences among university students do not yield statistically significant variations in their attitudes towards utilising online counselling services. Consequently, we reject the alternative hypothesis (H1) that gender differences among university students are significantly related to attitudes towards online counselling services. This conclusion underscores the notion that attitudes towards online counselling are not substantially influenced by gender, suggesting that other factors may play a more significant role in shaping these attitudes.
| TABLE 4: Comparative analysis of attitudes towards online counselling by gender. |
Age differences in attitudes
Descriptive statistics in Table 5 shows that mean attitude scores towards online counselling services vary slightly across age groups. Students aged 32 years and older reported the highest average attitude score (M = 31.33, SD = 7.68), followed by those aged 26–31 years (M = 30.62, SD = 6.94). Those under 20 and those aged 20–25 years had slightly lower mean scores (M = 29.92 and M = 29.55, respectively).
| TABLE 5: Mean scores towards online counselling attitude scale by age group. |
A one-way ANOVA was conducted to examine differences in attitudes towards online counselling across age groups. The results in Table 6 indicate no significant difference, f (3 262) = 0.560, p = 0.642. The effect size, calculated using eta squared (η2), was 0.006, indicating that less than 1% of the variance in attitudes could be attributed to age group differences – a negligible effect.
| TABLE 6: Analysis of variance of attitudes towards online counselling across different age groups. |
The ANOVA results did not reveal statistically significant differences across age groups (p > 0.05); however, subtle trends in the data suggest that older students may exhibit marginally more favourable attitudes towards online counselling. A Tukey Honestly Significant Difference (HSD) post hoc analysis was conducted to investigate pairwise comparisons between age cohorts, but none of these comparisons reached statistical significance (p > 0.05). For instance, the mean difference between the 20–25 and ≥ 32 age groups was −1.78 (p = 0.821, 95% CI [−7.08, 3.52]), while the smallest observed difference occurred between the younger than 20 and 20–25 groups (mean difference = 0.37, p = 0.986, 95% CI [−2.40, 3.14]). Although older students demonstrated slightly higher average scores, these variations lacked statistical meaningfulness. As a result, the alternative hypothesis (H2), which posits that significant age differences exist in university students’ attitudes towards online counselling services, is not supported and therefore rejected. The findings imply that age does not substantially influence attitudes in this context, aligning with the broader conclusion that demographic factors such as gender and age may hold limited explanatory power in understanding preferences for online counselling.
The result in Table 7 indicates a moderate attitude towards the OC-V (M = 2.9654) and also presents a neutral or slightly uncomfortable attitude regarding online counselling (M = 2.9895). With the value of the online counselling subscale (OC-D) slightly higher than the discomfort with the online counselling subscale (OC-V), students might recognise the OC-V but feel hesitant or uneasy about engaging with it (Awabil & Akosah 2018; Glasheen et al. 2018; Tannous 2017).
| TABLE 7: Summary of students’ attitudes towards online counselling. |
A paired samples t-test was conducted to determine whether there was a statistically significant difference between students’ perceived OC-V and their level of discomfort with it (OC-D). The results indicated in Table 8 that OC-V and OC-D did not differ significantly, t (265) = −0.285, p = 0.776. The mean difference (−0.02406) was insignificant, with a 95% CI ranging from −0.19034 to 0.14222. This suggests that students perceived online counselling as equally valuable and discomforting, with no meaningful difference between how much they valued the service and how uncomfortable they felt about using it.
| TABLE 8: Comparison between perceived value and discomfort. |
Discussion
The study aimed to assess university students’ attitudes towards online counselling. The findings reveal a combination of both positive and negative attitudes, with no statistically significant differences based on demographic variables such as gender and age.
Overall, the findings suggest a moderately positive attitude towards online counselling, with students acknowledging its potential benefits while also expressing reservations and emotional discomfort about engaging with it. While mean scores exceeded the midpoint value of 2.5, indicating general acceptance, they remained relatively close to the neutral range. This suggests that students’ attitudes are moderately positive rather than strongly favourable, with clear signs of uncertainty. Many indicated that they would consider using online counselling services if they were freely available, suggesting that cost may be a significant barrier to access. Additionally, students showed a willingness to recommend online counselling to peers, reflecting a perception of these services as credible and supportive resources for dealing with personal concerns. These findings align with previous research that highlights the growing acceptance of online mental health services among university students, especially when affordability is addressed. At the same time, some students reported noticeable discomfort with the idea of engaging in online counselling. There was a clear hesitation to choose online counselling as a first option, and some students expressed unease or anxiety about discussing personal issues with a counsellor in a virtual setting. These reservations may stem from privacy concerns, difficulties in forming a personal connection online or doubts about the overall effectiveness of virtual counselling sessions in handling emotional matters. A comparison of students’ perceptions of the OC-V and their discomfort with it revealed no meaningful difference between the two. This indicates a complex relationship – students acknowledge the usefulness of online counselling, yet they remain somewhat hesitant or emotionally resistant to fully embrace it. Demographic factors such as gender and age did not significantly influence students’ attitudes. This suggests that perceptions of online counselling were consistent across different student groups, regardless of their age or gender, pointing to a generally shared view of the strengths and limitations of online counselling within the university population.
These responses suggest a lack of trust or comfort in the online counselling process, potentially linked to concerns about privacy, rapport building or the effectiveness of virtual communication for addressing emotional issues. These findings align with previous research, which suggests that university students are likely to use online counselling and that it can be a valuable tool for enhancing mental health (Awabil & Akosah 2018; Glasheen et al. 2018; Tannous 2017). Additionally, the current results support Awabil and Akosah’s (2018) findings, which showed students’ positive attitudes towards online counselling without significant gender differences. This is also consistent with Brown’s (2012) results, which indicated the possible use of online counselling among university students, with no significant gender differences between online and in-person counselling. Awabil and Akosah (2018) propose that the lack of significant gender differences may be because of both genders viewing online counselling as a contemporary method of therapy. On the other hand, a recent study found highly favourable attitudes towards online counselling, with statistically significant gender differences among undergraduate university students (Yurayat & Seechaliao 2022). Wide-reaching studies, such as those by Bato and Marcial (2016) and Teh et al. (2014), have found that both male and female respondents can exhibit positive and statistically significant attitudes towards online counselling services. Regarding age differences, the current study revealed no notable variations in respondents’ attitudes towards online counselling based on age. Further investigation into variables like age is necessary, aligning with Tannous’s (2017) recommendation for additional research to better understand the relationship between attitudes towards online counselling and factors such as age, educational level and faculty affiliation.
Implications
Regular research on the use of online counselling services is crucial, particularly given the rapid technological advancements in the 21st century and the increasing integration of the Internet into daily life. Students’ mixed attitude towards online counselling suggests that HEIs should invest in digital platforms to improve the accessibility and effectiveness of psychological services. Aligning with global trends by adopting ICT usage within psychological counselling centres and ensuring their approach resonates with the preferences and familiarity of the millennial generation is essential to raising awareness and encouraging utilisation among students. Student’s receptiveness to online counselling highlights the potential benefits of maintaining certain technological solutions adopted during the pandemic. Rather than discarding these advancements, it is essential for forward-thinking approaches to be considered, recognising the value they can bring to the future landscape of counselling practices. Although the university where the study took place lacked online counselling services, the findings indicate that it would benefit HEIs to consider incorporating online counselling into their offerings.
This study has enhanced the understanding of students’ attitudes towards online mental health services, providing valuable information for informed decision-making and developing effective strategies to integrate and improve counselling services within universities. The findings also provide insights into the potential user demographics for future online counselling services. The dissemination of these findings aims to initiate conversations about enhancing support services for students and broadening access to those who are less inclined to seek or afford traditional forms of assistance. Counselling professionals and university counselling services need to be informed about the potential of online counselling and its applications within higher education settings. In essence, this study proposes that leveraging online counselling could be advantageous for HEIs, as it may attract students who might otherwise avoid traditional in-person counselling and reach those who are less likely to access or afford alternative support options.
It is important to note that this research was conducted exclusively within a single university in the Eastern Cape. Therefore, for more comprehensive and broadly applicable outcomes, a more representative approach would require data collection from multiple universities. Furthermore, the use of a convenience sampling method for data collection suggests that the results obtained from the descriptive analysis of biographical data should be approached cautiously, as they may be subject to bias. Additionally, as this study employed a quantitative research approach, it could not assess whether respondents fully comprehend the concept and scope of online counselling. Incorporating a qualitative research method could have provided valuable insights into which ICT tools are most favoured for counselling purposes. Lastly, it is important to acknowledge that the university where the study occurred does not currently offer online counselling services. However, despite the noted limitations, this study provides evidence that supports the practicality of online platforms as a viable means of offering psychological counselling to university students.
Recommendations for future research
Given the accelerated adoption of telehealth and online counselling services because of coronavirus disease 2019 (COVID-19), it is imperative that future research consistently examines students’ attitudes towards online counselling within a university environment. This ongoing exploration should aim to identify the most effective counselling methods for distinct student groups, taking into account that online platforms have become an integral part of the counselling landscape even as the pandemic’s immediate impacts have lessened. As we navigate this new era, a deeper comprehension of the catalysts driving the adoption of online counselling becomes essential. Therefore, to achieve a deeper understanding of the factors affecting ICT usage in counselling, it is recommended to incorporate qualitative research methods to explore the elements influencing students’ participation in online counselling services. Furthermore, the exploration of supplementary approaches aimed at capturing the fundamental essence of online counselling is recommended, encompassing aspects like disinhibition, anonymity and heightened client control. Additional strategies should be developed to fully harness the key benefits of online counselling, such as disinhibition, anonymity and enhanced client autonomy. It is recommended that future research investigate the effectiveness of online counselling within university settings, drawing insights directly from counselling practitioners operating within HEIs. Awareness campaigns that normalise online counselling and emphasise its benefits could be helpful in reducing discomfort and reluctance among students. Finally, while online counselling remains a promising mental health tool, recent advancements in artificial intelligence (AI) present new avenues for psychological support. Artificial intelligence-powered chatbots, digital mental health apps and virtual assistants are increasingly being integrated into counselling services, offering 24/7 availability, anonymity and personalised support. Although AI tools may not replace human counsellors, their ability to augment access and reduce stigma could play a crucial role in supporting students who may be hesitant to seek traditional counselling. Future research should explore how students perceive AI-driven counselling platforms and whether such technologies can reduce discomfort and increase trust in digital mental health services.
Conclusion
This study highlights a two-fold perspective on online counselling among university students, characterised by both openness and hesitation. These mixed attitudes towards online counselling underscore the need for targeted interventions to improve its acceptance and utilisation. The positive responses regarding cost-free services highlight the importance of making online counselling accessible and affordable. Universities could consider integrating free online counselling into their student support programmes. Future research could explore underlying psychological or contextual factors influencing these attitudes and evaluate the effectiveness of tailored interventions in promoting online counselling services.
Acknowledgements
This article is partially based on the author’s thesis entitled ‘Students’ intentions and attitudes towards using Information and Communication Technology (ICT) for the purpose of counselling’ towards the degree of Master of Social Science (Psychology) in the Faculty of Social Sciences and Humanities, at the University of Fort, South Africa, with promoter Dr Rivca Marais, received November 2018, available here: http://vital.seals.ac.za:8080/vital/access/manager/Repository/vital:41090?site_name=GlobalView.
Competing interests
The author reported that they received partial financial support from a bursary provided by CSIR-Interbursary, which may be affected by the research reported in the enclosed publication. The author has disclosed those interests fully and has implemented an approved plan for managing any potential conflicts arising from their involvement. The terms of these funding arrangements have been reviewed and approved by the affiliated university in accordance with its policy on objectivity in research.
Authors’ contributions
Z.D. is the principal investigator of the study and was involved in all stages of the article writing process, from conceptualisation to data analysis. She managed the overall project, coordinated various tasks, collected data for the study and conducted the data analysis. Z.D. took the lead in writing and refining the manuscript. R.M. served as the main supervisor of the project, providing valuable guidance and mentorship throughout the project. She contributed to the conceptualisation of the study, shaping its theoretical underpinnings and research framework. R.M. played a role in interpreting the collected data and she reviewed and edited the article’s write-up.
Funding information
This research received partial financial support from a bursary provided by CSIR-Interbursary.
Data availability
Data presented in this article are available upon request from the corresponding author, Z.D.
Disclaimer
The views and opinions expressed in this article are those of the authors and do not necessarily reflect the official policy or position of any affiliated agency of the authors.
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