Digital Learning as a Strategic Retention Mechanism: A Conceptual Framework for Preventing University Dropout in Romania

University dropout rates remain a structural challenge for Romania’s higher education system, with implications for labor market integration, productivity, and the efficiency of public investment in human capital development. Although the rapid shift to digital education during the COVID-19 pandemic expanded teaching possibilities, these transformations were largely implemented as reactive measures rather than as components of coordinated retention strategies. This paper examines how digitally mediated education can be repositioned as an institutional mechanism to support student persistence when integrated into coherent governance frameworks. It develops the Digital Retention Ecosystem (DRE), a conceptual model that integrates economic rationale, institutional coordination, and pedagogical practices into a unified framework. The study adopts a theory-based, qualitative approach grounded in an integrative analysis of interdisciplinary literature, drawing on Human Capital Theory, Student Integration Theory, and Institutional Theory. It identifies engagement, flexibility, a sense of belonging, and early risk identification as key mechanisms through which digital education can influence decisions to continue studies. The findings indicate that technological adoption alone is not sufficient to reduce dropout rates. Its effectiveness depends on alignment with institutional governance, academic policies, and integrated support systems. The paper offers a systemic perspective that redefines digital transformation as a governance-focused process, contributing to a better understanding of how higher education institutions can strengthen participation and ensure the long-term sustainability of human capital.

This paper was co-financed by The Bucharest University of Economic Studies during the PhD program.