Secondary School Students’ Perceptions of Autonomy, Competence, and Relatedness in Digital Learning: A Qualitative Study

We explored secondary school students’ perceptions of digital educational tools in relation to basic psychological needs as outlined in Self-Determination Theory: autonomy, competence, and relatedness. Within a qualitative research design, we used a self-designed semi-standardized questionnaire to gather insights from a sample of 41 schoolchildren aged fifteen to seventeen from a school located in Aljustrel, in Baixo Alentejo, an economically modest region in southern Portugal. The findings reveal that students perceive the digital tools as effective in supporting their autonomy and competence, enabling self-paced, self-directed, and engaging learning experiences. However, students expressed mixed views on the fulfillment of relatedness, often preferring the interpersonal interactions and comprehensive explanations provided by in-person teaching. Based on the responses, digital tools may foster autonomy and competence, but their impact on relatedness is more context-dependent and less consistent. While digital tools can be effective for extracurricular interest development, students demonstrate a preference for teachers’ personal attendance in formal school settings, especially when engrossed in a schedule of examinations.