Abstract:
University students face numerous academic, social, and personal challenges that
can negatively impact their academic performance and overall well-being. Although
support mechanisms such as counseling and mentoring are available, many
students hesitate to use them due to fear of judgment or social pressures. This
study assessed the need for a digital, anonymous Students’ Help Desk (SHD) at
the Faculty of Agriculture, University of Ruhuna, Sri Lanka, to provide timely
academic, administrative, and mental health support. A cross-sectional survey
was conducted among 155 undergraduates across three degree programs: BSc in
Agricultural Resource Management and Technology, BSc in Agribusiness Management,
and BSc in Green Technology. Data on socio-demographics, academic performance,
digital access, and preferences for anonymous reporting were collected
using structured questionnaires and analyzed descriptively. Results indicated that
48% of students preferred anonymity when sharing personal or social concerns,
60% agreed that technology-based anonymous platforms would allow all students
to raise concerns fairly, 69% perceived the SHD as improving communication
with administration, and 75% believed it could positively impact mental health.
High digital readiness (97% owning smartphones or laptops) further supports the
feasibility. Chi-square and Spearman correlation analyses revealed no significant
differences across gender (p = 0.204), age, GPA, or scholarship status, indicating
a universally high demand for the platform among both male and female students.
Findings indicate that mental health and personal concerns represent the highest
priority, followed by administrative and academic support. Overall, the results
highlight a strong preference for an anonymous, digital, student-centered help
desk to address academic, administrative, and social challenges. Implementation
of such a system is expected to enhance accessibility, inclusiveness, early detection
of student issues, and overall well-being, while reducing faculty workload and
improving institutional responsiveness.
