Language of empathy in online counseling of a Global South university distance learning environment

Datos Bibliográficos

ID22166154
AutoresRex S Paulino (Iloilo Science and Technology University), Amabel Tangco-Siason (West Visayas State University), Nordy D Siason (0000-0002-4966-1120, Iloilo Science and Technology University)
Año2026
Volumen11
Fecha de publicación2026-03-13
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaFrontiers in Education (JOURNAL)
Identificadores de la revistaISSN: 2504-284X • E-ISSN: 2504-284X
EditorialFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2026.1750768
OpenAlexW7135182580
IdiomaEN
Referencias citadas78

Introduction The shift to online distance learning in the Global South has transformed how universities communicate care, support, and empathy to students, particularly through counseling services. In resource-constrained higher education institutions, digital inequities, socio-economic disparities, and cultural perceptions of mental health influence how empathy is conveyed and experienced in virtual counseling spaces. Guided by Transactional Distance Theory (TDT) and the Institutional Analysis and Development (IAD) Framework, this study explored the communicative and emotional dynamics of empathy in online counseling. Methods This study employed a descriptive phenomenological design to examine lived experiences of empathy in online counseling. Twelve purposively selected students and three guidance counselors participated in interviews and follow-up sessions. Data were analyzed using Colaizzi’s method to identify significant statements, formulate meanings, and generate thematic structures. Theoretical interpretation was guided by TDT to understand interactional distance and by the IAD framework to examine institutional conditions shaping counseling delivery. Results Findings revealed that feelings of isolation, limited interaction, and reduced emotional presence—core concerns in TDT—often hindered the expression and reception of empathetic communication in online settings. The IAD lens highlighted institutional gaps, including inconsistent communication about counseling services, fragmented policies, and insufficient technological and human resources, which influenced students’ trust and willingness to seek support. Themes also emerged around accessibility challenges, confidentiality concerns, unstable internet connectivity, and cultural factors affecting the interpretation of empathetic language. Despite these constraints, participants reported that meaningful emotional connections could still be formed when counselors intentionally used culturally sensitive language, active listening, and responsive digital engagement. Discussion The findings underscore the need for student-centered, empathy-driven counseling models supported by stronger institutional systems. Improving digital infrastructure, clarifying policies, and developing hybrid counseling approaches may enhance empathetic communication and accessibility. Strengthening institutional capacities and establishing secure, flexible, and inclusive platforms can foster a more equitable and responsive mental health ecosystem in Global South universities

Computer-mediated communication · Confidentiality · Distance education · Empathy · Feeling · Intercultural communication · Qualitative research · The Internet · Thematic analysis · Digital Mental Health Interventions · Telemedicine and Telehealth Implementation · Transactional Analysis in Psychotherapy