Learning styles and associated demographic factors among university students: Implications for instructional provision in the higher education settings

This study aimed to describe students' learning styles and associated demographic factors to inform appropriate instructional provision in the higher education settings. Using a cross-sectional descriptive survey design, 317 students randomly selected from four universities: Arbaminch, Dilla, Wachamo, and Jinka. Active, sensing, visual, and sequential learning styles identified as the predominant preferences among students. A multivariate analysis revealed that age was positively associated with learning styles that are reflective (AOR = 1.36, 95% CI = 1.18–1.57), intuitive (AOR = 1.34, 95% CI = 1.17–1.55), verbal (AOR = 1.28, 95% CI = 1.12–1.47), and global (AOR = 1.38, 95% CI = 1.20–1.60). Other factors remain constant; this may indicate that the instruction systematically favors these learners while neglecting others. The findings underscore the importance of aligning modern instructional methods (e.g., multimethod, student-centered, and technology-enhanced teaching approaches) with students’ multimodal preferred learning styles. It also highlights the need for periodically updating instructional provision to accommodate changes as students advance in age or education. Future research should include additional demographic and psychosocial factors to better understand specific factors linked with learning styles.