<![CDATA[The rapid adoption of online learning in higher education has transformed the way universities deliver academic services and interact with students. As digital services become an integral part of the learning process, understanding students' experiences is essential for improving educational quality and satisfaction. This study aims to explore students' experiences with digital services and how these experiences shape their satisfaction in higher education online learning. A qualitative research design was employed using a phenomenological approach to capture the lived experiences of university students. Data were collected through semi-structured interviews with students who had participated in online learning for at least one academic semester. The interview data were analyzed using thematic analysis to identify recurring patterns, perceptions, and meanings related to digital services and student satisfaction. The findings reveal that students' satisfaction is influenced by several interconnected factors, including the accessibility and reliability of digital learning platforms, the responsiveness of academic and technical support, the quality of communication with instructors, and the ease of accessing learning resources. Participants also highlighted challenges such as unstable internet connectivity, technical issues, and limited interaction during online classes, which negatively affected their learning experiences. Despite these challenges, effective digital services were found to enhance students' confidence, engagement, and overall satisfaction with online learning. The study concludes that student satisfaction extends beyond technological infrastructure and depends on how digital services support meaningful learning experiences. These findings provide practical insights for higher education institutions seeking to improve digital service quality and create more student-centered online learning environments.]]>
