eLearning Acceptance and Adoption Challenges in Higher Education
Open accessAbstract
Online learning and technology acceptance has become a highly significant subject in the field of information technology. The challenges of eLearning acceptance and adoption in higher education are complex and multifaceted: it is important to carefully consider the environmental, social, and economic implications of eLearning implementation and to work toward ensuring that eLearning programs are accessible, equitable, and sustainable over the long term. Many theories and models have been proposed over the years to explain individual usage and behavior and measure the degree of acceptance and satisfaction toward technology acceptance and online learning. This study reviews the challenges and limitations of online learning acceptance and adoption for the last ten years (2012–2022). Lack of technical support, awareness, institution readiness, quality online course content, and less information technology skill of faculty members in the early years present challenges. Further, self-efficacy, financial and technology factors, pedagogical learning, socio-economic evolution, digital competence and compatibility, and lack of technological infrastructure have significantly affected the adoption of eLearning in higher education institutions in recent years.
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Even advanced technologies faced adoption barriers in Pakistani universities due to institutional inertia and insufficient training, as seen with e-learning and LMS.
“The experience with e-learning and learning management systems in Pakistani universities demonstrates that even advanced technologies face adoption barriers due to institutional inertia and insufficient training (Ahmad, Mohd Noor et al. 2023).”
From AI Adoption in Higher Education: A Comparative Study of Institutional Readiness and Challenges (2025) · cites this paper as Ahmad, Mohd Noor et al. 2023
The Computer Self-Efficacy section (p. 8) describes resistance to LMS adoption, inadequate instructor training, and a lack of coordinated guidance from university administrators. The Professional Training and Network Infrastructure section (p. 8) also identifies training as a barrier. These points are discussed across higher education generally, however; the paper’s Pakistan-specific example concerns unreliable and costly internet access (Technology Factor, p. 10), not institutional inertia or insufficient training in Pakistani universities. (LLM, conf=0.87)
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- Authors
- Ahmad, S., Mohd Noor, A. S., Alwan, A. A., Gulzar, Y., Khan, W. Z., & Reegu, F. A.
- Affiliations
- Universiti Malaysia Terengganu (MY)
- Department of Computer Science, School of Informatics Applied Mathematics, Universiti Malaysia Terengganu (UMT), Kuala Terengganu 21300, Malaysia
- Ramapo College (US)
- King Faisal University (SA)
- University of Wah (PK)
- Jazan University (SA)
- Corresponding author
- Ahmad, Shakeel
- Gulzar, Yonis
- ORCID
- Venue
- Sustainability
- Publisher
- MDPI AG
- Published
- 2023-04-04
- Volume
- 15
- Issue
- 7
- Pages
- 6190
- ISSN
- 2071-1050 (ISSN-L)
- OpenAlex
- W4362558027
- Cited by
- 95
- References
- 91
- Citations by year
- 2026: 22 · 2025: 37 · 2024: 24 · 2023: 12
- FWCI
- 24.35
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Sustainability (publishedVersion, cc-by)
- RePEc: Research Papers in Economics (submittedVersion)
- Funders
- Deanship of Scientific Research, Vice Presidency for Graduate Studies and Scientific Research, King Faisal University, Saudi Arabia (GRANT3,142)
- Topics
- Social Sciences › Decision Sciences › Information Systems and Management › Technology Adoption and User Behaviour
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Education › Technology-Enhanced Education Studies
- Keywords
- technology acceptance, higher education, online learning, digital competence of teachers, institutional readiness, technical support, online course quality, self-efficacy, digital divide, educational technology infrastructure
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