Exploring the factors influencing e-learning readiness of academic staff in higher education

Abstract

The study explores the factors influencing academic staff readiness for e-learning in higher education institutions (HEIs) in Jammu and Kashmir of India. By synthesizing elements from existing e-learning readiness (ELR) models, the researchers identified the most relevant factors and proposed an indigenous reflective measurement model for assessing ELR of academic staff. The model was empirically tested using Confirmatory Factor Analysis (CFA) and Covariance-Based Structural Equation Modeling (CB-SEM). A sample of 281 academic staff members from HEIs in Jammu and Kashmir of India was used for analysis. The CFA results revealed that the model accounted for 52% of the variance in the key factors affecting ELR. Additionally, SEM demonstrated that approximately 39.3% of the variance in ELR could be explained by the factors integrated into the model. The findings indicate that Facilitating Conditions (FC), Self-Efficacy (SE), and Pedagogical Attitude (PA) significantly influence ELR, although their impacts vary in magnitude. These results offer practical insights that are transferable to other regions grappling with similar constraints for raising awareness among academic staff regarding the critical factors that contribute to enhancing their readiness for e-learning. By improving their pedagogical attitude and self-efficacy, they can better harness the potential of e-learning technologies for effective teaching and learning.

https://doi.org/10.34105/j.kmel.2026.18.013