Ahmed, Shah Moinuddin and Sarif Abdullah, Sharifah Nur Amirah and Shah, Asadullah and Zulkifli, Zahidah (2026) Beyond technology access: determinants of sustainable e-learning adoption among university students in Bangladesh. International Journal of Advanced Research in Education and Society, 8 (6). pp. 111-133. E-ISSN 2682-8138
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Abstract
The rapid technological advances in digital learning have transformed higher education; yet, ensuring the sustainable adoption of e-learning remains a major obstacle, particularly in low-income countries. Most studies focus on technology adoption, neglecting the synergistic effects of technological, institutional, individual, and social-pedagogical elements that influence students' ongoing participation in e-learning systems. This research aims to develop and empirically substantiate a cohesive framework that elucidates the adoption of sustainable e-learning by investigating technological, institutional, individual, and social- pedagogical factors among university students in Bangladesh. A quantitative cross-sectional survey was executed with 500 students across five private universities in Bangladesh. Information was obtained through a structured survey and analysed using the Statistical Package for the Social Sciences (SPSS). Descriptive statistics, reliability assessment, Pearson correlation analysis, and multiple regression were used to analyse students' perspectives and identify key drivers of sustained e-learning uptake. The research reveals that students typically conveyed optimistic attitudes toward the technological, institutional, human, and social- pedagogical elements of e-learning adoption. The regression analysis demonstrated that individual determinants were the primary predictors of behavioural intention toward sustained e-learning adoption (β = 0.308, p < 0.001), followed by institutional determinants (β = 0.233, p < 0.001) and technological determinants (β = 0.152, p < 0.001). While social-pedagogical characteristics had a favourable relationship with the intention to adopt, their standalone effect was not statistically significant (β = 0.073, p = 0.075). The model explained 27.2% of the variation in students' behavioural intentions to adopt sustainable e-learning. This investigation contributes to the body of knowledge on e-learning adoption by showing that sustained digital learning transcends technological factors, encompassing a multifaceted process that includes learner readiness, institutional support, and technological competence. The conclusions have important implications for higher education institutions in developing nations striving to implement sustainable and inclusive digital educational frameworks.
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