Open research questions in E-Learning and COVID-19

What the literature leaves open

• Based on the study's findings, school heads and educational administrators should sustain existing health and safety practices related to prolonged computer use and ergonomic issues while giving additional attention to stressrelated health and safety measures, which obtained a comparatively lower composite mean than the other dimensions examined. Teacher support initiatives may include evidence-informed activities related to adequate rest, workload management, stress awareness, and access to appropriate professional support. Computer Systems Servicing (CSS) teachers may be provided with continuing opportunities to review and apply health and safety measures relevant to technology-intensive teaching. Professional development activities may integrate occupational health and safety, ergonomics, responsible computer use, and psychosocial well-being to reflect the multidimensional nature of teachers’ work in CSS instructional and laboratory environments. Schools and Schools Division Offices may implement structured health and safety monitoring mechanisms to periodically assess practices related to prolonged computer use, workstation ergonomics, and stress-related concerns. The results of such monitoring may provide a basis for developing context-specific support and improvement initiatives rather than assuming that teachers’ educational attainment, seminar attendance, or teaching experience alone explain differences in compliance with health and safety measures. Researchers may further examine organizational, technological, psychosocial, and workplace factors that were not measured in the present study. Future research may investigate institutional health and safety support, workload conditions, safety climate, access to ergonomic resources, technostress, and other potential factors using larger samples, multiple educational settings, and research designs capable of examining factors associated with health and safety compliance. The proposed Health and Safety Toolkit may be retained as a study output only if its components are explicitly grounded in the verified empirical findings and formally presented in the manuscript. Its proposed content may be mapped to specific indicators that received comparatively lower ratings or to verified challenges identified through the original research instrument. This approach would ensure that the toolkit is directly aligned with the evidence generated by the study and addresses identified areas for sustaining or strengthening health and safety practices among CSS teachers. REFERENCES Akinbo, O., & Omideyi, D. A. (2022). Computer ergonomics and computer-related illnesses: The experience of library personnel. Library Philosophy and Practice, 7549.

  Compliance with health and safety measures among public school Computer Systems Servicing teachers in Batangas, Philippines · 2026 · DOI

• 1. Specialized Professional Development • Transition from General to Domain-Specific Training: The Department of Education needs to move from providing generic instructional supervision to providing PD focused on the specific skills of critical thinking and problem-solving, aligned with PISA. • Operationalize PISA Methodologies: Implement structured workshops for problem-based learning using a structured methodology, and utilize PISA-style practice assessments within classroom routines to move from a moderate level of intention in the classroom to an operational level of competence. • Uniformity in Training Approach: PD modules should be used across all levels, as there is no significant difference in 2. • • • perceived readiness between ranks or education levels.

  Bridging the PISA Gap: Assessing Teacher Perceptions and Developing a Mathematics Action Plan · 2026 · DOI

• According to Crouch and Mazur, supplemental instruction is done to help students deal with module or course-specific challenges.32 Although there have been scholarly debates on whether the manner in which students organize themselves and discuss issues which are outside of (yet related) to academics can be comprehended as supplemental instruction,33 scholars from the context in which supplemental instruction was initiated assert that it (supplemental instruction) is intended solely for academic purposes. Again, the scholarship whose focus has been on how student leaders perceive and conceptualize supplemental instruction is minimal. However, from this study, two student leaders were interviewed whose responses were aligned with both the theory of constructivism and pre-existing scholarly conceptualization of supplemental instruction. Again, the responses from student leaders helped in attaching meaning to quantitative data.

  What are their perceptions of supplemental instruction? A South African study of student feedback analysis · 2026 · DOI

• On the basis of the findings from this study, several recommendations are made. First, there is a need to institutionalise Communities of Practice more effectively in public secondary schools. While there are collaborative structures in place, it seems they are not effective. The Rwanda Education Board needs to provide standardised guidelines to clearly define the structure and frequency of collaborative mentoring sessions. More emphasis needs to be placed on curriculum planning and transformation. This will ensure mentoring is not just emotional support but also pedagogical development. learning Second, school administrators must be trained on how to support the establishment of effective professional communities. School administration is very important in maintaining a collaborative environment. Training programs for school administrators should enable them to manage reflective conversations, mentorship quality, and participation. The oversight structures from the National Examination and 1062 | This work is licensed under a Creative Commons Attribution 4.0 International License. East African Journal of Education Studies, Volume 9, Issue 1, 2026 Article DOI: https://doi.org/10.37284/eajes.9.1.4699 School Inspection Authority could include the assessment of learning communities in the quality assurance framework. Third, Communities of Practice initiatives must focus on structured feedback and curriculum- related conversations. While emotional support was identified as a significant predictor of PCK, effective teaching practice development involves deliberate engagement with lesson planning, assessment practices, and content clarification. Schools must schedule dedicated time in the school calendar for collaborative curriculum planning. REFERENCES Aksu, Z., Metin, M., & Konyalıoğlu, A. C. (2014).

  Impact of Communities of Practice on Novice Teachers’ Pedagogical Content Knowledge in Public Secondary Schools in Rwanda · 2026 · DOI

• Conclusion The research aimed at exploring the impact of Communities of Practice on novice teachers’ Pedagogical Content Knowledge. The research used an explanatory sequential mixed-methods design approach to collect robust quantitative and qualitative data on the impact of collaborative professional engagement on novice teachers’ Pedagogical Content Knowledge. The research findings confirmed the presence of Communities of Practice in public secondary schools in Nyagatare District, although with different levels of consistency. The research also confirmed that personal and emotional support had been established with higher levels of consistency compared with the level of uniformity in the establishment of Communities of Practice in curriculum and content transformation. The research also revealed that the level of Novice Teachers' Self-Perceived Pedagogical Content Knowledge in the dimensions of Subject Matter Knowledge, General Pedagogical Knowledge, and Knowledge of Context was high. Knowledge of Context stood out as the strongest dimension, which could be attributed to the competencybased reform agenda in Rwanda. What was also significant in the research was the demonstration of strong, positive, and significant relationships between Communities of Practice and all dimensions of Pedagogical Content Knowledge.

  Impact of Communities of Practice on Novice Teachers’ Pedagogical Content Knowledge in Public Secondary Schools in Rwanda · 2026 · DOI

• should training institutions Digital infrastructure development will be key, and establish comprehensive e-libraries and develop robust eplatforms to enable seamless content access for off-campus infrastructure will provide both trainees and trainers with current peer-reviewed research, textbooks, guidelines, and clinical protocols essential for evidence-based practice. trainees. This Knowledge of ICT being a prerequisite for admission into e-learning programs, compulsory ICT training programs, establishing relevant policy guidelines, leveraging on students’ selfmotivation, teamwork, and a positive attitude towards e-learning can enhance e-learning in midwifery training. Engage employers to support study leave and workplace flexibility.

  Challenges and Prospects to Implementation of E-Learning Midwifery Curriculum in Uganda · 2026 · DOI

• • Drawing from Authentic Assessment Theory's emphasis on real-world tasks and judgments. While criterion-referenced systemic barriers, inequities, and cultural resistance persist, empirical evidence from that structured the case studies shows assessment models and simulation-based tools can meaningfully enhance competency following development.

  Challenges and Opportunities in Assessing Learner Achievements under Competence-Based Education · 2026 · DOI

• regional aspirations for sustainable development. assessments offer pathways that align with cycles of study makes this contributions significant Furthermore, examining theoretical through competency-based education contemporary emancipatory frameworks. Drawing on critical pedagogy by (CBE) critical and 472 | This work is licensed under a Creative Commons Attribution 4.0 International License. East African Journal of Education Studies, Volume 9, Issue 1, 2026 Article DOI: https://doi.org/10.37284/eajes.9.1.4454 the that research privilege certification in recent global-South traditions revitalised scholarship (Mkwananzi & Cin, 2023; Tikly, 2020) and expanded capability approaches (Walker & Mkwananzi, 2023; Nussbaum, 2022), supremacy of the contests decontextualised assessment paradigms that continue to marginalise non-dominant learners. In the East African context, where colonial and neo- colonial legacies have entrenched credentialist models over substantive skill development (Oketch, 2021; Wabike & Barakat, 2024), interrogating these assessment contrasts offers a pathway to transformative systemic reform. Such reform aligns human capital development with high- priority climate-smart agriculture, digital innovation, and youth-led entrepreneurship (Avura & Odhiambo, 2024; Ndung’u & Wanjiku, 2023). Ultimately, this investigation is justified both by its scholarly novelty and by addressing persistent gaps in research comparative East African CBE (Unterhalter et al., 2022; McCowan & Omingo, 2025) and by its practical emancipatory potential. It equips policymakers, educators, and researchers with evidence-based insights to realise CBE’s full potential while cultivating competent, agency- rich citizens capable of driving inclusive and sustainable prosperity in the region. including areas, RESEARCH PARADIGM The philosophical underpinning of this study on the challenges and opportunities in assessing learner achievements under Competence-Based Education (CBE) in East Africa is rooted in a pragmatic paradigm. Pragmatism, as articulated by Dewey (1938) and further developed in contemporary mixed-methods research (Creswell & Clark, 2017), posits is constructed through practical consequences and real-world problem-solving, rather than adhering strictly to positivist objectivity or interpretivist subjectivity (Borges & Revez, 2019). This paradigm for resource- educational constrained contexts like East Africa, where CBE implementation intersects with socio-cultural, that knowledge in diverse, particularly appropriate research is realities.

  Challenges and Opportunities in Assessing Learner Achievements under Competence-Based Education · 2026 · DOI

• inadvertently perpetuate Western-centric competency models. This study addresses these lacunae by synthesising empirical evidence from Kenya, Tanzania, and Uganda, where CBC initiatives face analogous yet context-specific obstacles, including teacher readiness deficits and resource scarcities that undermine assessment reliability. learning example, opportunities This study is further justified by its potential to guide future policy decisions and practical In an era of post-pandemic applications. recovery, where East African educational losses governments grapple with exacerbated by school closures, refining CBE assessment could enhance learner resilience and valuation. For in leveraging indigenous knowledge systems and low-cost digital tools such as mobile-based formative to "Africanize" CBE, making it more culturally resonant and scalable. Yet, without critical examination, persistent challenges like attitudinal biases against competency evaluation could perpetuate educational underachievement, as seen in junior schools where implementation barriers directly impact student outcomes(Barr, 2025). This research justifies its PhD-level depth to generate actionable recommendations regional aspirations for sustainable development. assessments offer pathways that align with cycles of study makes this contributions significant Furthermore, examining theoretical through competency-based education contemporary emancipatory frameworks. Drawing on critical pedagogy by (CBE) critical and 472 | This work is licensed under a Creative Commons Attribution 4.0 International License. East African Journal of Education Studies, Volume 9, Issue 1, 2026 Article DOI: https://doi.org/10.37284/eajes.9.1.4454 the that research privilege certification in recent global-South traditions revitalised scholarship (Mkwananzi & Cin, 2023; Tikly, 2020) and expanded capability approaches (Walker & Mkwananzi, 2023; Nussbaum, 2022), supremacy of the contests decontextualised assessment paradigms that continue to marginalise non-dominant learners. In the East African context, where colonial and neo- colonial legacies have entrenched credentialist models over substantive skill development (Oketch, 2021; Wabike & Barakat, 2024), interrogating these assessment contrasts offers a pathway to transformative systemic reform. Such reform aligns human capital development with high- priority climate-smart agriculture, digital innovation, and youth-led entrepreneurship (Avura & Odhiambo, 2024; Ndung’u & Wanjiku, 2023). Ultimately, this investigation is justified both by its scholarly novelty and by addressing persistent gaps in research comparative East African CBE (Unterhalter et al., 2022; McCowan & Omingo, 2025) and by its practical emancipatory potential. It equips policymakers, educators, and researchers with evidence-based insights to realise CBE’s full potential while cultivating competent, agency- rich citizens capable of driving inclusive and sustainable prosperity in the region. including areas, RESEARCH PARADIGM The philosophical underpinning of this study on the challenges and opportunities in assessing learner achievements under Competence-Based Education (CBE) in East Africa is rooted in a pragmatic paradigm. Pragmatism, as articulated by Dewey (1938) and further developed in contemporary mixed-methods research (Creswell & Clark, 2017), posits is constructed through practical consequences and real-world problem-solving, rather than adhering strictly to positivist objectivity or interpretivist subjectivity (Borges & Revez, 2019). This paradigm for resource- educational constrained contexts like East Africa, where CBE implementation intersects with socio-cultural, that knowledge in diverse, particularly appropriate research is realities.

  Challenges and Opportunities in Assessing Learner Achievements under Competence-Based Education · 2026 · DOI

• Furthermore, the lack of validation against other established measures of student 306 | This work is licensed under a Creative Commons Attribution 4.

  School Satisfaction Rating Scale Development · 2026 · DOI

• • Education should authorities establish ongoing professional development programs to promote strong peer supervision and allow teachers their collectively professional capacity. build to • To ensure the sustainability of the GCBC, stakeholder engagement has to be improved leaders, and involve parents, to community organisations supporting curriculum implementation through targeted awareness resource mobilisation efforts. campaigns local and in • Strengthening monitoring and evaluation systems is crucial in providing feedback for implementation tracking process, identifying specific challenges, and informing improvement efforts based on real- time data from the field. the curriculum CONCLUSION REFERENCES 56 | This work is licensed under a Creative Commons Attribution 4.0 International License. East African Journal of Education Studies, Volume 9, Issue 1, 2026 Article DOI: https://doi.org/10.37284/eajes.9.1.4284 Ambei, M., Mwangi, N., & Ngugi, P. (2018).

  Challenges and Strategic Interventions for Implementing the Geography Competence-Based Curriculum in Secondary Schools in Luweero District, Uganda · 2026 · DOI

• First, the Ministry of Education should prioritise increasing and optimising the allocation of human resources in schools by recruiting more qualified teachers and offering continuous professional development programs. This will enhance teacher competence and ensure manageable teacherstudent ratios, both of which are essential for effective Curriculum-Based Competency (CBC) delivery. The Ministry should also collaborate with teacher training colleges/universities to align requirements, training curricula with CBC equipping relevant new instructional skills and knowledge. teachers with invest Second, the Ministry of Education, in partnership with county education offices and school in management committees, should expanding access to digital and printed instructional resources. This includes providing teaching aids, digital schools with updated platforms and learning materials that align with CBC standards. Policy frameworks should mandate regular audits and distribution of these resources to ensure equity and adequacy across urban and rural schools. Additionally, schools should be encouraged to integrate technology effectively by providing teachers with targeted ICT training. The Ministry of Education should establish a dedicated policy and funding framework to ensure the regular provision and equitable distribution of up-to-date digital and printed instructional resources across all public schools.

  Educational Resource Dynamics and Instructional Adaptability as Determinants of Competency-Based Curriculum Implementation Fidelity in Uganda’s Lower Secondary Education · 2026 · DOI

• Based on the study’s findings and theoretical insights, the following recommendations are proposed to enhance the sustainability and impact of e-learning in government-aided USE…

  Teachers’ Perceived Challenges and the Uptake of E-Learning in Kampala Capital City · 2026 · DOI

• Conclusion of uptake teachers’ the most infrastructural The study sought to examine the challenges affecting e-learning instruction in government-aided USE schools in integration of Kampala Capital City. The quantitative and qualitative analyses revealed that e-learning adoption remains constrained by a inadequacies, combination of limited institutional support, insufficient teacher training, and unsustainable financing models.

  Teachers’ Perceived Challenges and the Uptake of E-Learning in Kampala Capital City · 2026 · DOI

• It is a reciprocal relationship between self-efficacy and academic performance (Talsma et al., 2018). When deciding which teaching method to use in a particular situation, teachers need to consider its effects both on students’ self-efficacy and learning. For adults, Talsma et al. (2018) found that self-efficacy and performance are linked in a way that makes it meaningful to target self-efficacy directly, while also providing opportunities to cope with ordinary educational tasks. However, it is not guaranteed that a method promotes both learning and self-efficacy; for example, helping students to extensively support learning may promote their learning in class, but not their ability to perform well on their own later on (Jonsson et al., 2014). When teachers’ reflections are grounded in their subject didactic2 knowledge and take their starting point in how students’ knowledge develops and recurrently pay attention to how exercises and activities in lessons contribute to learning, it is favourable for students' development of knowledge (Hirsh & Lindberg, 2015). This aligns with students’ perspective on high-quality MAE teaching (Andersson and Muhrman, 2024); It is a matter of handling both students’ need for flexibility in their day-to-day lives, having high levels of interaction and support, and providing different kinds of feedback. Teaching practices that focus on students’ learning and shaping their learning opportunities can be described as formative (Hirsh, 2017). Hattie and Timperley (2007) show that formative teaching is a strong explanatory factor for student achievement. However, there will not be such great effects if the formative elements in the teaching are not well adapted to the current situation (Black & Wiliam, 1998; Hattie & Timperley, 2007). The teaching needs to include relevant responsive strategies. Such strategies are driven by teachers’ reflection on the interaction between students and subject content, which Kansanen and Meri (1999) call the didactic relationship, to assess how well the teaching aligns with students’ learning processes. Reflecting on the didactic relationship provides a practice focusing on both what and how in teaching (Hudson, 2016). [362] Pettersson et al.

  Mini-quiz as a teaching model to support adult learners in their mathematics studies · 2026 · DOI

• -efficacy from an adult learner Adult students face different circumstances compared to younger learners. This primarily concerns the challenge of balancing external factors, such as finances and family responsibilities, with internal factors, such as motivation, to pursue further education and coping with the organisation of MAE itself (Assarsson & Zackrisson, 2005). There is often less teacher contact in MAE than in other schools, especially as many students study online (Fejes et al., 2020). Continuous intake, low attendance, and a strong, often instrumental focus on individual studies shape MAE as an educational setting with limited opportunities for collective learning (Fejes et al., 2018). This means that MAE students need to be more self-driven and audit their learning themselves. They must actively plan, monitor, and evaluate their learning to achieve the specific learning goals, and they need to be both proactive and reflective when working on educational tasks. This process is described by Zimmerman (2011) as self-regulated learning; that is, to be metacognitively, motivationally, and behaviourally active in one’s learning process. Research shows that it is fruitful to support self-regulated learning (Hattie & Timperley, 2007; Safford-Ramus et al., 2016; Wiliam, 2015). For example, if a mathematics course contains teaching models that support proactive and reflective practices, Zimmerman et al. (2011) found that students more often develop a productive disposition, viewing test results not as an endpoint but as opportunities to learn more. In Bandura’s (1986) terms, it is a matter of activating cyclical processes of observing, judging, and reacting upon the possibilities given in the educational context, reaching for insights on what needs to be done. Student behaviour is context dependent and relies on reciprocal interactions, where learning is shaped through the dynamic interactions between personal factors (such as perceived self-efficacy), behaviour (such as engagement and planning), and the environment (such as feedback practices) (Bandura, 1986; Schunk & DiBenedetto, 2020). A student’s level of self-efficacy, that is, her beliefs about what she can do when it comes to a class of tasks, affects the student’s degree of self-regulation (Schunk & DiBenedetto, 2020). Students form their beliefs as they consider the number and patterns Mini-quiz as a teaching model to support adult learners in their mathematics studies of success, task difficulty and what effort needed, and available support from peers and teachers. Self-efficacy is highly influenced by earlier experiences of ‘doing well’ and ‘doing poorly’ in similar situations.

  Mini-quiz as a teaching model to support adult learners in their mathematics studies · 2026 · DOI

• In contrast, teachers who did not employ PBL reported limited use of process-oriented assessment, largely due to insufficient knowledge, indicating a need for further investigation.

  Primary school teachers’ readiness for generation Alpha learning environments · 2026 · DOI

• Program courses should be practical. The instruction should utilize concrete examples. f 86 99 % 58,9 67,4 The examples provided in live course should be applicable at primary school level. 106 72,1 f 55 47 39 % 37,7 31,9 26,5 Live lessons should contribute to my instruction in the primary school. 111 76,6 34 23,4 Instruction should allow student participation. Reading recommendations should be interesting. The program should include courses that will contribute to the professional development of primary school teachers. 102 103 112 69,9 71 76,2 40 40 33 27,4 27,6 22,4 f 5 1 2 - 4 2 2 % 3,4 0,7 1,4 - 2,7 1,4 1,4 Most teachers agreed that the program courses should contribute to professional development (f=112, 76.2%) and primary school instruction (f=111, 76.6%). The teachers also agreed that the examples provided in the class should be compatible with primary school teaching (f=106, 72.1%), the reading recommendations should be interesting (f=103, 71%), the lessons should promote active participation of the students (f=102, 69.9%), concrete examples should be provided (f=99, 67.4%), and the courses should be practical (f=86, 58.9%). Teachers agreed with all items regarding recommendations. These recommendations are presented in Figure 6. Figure 6. Recommendations Teachers’ recommendations for the program were categorized under recommendations regarding the program structure and career development. Teachers suggested the addition of a technological course to the program, ensuring adequate content for primary school teachers and emphasizing the significance of applied courses: “There could also be a course where Web 2.0 tools are taught and adapted to courses and achievements because it is not possible to complete a class without boring today’s children. Since such tools increase the quality and permanence of learning, every teacher should learn them (T37).” A teacher stated that the course content should be suitable for primary school instruction: “…we have addressed general culture requirements in the courses; we need to consider how children learn in primary school; certain lessons did not include examples relevant to primary school. Therefore, the content should be appropriate for us.” “Providing more practical examples in the courses would be more beneficial. It would be helpful to see how we can apply what we have learned in class with examples (T22),” “I wish the courses were a bit 187 more practical (T49),” and “…more practical examples and explanations should be incorporated (T24).” They also indicated that the program should provide a roadmap for academic careers, and primary school teachers should earn a master’s degree for career development.

  PROFESSIONAL DEVELOPMENT OF TEACHERS VIA DISTANCE EDUCATION: THE CASE OF NON-THESIS MASTER’S PROGRAM IN INNOVATIVE EDUCATION IN PRIMARY SCHOOLS · 2026 · DOI

• 317 SINAR DUNIA - VOLUME 5, NOMOR 2, JUNI 2026 e-ISSN : 2963-542X; p-ISSN : 2963-4997, Hal 306-319 Future research could investigate the long-term vocabulary retention effects of these strategies or develop practical implementation guidelines for teachers in similar inclusive Montessori settings.

  Exploring Teacher Strategies in Using Flashcards to Teach English Vocabulary in an Inclusive Classroom at Singaraja Montessori School · 2026 · DOI

• The study is limited by its purposive sample, institutional scope, and reliance on self- reported perceptions. Future research may expand the model using larger multi-institutional samples, longitudinal designs, and advanced methods such as structural equation modeling. It would also be valuable to test mediators such as data literacy, leadership style, organizational culture, and innovation climate, given their prominence in recent higher education research.

  Career Development, Data-Driven Decision-Making, Technology Adoption, and Institutional Support as Predictors of Academic Excellence in Higher Education · 2026 · DOI

• that Universities prioritise To enhance student learning outcomes, it is recommended the adoption of student-centred and technology-based instructional methods. Faculty should be provided with professional development opportunities focused on active learning strategies and the integration of multimedia tools. Administrative policies consistent incentivise application of diverse pedagogical approaches across departments. Additionally, fostering a culture of collaboration among faculty can facilitate the sharing of best practices and resources. Future research should explore the long-term effects of these teaching methods on student success and investigate strategies to bridge the gap between innovative and traditional teaching practices. should the REFERENCES Addae, D., & Quan-Baffour, K.P. (2022). The Place of Mixed Methods Research in the Field of Adult Education: Design Options, Prospects and Challenges. International Journal of Education and Research, 3(7), 151-162. Akampurira, A. (2022).

  Rethinking Uganda’s Higher Education Landscape: Pedagogical Innovation and Technology-Driven Assessment · 2026 · DOI

• The implementation of the Alternative Learning System Senior High School (ALS SHS) in the Philippines provides non-traditional learners with access to education, yet little is known about the lived experiences of the teachers who make this possible.

  ALS SHS teachers living beyond the syllabus: Lived experiences of alternative learning system senior high school teachers · 2026 · DOI

• Based on the findings and conclusions of the study, the following recommendations are offered: 1. ALS implementation practices may be continuously reviewed and enhanced to strengthen instructional delivery, learner engagement, assessment practices, and program monitoring across different learning environments. 2. Educational leaders and policymakers may develop intervention programs that address the identified implementation challenges, particularly those related to learner retention, communication barriers, financial limitations, and modular learning difficulties. 3. ALS teachers and implementers may be provided with continuous professional development and skills training programs focusing on flexible instructional strategies, learner support systems, assessment practices, and technology-assisted learning delivery. 4. Curriculum developers and educational administrators may strengthen contextualized and learner-centered instructional materials to improve learners’ comprehension and participation in modular and blended learning modalities. 671 International Journal of Education, Learning, and Pedagogical Sciences (INJELPS) 5. School leaders and education policymakers may consider establishing sustainable funding and resource allocation mechanisms to support ALS programs, including instructional materials, communication resources, and community-based learning initiatives. 6. Future researchers may conduct further studies on instructional innovation, learner motivation, digital learning integration, and policy implementation in non-formal education programs to strengthen ALS delivery and educational inclusivity. REFERENCES Acedo, E., & Robles, A. C. M. O. (2019). Development and validation of educational video tutorials for 21st century 42–49. Journal of Multidisciplinary Studies, 2(2), learners.

  Navigating Alternative Learning System 2.0 implementation: Narratives on administrative challenges in SOCSARGEN · 2026 · DOI

• external factors that could explain technology acceptance in educational settings. Therefore, the need for empirical studies was recognized to assess the applicability of TAM in the this direction, Delcker and present research context. In Ifenthaler (2022) conducted a study to map the current state of digital distance learning in vocational schools in Germany during the COVID-19 pandemic. They revealed the challenges stakeholders face in implementing digital distance learning in vocational schools. They identified eight categories being influenced by digital distance learning for school development: teaching, collaboration, personal resources, technical infrastructure, perceived learner success, and professionalization. feedback, organization, integration While studying the readiness of secondary school teachers in Croatia toward digital transformation, Kirinic et al. (2023) observed that institutional support is essential as a foundation for change, while individual factors, such as fear of technology and digital enthusiasm, shape teachers’ responses to new technologies. ICT in schools affected not only students’ performance but also several other school-related aspects and stakeholders (Timotheou et al., 2023). Furthermore, various interconnected factors influence the impact of digital technologies on education. In this direction, Quaicoe et al. (2023) presented a school-based digital transformation model, from which we can comprehend the interrelations between digital transformation indicators and concepts, and the linkages around which such transformation could be developed as a school-managed agenda.

  Digital transformation in school for mobile learning: insights from preservice teachers during the COVID-19 pandemic · 2026 · DOI

• Future research should focus on the long-term impact of e-learning on educational equity and quality. Studies on the effectiveness of different e-learning modalities and the role of emerging technologies can provide valuable insights for policymakers and educators. Further research is also needed to explore the best practices for integrating e-learning into the education system and to identify the factors that contribute to the successful adoption of e-learning. Published By: Fifth Dimension Research Publication https://fdrpjournals.org/ 196 | P a g e E-Leaning: Catalyzing Educational Transformation in India REFERENCES 1. Bates, T. (2015). Teaching in a Digital Age: Guidelines for designing teaching and learning. Vancouver: Tony Bates Associates Ltd. 2. Bhattacharya, I., & Sharma, K. (2007). India in the knowledge economy – an electronic paradigm. International Journal of Educational Management, 21(6), 543-568. 3. Chatterjee, P., & Nath, A. (2014). Massive Open Online Courses (MOOCs) in Education – A Case Study in Indian Context and Vision to Ubiquitous Learning. Proceedings of the 2014 IEEE International Conference on MOOC, Innovation and Technology in Education (MITE), 36-41. 4. Downes, S. (2010). New technology supporting informal learning. Journal of Emerging Technologies in Web Intelligence, 2(1), 27-33. 5. Government of India. (2020). National Education Policy 2020. Ministry of Human Resource Development. Retrieved from https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English.pdf 6. UNESCO. (2020). Global Education Monitoring Report 2020: Inclusion and education: All means all. Paris: UNESCO.

  E-Leaning: Catalyzing Educational Transformation in India · 2026 · DOI

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