e-Learning has become a revolution in higher education; it is changing how knowledge is delivered and consumed in our increasingly digital world. The COVID-19 pandemic accelerated this shift as institutions of learning rapidly adopted online platforms, resulting in a massive upsurge in demand for e-Learning solutions. This evolution has not only increased access to education but also improved the mode in which content is being delivered, from the traditional brick-and-mortar classroom to a much more flexible and technology-driven approach. This study provides a comprehensive analysis of e-Readiness and e-Learning integration in Kenyan public universities through the lens of the Unified Theory of Acceptance and Use of Technology-2 (UTAUT2). Employing a mixed-methods approach, the research combined quantitative surveys with qualitative intervGiews and focus group discussions to assess technological infrastructure, faculty preparedness, and institutional support while uncovering key barriers to e-Learning adoption. The findings indicate moderate levels of e-Readiness, with significant gaps in infrastructure (mean = 2.35) and institutional support (mean = 2.80), though faculty preparedness demonstrated relatively higher scores (mean = 3.20). Challenges identified include unreliable internet access, outdated equipment, insufficient training, and cultural resistance to digital teaching methods, particularly among faculty members and students with limited digital literacy. Despite these barriers, the study highlights a growing acknowledgment of e-Learning’s potential to improve educational access and outcomes. Recommendations emphasize prioritizing investment in reliable internet, modern digital tools, and comprehensive faculty training programs to build digital literacy and pedagogical competencies. Additionally, fostering institutional policies that standardize e-Learning strategies and promoting cultural acceptance through awareness campaigns and peer training are essential for effective integration. The research underscores the need for universities to address these gaps to optimize e-Learning adoption and align with global digital education standards. Future research should focus on regional disparities, longitudinal progress, and the development of standardized frameworks to enhance the implementation of e-Learning across diverse educational contexts in Kenya. By addressing these challenges, Kenyan universities can position themselves as leaders in delivering equitable, technology-driven education, equipping students with the skills required in an increasingly digital world.
Riany et al. (Thu,) studied this question.