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COVID-19 has caused institutions across the sector to transition from conventional teaching and learning environments into virtual environments. Amidst this paradigm shift, academics have adopted a range of technology-based strategies to support the online learner. However, low attendance, engagement, and participation continue to challenge the execution of eLearning across the higher education (HE) sector. Within this narrative, there has been an interest in understanding the acceptance and adoption of technologies in education from the learners’ perspective. As a result, there has been an increased focus on technology acceptance models as a theoretical lens to unpack attitudes and beliefs relating to eLearning. Motivated by these environmental shifts, this study aims to capture themes and perspectives considered in educational literature worldwide to present future considerations for studied and practitioners as we emerge from the pandemic. By systematically reviewing global educational literature, the study aims to provide valuable insights and future considerations for both studied and practitioners as the HE sectors transitions out of the pandemic. The study is guided by the central study question: What influences the learners’ acceptance and continuation of use of education technologies during forced emergency conditions such as the COVID-19 pandemic? Based on these findings, we then share recommendations for education technology adoption in the HE sector.
Peiris et al. (Tue,) studied this question.