Post-Pandemic E-Learning Practices in Higher Education: A Cross-Sectional Survey of Students and Academic Staff Across Eight Institutions in Southeastern Poland

The study examined e-learning practices reported by students and academic staff in the post-pandemic period and respondent characteristics associated with exploratory composite index scores. In October 2025, a cross-sectional survey included 1049 students and 189 academic staff members recruited through non-probability sampling at eight institutions in southeastern Poland. Each respondent-specific questionnaire included a ten-item block on e-learning practices, experiences, and barriers. Its first eight items formed separate exploratory composite indices for students and academic staff across the participating institutions. Analyses comprised descriptive statistics, Cronbach’s alpha, and two linear regression models with institution fixed effects and HC3 robust standard errors. Students most frequently endorsed items concerning online tests, synchronous classes, and improved time management. Academic staff most often reported online consultations and using communication platforms, but less frequently recording classes, creating LMS courses, or using specialized collaboration tools. Among students, reported awareness of training availability was positively associated with the index score (B = 0.458, p < 0.001). Among academic staff, positive associations were observed for reported training completion (B = 0.472, p < 0.001) and prior remote-teaching experience (B = 0.457, p = 0.004). These associations do not establish causality. The findings indicate a selective pattern of reported e-learning use.