Factors Affecting E-Learning Adoption in Afghanistan: Empirical Evidence from Technical and Vocational Education and Training Authority

The improvement of technology and its usage in the education sector in the last decade has caused traditional methods to be reformed in order to improve communication in a learning environment. E-learning seems to be the new paradigm of modern education and it has been highlighted as a tool that can deliver education to underprivileged people in rural areas, allowing more students to access higher education through a less expensive and more flexible alternative. Considering the advantages of E-Learning, the TVET Authority of Afghanistan tends to make use of e-learning in order to enhance learning and ensure better use of resources. According to research, the adoption of e-learning in developing countries is influenced by a variety of factors and is hampered by a number of challenges, the severity of which varies by country. Hence, this study aims to explore the factors affecting E-Learning Adoption in Afghanistan through empirical evidence from the TVET Authority. Data was collected from a total of 200 teachers and employees of the TVET Authority in Kabul City using a random sampling method and an exploratory factor analysis was employed to explore the challenges. Individualistic challenges, malfunctioning administrative and technical support, and attitudinal & cultural challenges were identified as the main factors, among others. Further research with a larger sample size covering many cities in Afghanistan and examining the interrelationships between all of the factors is recommended. marginal comparative