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E-learning is replacing the traditional classroom environment worldwide. Especially during the current Covid-19 outbreak, eLearning is a crucial source to continue educational activities. In this regard, this micro-level study aims to examine the teachers’ perceptions regarding online learning as a substitute for formal education. By using the Technology Acceptance Model (TAM) as the conceptual framework, the researchers selected a brief sample of n= 30 university-level instructors from Rawalpindi, Pakistan. Further to affirm the study hypotheses, the researchers also conducted multiple regression analyses. Findings revealed a positive relationship between technology acceptance and eLearning during Covid-19 in Pakistan. Overall, the respondents expressed a favorable opinion concerning eLearning acceptance during the lockdown situation and its impacts on students’ academic performance. However, due to weak infrastructure, the Education Ministry of Pakistan is also facing several challenges in implementingthe eLearning system. Also, access to eLearning and students’ indifferent attitude towards online learning are significant challenges. Thus the researchers recommend more studies to highlight teachers’ opinions regarding the significance of eLearning. Therefore, the current study will not only help the local government to introduce practical strategies but also motivate students to accept eLearning as an essential part of their educational journey.
Khadija Alhumaid (Wed,) studied this question.