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<p>E-learning has increasingly become central to educational reform, with the COVID-19 pandemic hastening its adoption in many universities in the Global South. However, a comparative analysis of e-learning’s reach, efficacy, adoption, implementation, and sustainability has not been adequately explored. This study uses the RE-AIM framework to examine e-learning adoption at the University of Gondar and the University of Rwanda, focusing on their leadership, policy, and institutional contexts. It explores how they adapted e-learning to their local contexts and resource constraints, using desk review, 23 key informant interviews, and 2 focus group discussions. It critically reviewed relevant documents and employed thematic analyses to assess e-learning’s reach, efficacy, adoption, implementation, and maintenance. The study found emerging strategies for tailored, context-specific e-learning to overcome structural inequalities and bridge digital divides. It also identified challenges for e-learning initiatives, including infrastructure, institutional culture, and resources. It concluded by highlighting the potential for local digital solutions towards equitable and sustainable educational systems in Africa, offering key policy and research implications, and recommending strengthening e-learning adoption to improve teaching, learning, and assessment outcomes in low-resource settings.</p>

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E-learning adoption at two African universities during and after the COVID-19 pandemic

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年7月14日

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  • Mikyas Abera,
  • Pierre Celestin Bimenyimana,
  • Solomon Mekonnen Abebe,
  • Raymond Ndikumana,
  • Jean Claude Byungura,
  • Mustofa Worku Jemal

摘要

E-learning has increasingly become central to educational reform, with the COVID-19 pandemic hastening its adoption in many universities in the Global South. However, a comparative analysis of e-learning’s reach, efficacy, adoption, implementation, and sustainability has not been adequately explored. This study uses the RE-AIM framework to examine e-learning adoption at the University of Gondar and the University of Rwanda, focusing on their leadership, policy, and institutional contexts. It explores how they adapted e-learning to their local contexts and resource constraints, using desk review, 23 key informant interviews, and 2 focus group discussions. It critically reviewed relevant documents and employed thematic analyses to assess e-learning’s reach, efficacy, adoption, implementation, and maintenance. The study found emerging strategies for tailored, context-specific e-learning to overcome structural inequalities and bridge digital divides. It also identified challenges for e-learning initiatives, including infrastructure, institutional culture, and resources. It concluded by highlighting the potential for local digital solutions towards equitable and sustainable educational systems in Africa, offering key policy and research implications, and recommending strengthening e-learning adoption to improve teaching, learning, and assessment outcomes in low-resource settings.