E-Learning: Evolution, Implementation, and Impact on Educational Transformation

Aim/Purpose: This research aims to evaluate and analyze the e variables which influence the quality of e-learning services at the university-level based on the perspectives of students (stakeholders). It seeks to identify factors of e-learning quality and satisfaction and to examine the relationship between the dimensions of e-learning quality, satisfaction, and behavioral intention as perceived by university students. Background: E-learning is an electronic learning approach that supports online teaching and learning. One of key indicators of the success of e-learning development and implementation is the increased satisfaction of e-learning users. However, research focusing on the service quality of e-learning in universities, especially in Indonesia, has not been widely carried out and has not been comprehensive. Researching the quality of e-learning services in universities, especially in Indonesia, will help to increase the gross enrollment rate (GRE) in tertiary education Methodology: This research uses quantitative methods. Research data were obtained by distributing a questionnaire at one of state universities in Indonesia. The study was based on an extension of a service quality model consisting of teacher quality perception represented by factors of assurance, empathy, responsiveness, and reliability, the quality of the Learning Management System (LMS) represented by usability and informativeness, and the quality of lecture materials represented by learning contents. Data collected were analyzed with SmartPLS, using a partial least squares-structural equation model (PLS-SEM). Contribution: This research contributes to knowledge in the field of information systems, especially the management of e-learning as an online learning media. Most e-learning research only involves one aspect, for example, teacher quality or service quality. This research investigates several dimensions including teacher quality, LMS quality, and content quality, resulting in a model that incorporates several aspects. Findings: The findings of this research indicate that content quality, teacher quality (empathy, responsiveness, reliability, and assurance), and LMS quality (usability and informativeness) have a significant influence on the quality of e-learning based on the students’ perceptions. However, LMS quality does not have a significant effect on satisfaction. The quality of e-learning and user satisfaction are found to have a significant and positive effect on user intention to engage in e-learning. The findings of this study suggest that satisfaction is very influential and has a higher value than e-learning quality in relation to students’ intention to use e-learning. Recommendations for Practitioners: The significant influence of the constructs investigated in this research could shape strategies and approaches that are adopted to enhance e-learning service quality and increase the success of e-learning development and implementation, resulting in higher interest in e-learning services, especially in Indonesian higher education. Recommendation for Researchers: This work offers a theoretical understanding of e-learning service quality in a higher education institution. We recommend that fellow researchers consider LMS quality, content quality, and user satisfaction as important factors which influence the quality of e-learning services. Impact on Society: For universities, this research provides insights into important indicators of e-learning service quality so that the success of e-learning development and implementation can increase e-learning users’ interest in using e-learning services. Future Research: Future studies focusing on e-learning services should incorporate indicators of LMS quality, content quality, and user satisfaction as important factors that influence the quality of e-learning services. Our research is limited to the e-learning of one university in Indonesia. The research might be expanded to a larger scale, including all regions in Indonesia which are represented by several public and private universities.

Introduction. Ensuring the sustainability of the public finance system forms the basis for sustainable development and growth of the national economy. The sustainability of the public finance system is influenced by both macro-financial indicators and indicators of government spending and debt. It is well known that the demographic burden on the budget will grow in the future. This will be manifested in an increase of government’s social spending. Therefore, studies of the impact of demographically-driven costs on the sustainability of public finances in the future are relevant. Insufficiently studied – in this particular context – are the government’s spending on education, which led to the choice of the subject of the study. Purpose. The purpose of the research is in analytical assessment of the impact of changes in the volume of spending on education (caused by the demographic aging in Ukraine) on budgetary sustainability. Method (methodology). The methodological basis of the study is the theoretical provisions of the economic science of public finance in general and public funding of education in particular. The article uses general scientific methods of theoretical and empirical knowledge: analysis and synthesis of data on financing of various levels of education and their age structure; mathematical modeling and forecasting in assessing the demographic impact on public finance’ sustainability; systemic analysis of the results. Results. The article reflects the main results of the analysis of demographically determined trends in the volume of financing of various levels of education in Ukraine, determines the age proportions of financing of education in the base year and decomposes the corresponding spending by the age structure of the population; changes in the volume of budget financing of various levels of education in Ukraine in the medium and long term (taking into account forecasts of demographic aging of the population), estimates the impact of demographically determined changes in the volume of budget financing of education on the sustainability of public finance in the medium term. The results can be applied in budget planning, in the development of a budget declaration and program-targeted documents regarding financing of the education sector in Ukraine.

The goal of education is to equip, enlighten and develop both men and women with relevant skills, norms, values, and knowledge. In spite of various educational strides and declaration targeted towards ensuring equity at various levels of education there has been constant inequality mostly in the representation of women in the Nigerian education system. Some of the major factors identified to have hindered gender parity in Nigeria education are culture and parental preference among others. This implies that the fundamental human rights of some individuals are being denied hence, limited towards national building and development. However, recent statistics on various levels of education in Nigeria show a great level of improvement in the enrollment of women in education. In view of this acknowledgment, this paper gives an overview of the trends of women education in Nigeria, highlighting its challenges and prospects for equal and sustainable educational attainment. It recommends among others the need for enlightenment of both genders towards ensuring gender parity in education, enacting new policies that emphasize the inclusion of females in education through quota system, formation of formidable support group towards women empowerment especially towards education.

Improving the quality of education has become a strategic issue in the management of educational institutions in the global era. One widely used approach is Total Quality Management (TQM), which focuses on continuous improvement, multi-stakeholder engagement, and stakeholder satisfaction. This study aims to analyze the implementation of TQM in education, specifically regarding implementation strategies, challenges, and opportunities faced by educational institutions. This study used a qualitative literature review method, examining five scientific articles published between 2020 and 2025. Data were obtained through searches on Google Scholar and Publish or Perish, then analyzed through screening and thematic coding. The study results indicate that the implementation of TQM contributes positively to improving the quality of learning, graduate quality, and internal quality assurance systems at various levels of education. The integration of Islamic values ​​and character is also a trend in the implementation of TQM in religious-based schools. In conclusion, it was found that most research is still case studies and limited to specific school contexts, thus not providing a comprehensive picture of the variation in TQM practices at various levels of education. Therefore, further comparative and integrative research is needed to strengthen understanding of the effectiveness of MMT in continuously improving the quality of education.

Technology today has a very significant influence on all sectors of life. This is marked by the Industrial Revolution 4.0. In the world of education, this is certainly a matter of great concern. Technological developments that occur can be a tool for teachers and students to carry out learning and teaching activities. The technology in question is the presence of Artificial Intelligence (AI). Currently, AI is experiencing an increase in its use. Students in various levels of education are active users of technology, so AI has enormous potential to play a significant role now and in the future. This study aims to determine the intention to use AI tools among students from various educational levels, such as elementary, junior high, high school, undergraduate, graduate, and doctoral. The research method used in this research is quantitative method, where this research distributes questionnaires using Microsoft Form with respondents who are students from various levels of education and have used AI tools in the learning process. The model used in this study uses the Technology Acceptance Model (TAM) model. This study shows that the Trust variable has no effect on Attitude Toward Using. This can be seen from the t-test value of less than 1.97, namely 1.623 and a p-value of more than 0.05, namely 0.105. Future research is recommended to be able to add other variables, use other research models, and be able to classify the level of education.

The rapid development of information technology has driven transformation in education, including the use of Learning Management Systems (LMS) to facilitate independent and flexible learning aligned with the Merdeka Curriculum. This study aims to evaluate the user experience (UX) of the Sinau LMS at SMA Negeri 1 Sidareja using the UX Curve method, which tracks changes in user perceptions over time. The research involved 20 grade XII students who had used the LMS for at least three months. Data were collected through initial questionnaires, interviews, UX curve drawings, and final questionnaires, focusing on five main UX aspects: General UX, Attractiveness, Ease of Use, Utility, and Degree of Usage. The analysis of 100 curves revealed that more than half of the respondents experienced a decline in user experience quality, particularly in Ease of Use, General UX, and Degree of Usage, due to issues such as an unattractive interface, navigation challenges, and limited feature relevance. Conversely, a minority showed improved perceptions as they adapted and became more familiar with the system. These findings highlight the need for continuous improvement of the LMS's interface design and features to enhance user satisfaction and learning effectiveness. The study contributes theoretically by demonstrating the application of the UX Curve in educational systems and practically by providing recommendations for refining LMS development to better support the Merdeka Curriculum.

Faced with the need of transforming the university structure, processes and programs according to the Bologna reform, and in order to become more flexible and more responsive to the environment, the University of Rijeka management decided to enable e-learning implementation as an institutional, strategically planned operation. The manuscript describes the three years long process of building an implementation framework for the use of information and communication technology (ICT) in teaching and learning in the form of blended e-learning - combined classroom and online learning via e-learning platform (or learning management system, LMS). The implementation started practically from ground zero, with the goal of preparing the infrastructure and the environment for the implementation, while also building a community of educated practitioners. A few points for getting support and networking have been established within university infrastructure ; faculty e-learning teams and/or representatives taking care of the institutional promotion and deployment of e-learning, connected to the university Committee for e-learning as a policy making body, the e-learning centre, which provides e-learning platform (LMS) maintenance, development and technical user’s support, and the IT Academy which assures delivery and development of education from general ICT to specialized e-learning programs. All the processes and activities within network are assured for quality control. Two years after the deployment, the platform hosts more than 400 e-courses with 15000 e-students. The survey among teachers using e-learning to perform blended courses revealed satisfaction and general acceptance, indicating the increase in effectiveness of teaching and learning process. Although much of the effort and investing into resources is still needed, we believe that the report presented here could serve as a case of good practice in institutionally supported e-learning implementation. With the institutionally planned approach, we succeeded in building a solid institutional framework, awareness and understanding, visibility, promotion and common language within community, which will all hopefully serve for future progress.

Introduction. “A teacher, if they are honest, must always be an intent learner” (Maxim Gorky). Education is a process that continues throughout a teacher's professional career and is an essential element in their growth and development as a specialist. The question of motivation in obtaining and continuing pedagogical education is related to the specific nature of the teacher's work as a translator of incentives to understand the reality. The purpose of this study was to examine the motives for obtaining and continuing pedagogical education. Materials and methods. The article presents the results analysis of a poll survey of graduates of pedagogical specialties at various levels of education: vocational training, bachelor's degree level, and master's degree level (176 people). The survey considered the aspects that reveal educational motivation, such as the probability of continuing education, the planned level and direction of training, the optimal form of education, motives for choosing a specialty, evaluation of the mastering quality level of educational programs, assessment of the teaching process at the university, evaluation of the situation with jobs while studying and prospects in the labor market, evaluation of professional training, and recommendations for improving the structure and content of educational programs. Results. Most of the surveyed graduates at all levels of education (69%) have a clear understanding of their prospects in the system of continuous pedagogical education. Students at the vocational education level are the most motivated to continue their education, while master's degree students are more motivated to realize themselves in their chosen profession. However, at the bachelor's degree level, serious difficulties arise in maintaining motivation to continue pedagogical education. Graduates at all levels of education are increasingly opting for alternative directions when choosing further education. The poll results show that participation in practical activities plays a huge motivational role in professional training. However, students note a lack of such activities, including all types of internships. Conclusion. The data we gathered on the motives for obtaining and continuing pedagogical education should be taken into account when implementing the principles of continuous education.

In common traditional learning, there are some weaknesses, one of which is students' limitation of receiving additional learning material. The use of e-learning in schools is expected to be a solution to these problems, because generally e-learning contains known traditional learning components such as group discussions, ideas submission and knowledge accumulation. Social Network allows users to do problem solving, creates connection and collaborates with other users. In this paper, the authors build e-learning system with interactive and collaborative platforms concept. Interactive and collaborative platform makes learning as a combination of cognitive and constructive process with social process, so it encourages more active learning and supports better group interaction. The concept of e-learning with interactive and collaborative platform and its features, such as news feeds, chat box, like and comment feature along with open course system, are able to increase the level of E-learner Satisfaction which includes Learner Interface, Learning Community, also Content and Personalization.

Objectives This study aims to analyze the policy discourse surrounding the digital transformation of education, with a particular focus on the aspects that are emphasized and those that are overlooked during the policy implementation process. By critically examining this discourse, the study seeks to identify the elements that have been neglected and to propose key considerations that should be taken into account in the digital transformation of education. Methods Employing Bacchi’s “What’s the Problem Represented to Be” (WPR) framework as an analytical lens, this study examines the discourse on digital transformation policies in education. The analysis is structured around three key dimensions: the historical origins of problematization and shifts in problem representation, the socio-educational phenomena resulting from problematization, and the reinterpretation of the constructed problem. Results The discourse on the digital transformation of education in South Korea is predominantly framed as an educational innovation narrative, emerging in response to perceived limitations of the existing education system. This discourse is materialized in the form of AI-driven digital textbooks, which serve as the primary policy instrument. However, the process of problem representation is underpinned by technocentric assumptions, an uncritical belief in the omnipotence of AI digital textbooks, and a compliance-based approach to technological integration. As a result, AI digital textbooks are positioned as a panacea for various educational challenges, with their implementation driven by state authority through legislative and administrative mechanisms. However, this policy trajectory fails to sufficiently incorporate the perspectives and participatory engagement of key educational stakeholders. Furthermore, discussions concerning the structural transformation of the educational system—particularly the evolving dynamics of the educational ecosystem—remain largely absent. Conclusions The digital transformation of education is an inevitable and structural shift driven by broader societal transformations. However, the mere adoption of AI and digital technologies does not inherently equate to educational innovation. To facilitate an effective and sustainable transition, broad-based stakeholder engagement and active participatory governance are essential. A more nuanced and balanced policy approach is required—one that moves beyond a technology-centric paradigm to incorporate critical reflections on the fundamental purposes of education, as well as institutional frameworks that support the meaningful integration of digital technologies within pedagogical and educational contexts.

Higher education plays a vital role in supporting the social, economic, and cultural development of global societies. With the advancement of technology and increasing global demands, higher education institutions are required to continuously innovate in order to create relevant and sustainable learning experiences. This study aims to systematically review various educational innovations implemented in higher education to support sustainable learning. Using a PRISMA-based Systematic Literature Review (SLR) approach, 37 articles published between 2020 and 2024 were analyzed. The study identified three main categories of educational innovation: curriculum innovation, instructional innovation, and educational technology innovation. Curriculum innovations include the integration of sustainability principles and the development of 21st-century skills. Instructional innovations involve active learning approaches and personalized learning technologies. Meanwhile, technological innovations focus on the use of AI, AR/VR, and digital learning platforms that enhance interactive and inclusive learning experiences. Despite challenges such as infrastructure gaps, limited faculty training, and unequal access to technology, this study highlights the importance of integrated and sustainable approaches in implementing educational innovations. It provides evidence-based recommendations for higher education institutions to develop more relevant, inclusive, and sustainable learning practices.

Computational thinking (CT) skills are increasingly important in education to prepare students for the challenges of the digital age. Augmented Reality (AR) and Virtual Reality (VR) have been introduced as immersive technologies that have the potential to enhance CT skills through more interactive learning experiences. However, there is still a gap in understanding the effectiveness of these technologies in supporting the development of CT, particularly in different levels of education and disciplines. Although several studies have highlighted the benefits of AR and VR in education, no systematic review integrates these findings to identify advantages, challenges, and opportunities for further implementation. Therefore, this study conducted a systematic review based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines by analyzing 25 empirical studies (AR=17, VR=8) obtained from the Scopus database (2008-2024). The analysis addresses four key research questions: (1) the current state of AR/VR in CT development, (2) their advantages, (3) implementation challenges, and (4) future research directions. The results show that AR is more widespread than VR at various levels of education, with dominance in higher education followed by secondary and primary schools. Computer science is the main field of application of AR and VR, while AR is also widely applied in mathematics to increase interest and problem-solving. A total of 11 studies reported significant impacts of these technologies on CT, with AR being superior in increasing student motivation and engagement, as well as aiding in problem-solving and debugging. In contrast, VR provides a more immersive learning experience by strengthening concept understanding, especially in programming and recursion. However, several obstacles in the application of AR and VR, such as hardware limitations, costs, and user skills, affect the effectiveness of these technologies in the learning environment. This study also identified potential future research, including the exploration of VR in primary and kindergarten education, the application of VR in non-computer science fields, and the efficient use of these technologies in supporting the CT process. This study provides more precise insights into the optimal ways of utilizing AR and VR in developing CT skills. It is a reference for educators, policymakers, and researchers in supporting CT learning.

Introduction. In the field of education, the knowledge-focused paradigm shift to the practice-oriented one updates the problems of measurement of learning outcomes as the former methodical tools are no longer available. Currently, there is no reference system for exact evaluation of the quality of acquisition of training programmes focused on the competency-based concept of education. The criteria and materials for the current, intermediate and total control are quite often developed by the educational organisations of different educational levels independently. Such a situation generates the questions about scientific validity and validity of diagnostic tools, as well as the questions about teachers’ readiness for implementation of control-evaluative activity under new conditions.The aim of the study was to investigate the characteristics of evaluative methods used by modern teachers to establish the level of formation of students’ competencies at schools, vocational secondary schools and universities.Methodotogy and research methods. The retrospective theoretical-empirical research was carried out according to I. N. Emelyanova’s typology of evaluative means, according to which the methods of evaluation correspond to the criteria of intellectual or activity-based performance and are subdivided into reproductive, productive, active and interactive. The specific character and dynamics of teachers’ application of didactic control devices of knowledge and skills acquired by students at different levels of education are analysed by means of the systematic prolonged questionnaires (n =50 in 2013; n =89 in 2014; n =351 in 2015; n =612 in 2016/17).Results and scientific novelty. The general positive tendency for the distribution of active methods to consolidate learning outcomes is observed. The ranking list of popular and unpopular didactic technologies in the differentiated pedagogical environment is drawn up. Elementary school teachers most often use game imitating situations; secondary school teachers and senior-level school teachers use problem situations; teachers of vocational schools mostly apply for organisational and activity games; teachers of higher education institutions prefer to hold discussions. However, along with positive dynamics of active methods application for learning assessment, non-systemic use of such methods is noted as well. Also,the authors revealed other weak points when organising student achievement verification. Reproductive techniques continue to dominate at all educational levels and interactive methods of diagnostics are unclaimed: 66% of the respondents of this group never applied assessment techniques and means in practice, which, most certainly, is a deterrent to the realisation of practice-focused approach to education. The conclusion is drawn on inadequate readiness of teachers for appropriate determination of students’ successful acquisition of educational programmes and gaps in their preparation on the criteria required by the Federal State Educational Standards (FSES).Practical significance. The discussion of teachers’ priorities in the choice of tools for the measurement of learning outcomes and identification of the causes of obstacles to the maximum use of resources of modern methods of evaluation contributes to the search of appropriate ways to optimise the system of diagnostics of true education quality.

The paper investigated contemporary issues in Nigeria through curriculum development and teaching models at various levels of education. In this research the researchers found that curriculum designing is conducted stage by stage at all levels of education. It was found out that some of the model presented the process stage to be more important than the objectives. Other models puts objectives to be the most important feature of curriculum design. All models presented stress the importance of considering a variety of factors affecting the society in which the curriculum is to be implemented, as curriculum is meant to solve the problem of the society in which it is developed.  Â

In responding to the Covid-19 pandemic, Indonesia has issued a policy regarding the implementation of distance learning at all levels of education. Several distance learning strategies using technology have emerged, one of them has become a trend, namely the Learning Management System (LMS). There are Some advantages offered by LMS, such as self-guided, portable, complete learning features, etc., to make a connection between teachers and students. To ensure a proper learning process, a quality LMS is needed. Usability and UX are important aspects as determinants of a quality system. The ideal LMS can provide services that are easy to learn, easy to operate and provide a satisfying user experience. This study aims to find out and understand how usability and user experience are by comparing three LMSs Cloud-based that are popularly used in Indonesia, including Google Classroom, Schoology, and Edmodo. The sampling technique used in this research is an incidental sampling from teachers who are experienced in operating them. Usability testing is known through System Usability Scale (SUS) method, while UX testing is carried out through the User Experience Questionnaire (UEQ). Based on the usability and UX, the best cloud-based LMS in order, are Google Classroom, Edmodo, and Schoology.