The adoption of online learning in Chinese higher education depends both on technological conditions and on how faculty perceive these tools.
The study shows that social influence, perceived usefulness, and ease of use significantly encourage the adoption of e-learning, while a lack of ICT infrastructure and specific knowledge of online learning act as barriers. By contrast, a lack of managerial and technical support did not have a statistically significant effect.
To examine these factors, the authors conducted a cross-sectional survey of 280 faculty members from public higher education institutions in China. The research model mainly integrates variables drawn from the Technology Acceptance Model (TAM) and UTAUT, while also incorporating aspects related to infrastructure, technological knowledge, and institutional support.
The data were analysed using PLS-SEM after assessing the reliability and validity of the constructs employed.
The findings suggest that promoting online learning involves more than simply providing technology. Universities need to ensure that tools are easy to use and useful for faculty, support their implementation with appropriate training, and foster academic environments in which their use becomes normalised and is encouraged by colleagues and institutional leaders.
The authors nevertheless acknowledge limitations associated with convenience sampling, the use of self-reported data, and the study’s focus on Chinese public universities. They therefore recommend that future research draw on more diverse samples and also incorporate longitudinal designs and qualitative methods.
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How to Cite: Ma, C., Ijaz, F., Fareed, M., & Laeeq, H. (2025). Adoption of e-learning technology in China’s higher education: insights from teachers’ perspectives. RIED-Revista Iberoamericana de Educación a Distancia, 28(2), 325–352. https://doi.org/10.5944/ried.28.2.43514
