Abstract

Integrating Information and Communications Technology (ICT) in teaching and learning has posed new problems for administrative and academic procedures in higher educational organizations. This research proposed an E-Learning Tools Acceptance System for Higher Education that aims to assess the degree of acceptability and critical factors influencing the adoption of online educational resources among undergraduates in developing nations. The approach employed a self-administered survey of 1160 pupils from Higher Education Organizations in developing countries (Bangladesh and Russia). A factor analysis with confirmation was conducted to establish the relationship between the observable variables and latent variables or factors described in the proposed system. The results demonstrate a significant correlation between the Perceived Usefulness component and the factors of Instructional Preparedness and Autonomy in Learning. There is a substantial relationship between the Ease-of-Use component and the Reported Self-Efficacy Perceptions factor. The key elements influencing the acceptance of e-learning technologies among students in the examined group are the teacher’s planning, learning independence, and feelings of self-efficacy.