Abstract

Advancements in Information and Communication Technology (ICT) enhance learning and instructional practices, generating chances for novel techniques and tools while simultaneously transforming the learning model. Historically, smart education models mostly consisted of qualitative investigations that delineated the conceptual structure and its implications for the Smart E-learning Education System (SEES). While these theoretically organized SEES can enhance student learning, facilitate peer and instructor communication, and improve teaching practices—thereby aiding in the comprehension of the status of learners and needs and offering real-time synchronous/asynchronous guidance—many qualitative investigations conducted in the past lack empirical evidence to substantiate the prioritization of E-Learning scheduling. This research first examined the technological barriers to implementing the SEES in developing nations. As a result, the suggested framework for the SEES based on underdeveloped ICT has been introduced. The system utilizes an integrated online/offline Web-Based Learning Model (WLM) incorporating aService-oriented Architecture (SA) architecture to create SEES. The online mode is enabled for a WLM when an internet connection is accessible. The offline variant of the system is provided in a packed format and is used when Internet access is unavailable in an isolated classroom. A working example was launched to get input from learners and instructors across diverse educational levels. The trial installation and survey results confirm the viability and benefits of the suggested system.