FROM RESISTANCE TO READINESS: A ULTIDIMENSIONAL ANALYSIS OF E-LEARNING IN HIGHER EDUCATION

In the face of rapid digital transformations within the higher education sector, assessing the readiness of educational institutions to adopt e-learning systems has become crucial to ensure the success of these initiatives and avoid potential challenges that may hinder implementation. This study aims to explore the effectiveness of the ADKAR model components (awareness, desire, knowledge, ability, and reinforcement) in assessing the readiness of Algerian universities to adopt e-learning in digital education systems. The study also addresses the role of motivation and satisfaction in influencing the personal and behavioral aspects of 530 students and academics. The results reveal that 90% of the participants demonstrated a strong readiness and desire to integrate e-learning. Notably, the ADKAR model has proven to be highly effective in assessing the readiness of higher education institutions to adopt e-learning, as all variables showed significant effects. Desire was the most influential element, followed by knowledge, then awareness, ability, and finally reinforcement of change. Additionally, the study highlights that satisfaction and motivation were also found to have positive and significant effects. This study provides crucial insights that can greatly contribute to guiding policy makers, educational officials, and academics interested in implementing e-learning systems in the context of higher education.