This study examines the impact of information technology infrastructure efficiency and top management support on the successful adoption of e-learning systems in private Jordanian universities. Based on the DeLone and McLean Information Systems Success Model, data were collected from 265 faculty members, administrative staff, and students using a structured questionnaire. Statistical analysis using multiple regression and structural equation modeling revealed that both infrastructure efficiency (β = 0.41) and top management support (β = 0.38) significantly positively affect e-learning system adoption success, collectively explaining 64% of the variance in success. The results confirm that successful e-learning adoption depends not only on technical aspects but also requires strategic and financial support from top leadership. The study provides an integrated framework for university decision-makers, recommending continuous investment in technological infrastructure while enhancing the leadership role of top management to ensure the sustainability of e-learning initiatives.

The main objective of this study is to evaluate how government education policies influence senior high school students' views on ease of use, perceived usefulness, attitudes toward use, and readiness to use web-based learning, particularly in collaborative learning scenarios in high schools. This study explores the influence of the Technology Acceptance Model (TAM) on the adoption of e-learning through web-based tools, focusing on high school students in Semarang, Indonesia. This study collected data through a survey using a 5-point Likert scale from 150 participants in Semarang, Indonesia. For data analysis, the study used Partial Least Squares Structural Equation Modeling (PLS-SEM) along with WarpPLS 5.0 software. The study findings revealed a significant relationship between ease of use, perceived usefulness, and attitudes toward use, all of which positively impact students' willingness to use web-based learning tools for collaborative learning. Furthermore, this study also highlighted areas where the traditional TAM model could be improved by incorporating factors specific to the e-learning environment. This study enhances theoretical understanding of the factors shaping the adoption of web-based tools in e-learning among secondary school students in Indonesia, with implications emphasizing the need to refine the TAM framework to better encompass the complexities of technology adoption in educational settings, in line with the government's policy to increase e-learning adoption in the context of the Independent Curriculum Policy.

In this digital era, all human activities have moved towards digital. The digital era has provided significant changes in all aspects of life, one of which is the educational aspect. Digital technology has opened up new education opportunities but also presents challenges that must be faced. Almost all sectors, including education in the industry 5.0 era, have digitized, namely by utilizing sophisticated information technology. Era Society 5.0, is an era that will make it easier for human life to interact and transition to the digital era. Thus, the use of digital technology for every aspect of life, especially the education sector, is very necessary since it will reflect the level of competitiveness of a country. This research aims to analyze the relationship between e-learning and performance, digital leadership and performance, and the relationship between digital innovation and performance. This type of research uses quantitative research methods. The population in this research is all high school teachers who have used e-learning platforms and have carried out digital innovation. The sampling technique used in this research was a simple random sampling technique and the total sample of respondents from this research was 489 teachers. The type of data used in this research is primary data and the data search tool used is an online questionnaire using a Likert scale. The data analysis is to use structural equation modelling. The results show that e-learning had a positive and significant relationship with performance, digital leadership had a positive and significant relationship with performance and digital innovation had a positive and significant relationship with performance.

The world of the Internet of Things (IoT), even though it is continuously morphing as a fresh paradigm at the intersection of technology and education, is still struggling with several difficulties that prevent its absorption into the e-learning platforms of higher education institutions (HEIs). The breadth of Internet of Things implementation in developing countries, particularly Jordan, Malaysia, Iran, Saudi Arabia, Iraq, and Bangladesh, remains behind, even though industrialized nations have made significant advancements in their utilization of IoT, with the United Kingdom, the United States of America, China, and Japan acting as prominent examples. In the realm of research that focuses on the progression of the IOT integration into the e-learning systems of economically challenged countries, there is a substantial disparity. In particular, the focus of this research is on Jordan to shed light on the primary variables that are either facilitating or hindering the adoption of the IoT within the e-learning sector of Jordan's HEIs. A comprehensive analysis of previous research has been undertaken as a first stage in this investigation. The goal of this analysis is to identify important factors that are involved in the process of IOT adoption. Following that, we used an inferential technique, collecting data from 306 respondents who were enrolled in Jordanian higher education institutions. During our investigation, we discovered that the rate of the IOT integration was significantly influenced by factors such as accessibility, usability, technical assistance, and individual capabilities. In addition, our findings suggest that factors such as attitude, behavior, financial preparedness, dependability, and training have a substantial impact on the adoption of the IOT. On the other hand, the study seemed to indicate that characteristics such as class capacity, awareness, system resources, and course design had a minor influence on the adoption rates inside HEIs. In conclusion, this study provides tangible suggestions to strengthen the integration of the IoT inside Jordanian HEIs. These recommendations provide significant insights that can be used by policy architects, government entities, and higher education institutions to overcome the challenges that relate to the deployment of IoT in the higher learning sector.

In the digital era that continues to develop, information technology has brought significant changes to various aspects of human life. One of the clearest impacts is in the field of education. In this era, learning is no longer limited to physical classrooms and textbooks, instead, electronic learning or e-learning has become a popular alternative for accessing knowledge and learning online. This research aims to analyze the relationship between e-learning variables and school performance, the relationship between digital transformation variables and school performance and the relationship between digital innovation and school performance. The study uses a quantitative method approach and data analysis using the Partial Least Square -Structural Equation Modeling (PLS-SEM) approach. Research data was obtained by distributing an online questionnaire form via social media platforms. The questionnaire was designed to contain statement items on a Likert scale from 1 to 7. The respondents for this research were 467 school principals in Indonesia who were determined using the sample determination method, namely simple random sampling. The stages of research data analysis are validity testing, reliability testing and hypothesis testing or significance testing. The independent variables in this research are e-learning, digital transformation and digital innovation, the dependent variable in this research is school performance. The results indicate that e-learning, digital transformation, and innovation had positive and significant effects on school performance.

Crises possess a remarkable propensity to serve as catalysts for change, particularly within the sphere of education. They catalyze change in several key dimensions, including Accelerated Adoption of Technology, Highlighting Inequalities, Global Collaboration, Adaptation of Assessment Methods, Engagement with Online Resources, and Reimagining Education. In essence, crises compelling educational institutions to reevaluate long-standing norms and embrace innovative solutions. They shine a spotlight on challenges that may have remained overlooked and stimulate the formulation of strategies aimed at cultivating a more robust, adaptable, and inclusive educational landscape. This study provides a comprehensive strengths, weaknesses, opportunities, and threats (SWOT) analysis of E-learning at The University of Jordan amid the COVID-19 pandemic, offering valuable insights for strategic planning during crises. Based on data collected from 379 undergraduate students in the year 2022, it reveals strengths in terms of convenience and flexibility but highlights weaknesses such as low bandwidth and unstable internet connections. Additionally, it recognizes the opportunity for E-learning effectiveness during lockdowns while identifying threats like unreliable power supply and inconsistent internet access. This analysis enriches our understanding of the educational landscape and equips decision-makers with essential insights to enhance E-learning resilience and effectiveness during challenging times.

The onset of the COVID-19 pandemic has wrought a profound transformation in the higher education landscape, compelling universities worldwide to pivot towards E-learning as the primary mode of instruction. This study, which was performed on a sample of 330 undergraduate students at The University of Jordan, undertook an in-depth exploration of student satisfaction with E-learning at The University of Jordan during this unprecedented shift, examining it through four demographic variables: gender, residence, faculty type, and academic year. The researchers employed rigorous statistical analyses, including calculations of mean and standard deviation, as well as one-way ANOVA tests, to thoroughly examine the data. The findings indicate a strong overall satisfaction level among students regarding E-learning, with discernible variations between items. There is a noteworthy correlation observed between students' academic faculty and their academic year in relation to their satisfaction level, with a p-value below 0.05, indicating statistical significance. This underscores the nuanced influence of these demographic factors in shaping students' perceptions and contentment levels as they navigate the evolving landscape of higher education during this extraordinary period. While the gender and the residence have no effect on the satisfaction level.

This study employs a quantitative approach to investigate the relationship between E-learning and Organizational Excellence in UAE universities. The study focuses on 250 senior and middle administrators from public universities selected through a convenience sampling method. The advanced statistical tools SPSS and AMOS were used to analyze the research data through Structural Equation Modeling (SEM). The findings reveal the impact of e-learning dimensions–Technical Knowledge and Management Willingness—on Organizational Excellence. Additionally, the study delves into moderation effects, revealing that Gender, Age, Educational Level, and Experience play pivotal roles in influencing perceptions of e-learning among senior and middle administrators at UAE public universities. This research contributes to the understanding of how e-learning impacts Organizational Excellence within the UAE university landscape while also highlighting the crucial moderating roles of demographic variables. These findings offer valuable insights for educational institutions aiming to optimize e-learning strategies and enhance organizational performance.

The impact of teacher leadership and curriculum on the effectiveness of learning technology utilization and the quality of e-learning has been proven by research. The study included 165 samples of teachers from Halang Island, Riau, Indonesia. Respondents are certified teachers with a minimum of ten years of experience, as determined by the purposive sampling method. Respondents completed a research questionnaire, which was used to collect data. Data ws proceeded with Smart PLS software, including validity, reliability, and hypothesis testing. The study's findings demonstrated that teacher leadership and curriculum directly impacted the effectiveness of learning technology utilization. The quality of e-learning was directly influenced by teacher leadership, curriculum, and the effectiveness of learning technology utilization. Finally, teacher leadership and curriculum impacted e-learning quality through the effectiveness of learning technology utilization. This study suggests two points. First, if you want to improve the effectiveness of learning technology utilization, the policy priority should be to update and then improve teacher leadership. Second, increasing the effectiveness of learning technology utilization is a policy priority if you want to improve the quality of e-learning. It was followed by curriculum updates and increased teacher leadership.