Exploring Criteria for Enhancing E-Learning Implementation among Teachers through Thematic Analysis

With the rapid advancement of technology, e-learning has become a crucial aspect of enhancing student engagement and performance. The low adoption rate of e-learning among teachers requires attention, as teachers play a critical role in ensuring the success of e-learning implementation. This study aims to identify the knowledge, skills, and motivation criteria necessary to enhance e-learning implementation among teachers. A systematic literature review (SLR) followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. A total of 44 articles from Scopus and Web of Science were identified and analyzed using a deductive thematic analysis approach. The findings reveal three criteria related to teachers’ knowledge, three for teachers’ skills, and two for teachers’ motivation. Each criterion was formed based on relevant elements. These elements, criteria, and dimensions are key factors in identifying the requirements for enhancing e-learning implementation among teachers. This study gives researchers and education practitioners deeper insights into how specific elements and criteria in knowledge, skills, and motivation contribute to improving e-learning implementation and effectiveness. Additionally, it offers focused strategies for strengthening e-learning adoption among teachers. Future research could explore other factors, such as student engagement and school administrators’ roles, in advancing e-learning implementation.