IIARD International Institute of Academic Research and Development

WORLD JOURNAL OF INNOVATION AND MODERN TECHNOLOGY (WJIMT )

E-ISSN 2504-4766
P-ISSN 2682-5910
VOL. 9 NO. 4 2025
DOI: 10.56201/wjimt.v9.no4.2025.pg161.174

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From Traditional Schools to Virtual Campuses: The Role of E- Learning in Shaping Future Education Policies.

Chukwudum Collins Umoke, Sunday Odo Nwangbo, Oroke Abel Onwe, Kennedy Ololo

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Abstract

The rapid integration of digital technologies into education has redefined teaching and learning worldwide. While the COVID-19 pandemic intensified the shift to virtual learning, significant disparities persist in the effectiveness of e-learning implementation across different contexts. This study develops the E-Learning Adoption and Pedagogical Innovation Model (EAPIM), a conceptual framework that captures the multidimensional factors influencing e- learning outcomes. Drawing from recent literature published between 2015 and 2024, the model integrates antecedents such as infrastructure and teacher training, mediating factors like learner self-efficacy and instructional design, and outcomes including engagement, performance, and equity. The study adopts a qualitative conceptual approach grounded in documentary research and thematic content analysis. Findings reveal that successful digital education requires more than technological access—it demands pedagogical innovation, policy coherence, and equity-focused implementation. EAPIM offers a holistic lens through which educators, institutions, and policymakers can assess and strengthen digital learning ecosystems. Situating e-learning adoption within broader pedagogical and governance systems, the model provides actionable insights for sustainable and inclusive educational transformation, particularly in post-pandemic and resource-limited environments.

keywords:

E-learning adoption, Pedagogical innovation, Digital education policy,

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