Evaluating the Efficacy of E-Learning in Iraqi Higher Education with a Focus on the TAM Model and the TPCK Framework

This study investigates the efficacy of e-learning in Iraqi higher education by evaluating university instructors’ technical and pedagogical proficiency. Utilizing the TPCK and TAM frameworks, the research analyzes instructors’ acceptance and integration of e-learning technologies. The mixed-methods approach, involving qualitative interviews and quantitative surveys, engages professors from various academic fields across Iraqi institutions. Findings suggest that while instructors possess a moderate level of technical and pedagogical expertise, there is significant room for improvement in e-learning integration. Instructors showed a generally positive attitude towards e-learning, driven by perceived usefulness and ease of use. A positive correlation was found between higher TPCK scores and the perception of e-learning tools as beneficial and easy to use. The study recommends comprehensive professional development programs focusing on TPCK to enhance e-learning receptivity and effectiveness. Additionally, it proposes a strategic framework to improve e-learning efficacy, including infrastructure improvements, TPCK development among instructors, and policy adjustments to facilitate e-learning integration. Further research should explore deeper aspects of TPCK and TAM within e-learning contexts and consider longitudinal studies to assess the long-term impact of TPCK and TAM training on e-learning efficacy.