Template-Type: ReDIF-Article 1.0
Author-Name: Hassan EL IDRISSI BOUZIDI
Author-Email: Ism6000@gmail.com
Author-Workplace-Name: Department of Information Systems Valencia College, Orlando, USA
Author-Name: Hind KABAILI
Author-Email: hkabaili@groupeiscae.ma
Author-Workplace-Name: Department of Information Systems ISCAE, Casablanca, Morocco
Title: Determinants of E-Learning Adoption among Moroccan University Educators: A Literature Review and an Extended UTAUT2 Perspective
Abstract: This literature review examines the determinants of e-learning adoption by university instructors in Moroccan higher education through an extended Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) framework. In response to rapid digital transformation and increasing instructional demands, the study synthesizes research on personal, institutional, and socio-technical factors shaping instructors’ engagement with digital learning environments. Following PRISMA 2020 guidelines, peer-reviewed studies (2010–2025) were systematically screened from Scopus, Web of Science, and Google Scholar. The analysis integrates socio-technical perspectives emphasizing learner diversity (Saykili, 2018), change management approaches supporting sustainable innovation (DeRouin et al., 2005), and critiques of pedagogical limitations in current e-learning solutions (Pange & Pange, 2011). While UTAUT2 provides a robust structure for explaining technology adoption, it does not explicitly theorize professional aspiration as a determinant of sustained integration. The framework is therefore extended through three constructs: Learning Value, Aspiration, and D-Fit Choice. Aspiration is conceptualized as a higher-order construct composed of Motivation and Expectation, reflecting instructors’ long-term professional orientation and anticipated academic outcomes. Findings suggest that adoption extends beyond expectancy-based determinants to include professional aspiration, socio-technical alignment, and pedagogical relevance as critical drivers of sustained digital implementation. The study contributes to a context-sensitive understanding of digital transformation and informs strategic institutional decision-making. Paper Type: Theoretical Research JEL Classification: I23, O33
Keywords: E-learning adoption; Online education, Blended Learning, UTAUT2; Technology acceptance; Higher education; Digital pedagogy; Socio-technical systems; Learning technology integration; UTAUT2 extension; Contextual relevance (Morocco)
Journal: International Journal of Accounting, Finance, Auditing, Management and Economics
Pages: 370-418
Volume: 7
Issue: 4
Year: 2026
File-URL: https://ijafame.org/index.php/ijafame/article/view/2362
File-Format: text/html
File-URL: https://ijafame.org/index.php/ijafame/article/view/2362/2418
File-Format: application/pdf
Handle: RePEc:aoa:journl:v:7:y:2026:i:4:p:370-418