E-learning success evaluation in Lebanon during wartime: An extension of Delone and McLean IS success model.

Abstract

Background: In the fast-paced digital world, e-learning has become the most convenient medium for higher education institutions to provide scalable education. It is used to provide a flexible educational process through the employment of new technologies. Due to the impact of the war on education in Lebanon during fall 2024-2025 and the suspension of traditional learning, e-learning adoption was the answer to the ministry of education and higher education call for learning continuity. Despite extensive research on e-learning systems, limited empirical evidence exists on factors affecting its success during wartime. This study aims to assesses this success in achieving learning outcomes within the context of higher education under war risks based on the Delone and McLean IS model [1].

Methods: A quantitative approach was employed using a structured questionnaire distributed to 429 students and academic staff within higher education institutions in Lebanon. Sampling and data analysis were conducted through structural equation modelling to test hypothesized relationships of the proposed model in SPSS 27.0 using the path analysis.

Results: The goodness-of-fit measurement of the model represent the desirability and good fit of the model (SRMR = 0. 048). The Cronbach's α values varying between 0.765 and 0.944, and CR values varying between 0.753, and 0.954, were considered sufficiently error-free and demonstrated the model's internal consistency and the constructs' good reliability. The AVE values ranging from 0.509 to 0.808 were all valid, and their convergent validity was fulfilled. The HTMT and the confidence interval empirical criterions are met and constructs discriminant validity is certain. The R ², β, and Q ² measures showed which constructs have strong or weak relationships strength, and large or small predictive relevance.

Conclusions: According to empirical results, findings reveal that war-perceived risk directly and indirectly affects all model dimensions. Service quality does not significantly affect the intention to use/use, or user satisfaction. Moreover, intention to use/use had no significant impact on the success of e-learning in terms of satisfying its users and attaining their expected learning outcomes. Thus, the war risks imposes the e-learning usage to achieve its outcomes as the only available solution for learning in such circumstances.