X-raying the enablers and barriers of e-learning in higher education institutions: a systematic review – Frontiers

Systematic Review on E-Learning in Higher education: An Analysis of Enablers and Barriers in the Context of the Sustainable Development Goals (SDGs)

1.0 Introduction: E-Learning as a Strategic Tool for Sustainable Development

The transformation of higher education, driven by technological innovation and the demand for flexible learning, positions e-learning as a critical instrument for achieving global sustainability targets. This systematic review analyzes the factors enabling and impeding e-learning adoption within the higher education sector. The analysis is framed through the lens of the United Nations Sustainable Development Goals (SDGs), primarily focusing on how e-learning contributes to or hinders progress towards:

• SDG 4 (Quality Education): Ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.
• SDG 9 (Industry, Innovation, and Infrastructure): Building resilient infrastructure, promoting inclusive and sustainable industrialization, and fostering innovation.
• SDG 10 (Reduced Inequalities): Reducing inequality within and among countries by providing equitable access to resources and opportunities.

This report synthesizes evidence to provide actionable insights for policymakers and educators aiming to align higher education strategies with the 2030 Agenda for Sustainable Development.

2.0 Methodology

A systematic literature search was conducted across academic databases, including JSTOR, Scopus, ERIC, and Science Direct, for empirical research published between 2015 and 2025. Thematic analysis was employed to extract and categorize data, identifying key enablers and barriers to e-learning implementation in higher education institutions.

3.0 Analysis of Findings: Factors Influencing SDG-Aligned E-Learning

3.1 E-Learning Enablers and their Contribution to SDGs

The review identified several factors that facilitate the successful implementation of e-learning, each contributing directly to specific SDG targets.

1. Flexibility and Accessibility: E-learning removes geographical, physical, and temporal constraints, promoting lifelong learning. This directly supports SDG 4 (Quality Education) by widening participation. It also advances SDG 10 (Reduced Inequalities) and SDG 5 (Gender Equality) by providing educational opportunities to remote populations, individuals with disabilities, and learners with domestic responsibilities.
2. Technological Advancement and Diverse Learning Resources: The availability of advanced digital tools and a wide array of online resources enhances the quality and inclusivity of education. This aligns with SDG 9 (Industry, Innovation, and Infrastructure) by leveraging technological innovation for social good and supports SDG 4 by offering personalized and enriched learning experiences.
3. Cost-Effectiveness: By potentially reducing costs associated with travel, accommodation, and physical materials, e-learning can make higher education more affordable. This makes significant strides towards Target 4.3 of SDG 4, which calls for equal access to affordable and quality tertiary education, thereby contributing to SDG 10.

3.2 E-Learning Barriers as Impediments to Achieving SDGs

Conversely, significant barriers exist that can undermine the potential of e-learning and exacerbate existing inequalities, hindering progress towards the SDGs.

1. Inadequate Technological Infrastructure: A lack of reliable internet access and appropriate digital devices is a primary barrier. This digital divide is a direct challenge to SDG 9 and actively works against SDG 10 (Reduced Inequalities) by excluding students from disadvantaged and rural backgrounds, thereby failing to deliver on the promise of inclusive SDG 4.
2. Lack of Motivation and Self-Discipline: The remote nature of e-learning requires a high degree of learner autonomy, which can be a challenge for many students. This barrier impacts the effectiveness of educational delivery, compromising the “quality” aspect of SDG 4.
3. Faculty Resistance to Change and Technical Issues: Resistance from educators unfamiliar with digital pedagogy, coupled with technical glitches, can degrade the learning experience. Overcoming these challenges is crucial for building institutional capacity to deliver on SDG 4 and for fostering the innovative educational ecosystems envisioned in SDG 9.

4.0 Conclusion and Recommendations

This systematic review confirms that e-learning is a dual-edged sword in the pursuit of the Sustainable Development Goals. While its enablers offer powerful pathways to achieving inclusive and quality education (SDG 4), reducing inequalities (SDG 10), and leveraging innovation (SDG 9), its barriers risk deepening the very divides it has the potential to bridge.

For higher education to effectively contribute to the 2030 Agenda, stakeholders must adopt a strategic approach:

• Policymakers must prioritize investment in digital infrastructure to close the access gap, directly addressing SDG 9 and SDG 10.
• Educational Administrators must foster a culture of innovation, providing robust training and support for faculty to transition to effective digital pedagogies, thereby ensuring the quality mandated by SDG 4.
• Institutions must develop support structures that enhance student motivation and digital literacy, ensuring that all learners can benefit from e-learning opportunities.

By strategically addressing these barriers while amplifying the enablers, e-learning can be transformed from a mere technological tool into a powerful engine for sustainable and equitable development in the higher education sector.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

The article on e-learning in higher education directly addresses or connects to the following Sustainable Development Goals (SDGs):

• SDG 4: Quality Education – The core theme of the article is the transformation of higher education through e-learning. It discusses the effectiveness, implementation, and accessibility of education, which are central to SDG 4.
• SDG 9: Industry, Innovation and Infrastructure – The article heavily emphasizes the role of technology in education. It identifies “technological advancement” as a key enabler and “inadequate technological infrastructure” and “technical issues” as significant barriers, linking directly to the infrastructure and technology components of SDG 9.

2. What specific targets under those SDGs can be identified based on the article’s content?

Based on the article’s discussion of e-learning enablers and barriers, the following specific targets can be identified:

1. Target 4.3: Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.
   • Explanation: The article highlights that e-learning enhances “flexibility and accessibility” and can be “cost-effective.” These attributes directly support the goal of making tertiary education more accessible and affordable for a wider range of students, thereby promoting equal access.
2. Target 4.c: Substantially increase the supply of qualified teachers, including through international cooperation for teacher training.
   • Explanation: The article identifies “faculty resistance to change” as a prominent barrier to e-learning adoption. This implies a need for training and professional development for educators to become qualified in using new electronic technologies for teaching, which aligns with the goal of increasing the supply of qualified teachers equipped for modern educational environments.
3. Target 9.c: Significantly increase access to information and communications technology and strive to provide universal and affordable access to the Internet.
   • Explanation: The success of e-learning is fundamentally dependent on technology. The article points to “inadequate technological infrastructure” as a major barrier. This directly relates to Target 9.c, as improving access to ICT and the internet is a prerequisite for the successful implementation and scaling of e-learning in higher education institutions.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

The article implies several indicators that can be used to measure progress:

1. Indicator for Target 4.3: Participation rates in e-learning programs within higher education.
   • Explanation: The article’s focus on “flexibility and accessibility” as enablers suggests that an increase in enrollment and participation in e-learning courses would be a direct measure of progress towards providing more accessible tertiary education.
2. Indicator for Target 4.c: Proportion of higher education faculty trained in e-learning pedagogy and technology.
   • Explanation: By identifying “faculty resistance to change” as a barrier, the article implies that overcoming this requires training. Therefore, measuring the percentage of faculty who have received training to effectively deliver e-learning would be a key indicator of progress in ensuring educators are qualified for this mode of teaching.
3. Indicator for Target 9.c: Availability and quality of technological infrastructure in higher education institutions.
   • Explanation: The article explicitly names “inadequate technological infrastructure” and “technical issues” as barriers. Progress could be measured by assessing the level of investment in ICT infrastructure, internet bandwidth, and the availability of e-learning platforms within universities, which are essential for supporting e-learning.

4. Summary Table of SDGs, Targets, and Indicators

Source: frontiersin.org