The Role of ICT Self-Efficacy as Moderator in Relationship between Self-Directed Learning, with E-Learning Readiness and Student Engagement

Abstract

The COVID-19 pandemic forced institutions and organizations to adopt remote work policies, leading to numerous challenges for individuals, especially students. Thus, it is vital to examine the e-learning environment and the factors influencing the e-learning process to better comprehend and address the challenges students face in this context. Objectives: To explore the moderating role of ICT-SE in the relationship between SDL, ELR, and SE among adolescents. Methods: A convenience sampling technique was employed to select a sample of 300 school, college, and university students aged 15 to 21 years, including both boys and girls, from Rawalpindi and Islamabad. Reliable measures were used to collect data on the variables studied, including ICT self-efficacy, self-directed learning, e-learning readiness, and student engagement. Results: The study's findings revealed a positive correlation between self-directed learning, e-learning readiness, and student engagement. Additionally, e-learning readiness and student engagement exhibited a significant positive correlation. The study also discovered that ICT self-efficacy significantly moderated connection among self-directed learning and e-learning readiness, as well as between self-directed learning and student engagement.  Conclusions: The study's findings suggest that promoting students' self-directed learning and e-learning readiness may result in improved engagement in e-learning environments. The study also emphasizes the significance of ICT self-efficacy in strengthening the relationship between SDL and SE. These results have implications for enhancing e-learning quality in Pakistani educational institutions by focusing on these factors.