Abstract:
Electronic learning (e-learning) is a broader approach to learning that brings new opportunities for teaching and learning in many
fields of education compared to the face-to-face classroom environment. The purpose of this study is to explore high school
teachers’ acceptance to continue teaching through e-learning platforms after COVID-19. Based on the framework of a unified
theory of technology acceptance and use of technology, this study investigates the research questions in the context of Lesotho.
The study adopted a quantitative approach, with a total number of 300 questionnaires collected from high school teachers. The
result was analyzed using composite structural equation modeling. According to the study, instructors' acceptance of e-learning
is influenced by several factors, which in turn has a significant impact on teachers' behavioral intentions in Lesotho. As a result of
the study, individual challenges associated with using e-learning platforms were identified.
