Enhancing Teacher Performance in E-Learning: Addressing Barriers and Promoting Sustainable Education in Public Universities of Pakistan

Abstract

This study investigates the barriers affecting teacher performance in e-learning public sector universities, aiming to propose solutions aligned with Sustainable Development Goal 2030. The global impact of COVID-19 necessitated technological interventions to facilitate education and development, with e-learning emerging as a crucial strategy. However, challenges persist, especially in Pakistan's public-sector universities. Using qualitative methods, nine participants were interviewed to uncover different internal (motivation, teaching methods, assessment) and external (technical assistance, financial crises) barriers face by teaching faculty. Recommendations include investing in technical infrastructure, collaborating with policymakers and developers, and prioritizing technology integration at the different level according to need of modern globe. These suggestions aim to promote inclusive and quality education, leveraging technology for improved outcomes. By addressing these barriers, universities can contribute to universal access to education and empower learners in the digital age. Strategic investments and collaborative efforts are vital to advancing educational equity and lifelong learning.