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This mixed-method study applies a critical meta-analysis to identify factors that inhibit teachers’ embracing of eLearning in education, analyzing 17 studies globally. Inhibiting factors are grouped into teacher-level, school-level, and system-level categories. The review also examines their impact on implementation and discusses promotion strategies, emphasizing prominent teacher-level inhibitors and calling for further research on student achievement and engagement.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/factors-inhibiting-teachers-embracing-elearning-in-secondary-education-a-literature-review/592949/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/factors-inhibiting-teachers-embracing-elearning-in-secondary-education-a-literature-review/592949.png","ImageObject",300,407,{"name":92,"@type":93},"Marglet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What methodology does the literature review use to study inhibiting factors?","Question",{"text":112,"@type":113},"It adopts a mixed-method approach and uses a critical meta-analysis design. A total of 17 studies from across the globe are analyzed to explore inhibiting factors.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are the key inhibiting factors categorized?",{"text":117,"@type":113},"The review categorizes inhibiting factors into teacher-level, school-level, and system-level inhibitors. It also discusses how these factors affect eLearning implementation.",{"name":119,"@type":110,"acceptedAnswer":120},"What strategies does the review suggest to promote eLearning?",{"text":121,"@type":113},"The review discusses relevant strategies for promoting eLearning while minimizing risks linked to inhibiting factors. 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Numerous studies have been done and continue to be undertaken to study the factors influencing eLearning in education. This study adopted a mixed-method approach and employed a critical meta-analysis design to explore the factors inhibiting teachers embracing of eLearning in education. A total of 17 studies from across the globe with focus on inhibiting factors were analysed. The key inhibiting factors reviewed were categorised into teacher-level, school-level and system-level inhibitors. Furthermore, the impact of the inhibiting factors on eLearning implementation is explored and some relevant strategies for promotion of eLearning are discussed. The review recommends that teacher-level inhibiting factors feature prominently and there is a need for further research on these factors to find out the greater impact on student achievement and engagement.  \nKeywords: İnhibiting Factors, Teachers Embracing, Elearning, İnfluencing, İntegration, ICT , Online, Technology, Barriers, Secondary Education  \n124  \nIntroduction  \nTechnology has changed the way that we live our lives. Eventhough technology enhancements are enabling us to be more eLearning successful, there is still an enormous amount of uncertainty around how to implement elearning successfully, particularly in education for secondary schools(Fitzpatrick , 2012) . The Information Communication and Technology (ICT) has established a central place in the global market and actively influencing change. With the increased importance of ICT in our daily lives (Buabeng-Andoh, 2012), and in our education system, there is a growing demand for educational institutions to use ICT to teach the skills and knowledge students need for the 21st century. Educational institutions are often re-aligning their practice and restructuring their educational curricula both in terms of content and pedagogy in order to bridge the existing technology gap in teaching and learning. A plethora of research can be found online focusing on eLearning factors which enhance the embracing of ICT in schools. However, there is lesser focus on factors inhibiting teachers embracing eLearning in secondary education. A recent study conducted in Kenya by Tarus, Gichoya and Muumbo(2015) looked at challenges of implementing eLearning. However, this study had key focus on Kenyan Public Universities. Islam, Beer and Slack (2015) carried out a literature review oneLearning challenges faced by academics in higher education. Once again the focus of the study was primarily on higher education with key focus on Middlesex University. Similarly, other researchers  \n[1](1 Sanjay. naidu@tekura.school. nz)[ Sanjay. naidu@tekura.school. nz](1 Sanjay. naidu@tekura.school. nz); Tekura School; Auckland; New Zealand; ORCID: 0000-0002-8189-4426 [2](2K.laxman@auckland.ac. nz)[K.laxman@auckland.ac. nz](2K.laxman@auckland.ac. nz); University of Auckland, Auckland, New ZEaland; ORCID: 0000-0003-4021-5930  \nexploring the factors to eLearning adoption have either focussed on success factors or where the emphasis was on inhibiting factors, they contextualised it primarily on higher or tertiary education. Thus, the focus on inhibiting factors remains narrow. Nanayakkara (2007), revealed three groups offactors: individual, system and organisational, affecting the adoption of eLearning systems in the tertiary institutions. Furthermore, factors (barriers) that discourage the use of ICT by teachers are classed by Buabeng-Andoh (2012), as teacher-level, school-level system-level barriers. This study aims to find answers to three questions as outlined below:  \n1. What are the factors inhibiting teachers’ embracing eLearning according to the current literature? ","cbCaibWCi9817SXI","https://ap.wps.com/l/cbCaibWCi9817SXI","pdf",351633,"English","# Introduction\n## Literature\n### Theoretical Background\n### Efficacy of eLearning","[{\"question\":\"What methodology does the literature review use to study inhibiting factors?\",\"answer\":\"It adopts a mixed-method approach and uses a critical meta-analysis design. A total of 17 studies from across the globe are analyzed to explore inhibiting factors.\"},{\"question\":\"How are the key inhibiting factors categorized?\",\"answer\":\"The review categorizes inhibiting factors into teacher-level, school-level, and system-level inhibitors. It also discusses how these factors affect eLearning implementation.\"},{\"question\":\"What strategies does the review suggest to promote eLearning?\",\"answer\":\"The review discusses relevant strategies for promoting eLearning while minimizing risks linked to inhibiting factors. It specifically recommends that teacher-level inhibiting factors receive prominent attention.\"}]","Factors inhibiting teachers embracing eLearning in secondary education - a literature review | PDF"]