Digital Readiness Without Digital Infrastructure: Unpacking the Paradox of E-Learning Acceptance Among Primary School Teachers in Pakistan

Abstract

This study examined the challenges and determinants of e‑learning acceptance among primary school teachers in Bahawalpur Tehsil, Punjab, Pakistan, while also capturing student perspectives on digital engagement and online learning challenges. A cross‑sectional survey design was employed with a near‑census sample of 130 teachers (97.7% of the population) and 400 students from public primary schools. Structured questionnaires assessed digital readiness, perceived usefulness, institutional support, infrastructure readiness, e‑learning acceptance, student digital engagement, technical competency, and online challenges. Data were analysed using exploratory factor analysis, correlation, and multiple regression. Results revealed a striking discrepancy: teachers reported very high digital readiness (M = 4.89) and e‑learning acceptance (M = 4.93), yet infrastructure readiness was rated extremely low (M = 1.03). Digital readiness emerged as the strongest predictor of e‑learning acceptance (β = 0.36, p < .001), while institutional support and infrastructure readiness did not significantly predict acceptance. Student engagement was high, but challenges related to attention, fatigue, and device limitations were prevalent. The urban–rural gap in teacher readiness was not statistically significant, though rural teachers showed greater variability. These findings underscore that in resource‑constrained settings, teachers’ individual digital competence is the primary driver of e‑learning adoption. Policy efforts should prioritise sustained, practice‑based professional development alongside infrastructural improvements to enable sustainable technology integration at the primary level.