إستدامة مشاريع التعلم الإلكتروني في التعليم العام : السياق السعودي
The study aimed to investigate the factors affecting the sustainability of e-learning projects in public education according to institutional theory. An exploratory mixed-methods design was adopted due to its suitability for answering the research questions. Data were collected through semi-structured interviews with (10) experts in e-learning projects, and by distributing a questionnaire to a random sample of (384) male and female teachers. Qualitative data were analyzed using grounded theory coding, and quantitative data were analyzed using appropriate statistical methods. The qualitative phase identified (8) factors affecting sustainability: responding to administrative decisions, applying governance, developing stakeholders' competencies, motivating teachers, integrating technology effectively, interacting with e-learning, designing the learning management system according to the needs of the target group, and contextual changes. The quantitative phase resulted in the sample confirming most of the results from the first phase. The alignment between the two phases was evident in the following factors: the impact of workloads, self-learning, and the variance in community awareness before and after the pandemic. Conversely, a discrepancy emerged regarding teachers' beliefs about e-learning, their practices, and the poor performance of digital servers as factors affecting sustainability. (Published abstract)