Unraveling E-learning success: Exploring key drivers in moroccan educational institutions

The fast-paced expansion of e-learning systems has fundamentally reshaped educational landscapes, particularly in light of the global shift to online learning. As fast-tracked mainstreaming is underway, the success of these systems depends on several factors, which have thus far not been very well explored in the context of lower-income countries. This study investigates the major factors contributing to success in e-learning systems of Moroccan educational institutions, mainly regarding the roles of information quality, system quality, system use, service quality, user satisfaction, and net benefits. We propose an integrated model and test it using data we collected from a sample of 548 students from Moroccan institutions by SEM analysis. Specifically, our results demonstrate that, based on a priori hypotheses, net benefits, user satisfaction and system use positively relate to e-learning systems success; however, the negative relationship of service quality points out the complexity involved in managing users' expectations. Moreover, perceived ease of use, used as a control variable, was a highly significant predictor of success. These findings provide practical implications for policymakers, educators, and developers, especially for countries like Morocco with similar contextual settings, on the need for localized strategies to improve e-learning adoption and effectiveness.