A Systematic Literature Review of Barriers Affecting e-Learning in Higher Education

Abstract

Background/purpose. In a global context marked by accelerating digital transformation, higher education institutions are encountering significant challenges in integrating online learning tools. Although educational technologies are increasingly recognized as catalysts for pedagogical innovation, their effective adoption remains constrained by systemic barriers. The objective of this study is to identify, categorize, and analyze these obstacles through a systematic review of scientific literature. Materials/methods. The approach adopted is based on the PRISMA protocol, which guarantees the rigor and transparency of the selection process. Seventy-seven scientific publications were selected, all of which were peer-reviewed and published between 2015 and 2024, from four reference databases: Scopus, Web of Science, ScienceDirect, and Google Scholar. The analysis was based on both quantitative and qualitative approaches, using tools such as NVivo and Excel for thematic coding. Results. The analysis reveals the importance of three broad categories of cross-cutting obstacles: technological barriers (lack of infrastructure, low connectivity), institutional barriers (lack of administrative support, inadequate educational policies), and psychological barriers (resistance to change, low digital self-efficacy). Conclusion. In light of these conclusions, the study recommends a set of convergent measures: strengthening digital infrastructure, deploying continuing education programs for teachers, and implementing institutional policies that promote the adoption of technologies.