Abstract:
The COVID-19 pandemic forced institutions and organizations to adopt remote work policies, leading to numerous challenges for individuals, especially students. Thus, it is vital to examine the e-learning environment and the factors in uencing the e-learning process to better comprehend and address the challenges students face in this context. Objectives: To explore the moderating role of ICT-SE in the relationship between SDL, ELR, and SE among adolescents. Methods: A convenience sampling technique was employed to select a sample of 300 school, college, and university students aged 15 to 21 years, including both boys and girls, from Rawalpindi and Islamabad. Reliable measures were used to collect data on the variables studied, including ICT self-e cacy, self-directed learning, e-learning readiness, and student engagement. Results: The study's ndings revealed a positive correlation between selfdirected learning, e-learning readiness, and student engagement. Additionally, e-learning readiness and student engagement exhibited a signi cant positiv e correlation. The study also discovered that ICT self-e cacy signi cantly moderated connection among self-directed learning and e-learning readiness, as well as between self-directed learning and student engagement. Conclusions: The study's nding s suggest that promoting students' self-directed learning and e-learning readiness may result in improved engagement in e-learning environments. The study also emphasizes the signi cance of ICT self-e cacy in strengthening the relationship between SDL and SE. These results have implications for enhancing e-learning quality in Pakistani educational institutions by focusing on these factors.