Factors limiting the adoption of e-learning among university students: a systematic literature review
DOI:
https://doi.org/10.31637/epsir-2026-2216Keywords:
E-learning, virtual education, self-regulation, learning, university students, educational barriers, digital inclusion, Latin AmericaAbstract
Introduction: The purpose of this systematic literature review was to identify and analyze the factors that limit the adoption of e-learning among university students in Latin America. Methodology: A descriptive qualitative methodology was applied, guided by the PRISMA protocol, covering the period 2021–2025. The search was conducted in the Scielo, ScienceDirect, and Google Scholar databases using Boolean combinations. Seventeen studies were selected that met the inclusion criteria defined through the PICOS model, focusing on experiences, institutional barriers, technological resources, psychoemotional factors, educational inclusion, and digital competencies. Results: The qualitative synthesis allowed us to identify five emerging dimensions: deficiencies in teacher training for the virtual environment, weaknesses in student self-regulation, lack of inclusive pedagogical models, structural technological inequalities, and limited emotional integration in remote teaching. Discussion: However, a significant lack of studies was observed that address in-depth the development of self-regulation skills in students of demanding programs, such as Chemical Sciences. Conclusion: The need to build a comprehensive pedagogical model based on self-regulation strategies that promote autonomy, resilience, and academic success in e-learning environments is supported.
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