Facilitating Conditions and E-Learning Persistence in Bangladeshi Higher Education: Navigating the Post-Pandemic Landscape

Nafisa Tasnim¹, Ripan Chatterjee², Abida Sultana Sanda³, & Farzana Rashid⁴*
¹Department of Business Administration, Port City International University, Bangladesh
²Department of Business Administration, Port City International University, Bangladesh
³Department of Business Administration, Port City International University, Bangladesh
⁴Department of Business Administration, Port City International University, Bangladesh
DOI – http://doi.org/10.37502/IJSMR.2025.8407

Abstract

This study examines the role of facilitating conditions (FC) in shaping learners’ continuance intention (CI) to adopt e-learning platforms in post-pandemic Bangladesh, with a focus on infrastructure, resources, and stakeholder dynamics. Utilizing behavioural data from 321 university students aged 18–34 across 22 Bangladeshi institutions, the research employed a structured, self-administered questionnaire adapted from established frameworks. Data were collected via an online survey distributed through social media over one month. Results revealed that facilitating conditions (FC), effort expectancy (EE), and social influence (SI) significantly and positively influenced learners’ CI, while performance expectancy (PE) showed no notable impact. Additionally, continuance intention strongly predicted actual use behaviour. Critical aspects of FC—such as technological infrastructure, digital content accessibility, network reliability, technical training, and stakeholder collaboration—emerged as pivotal drivers of sustained e-learning adoption. The findings underscore the necessity of addressing systemic and institutional barriers to enhance e-learning sustainability in resource- constrained contexts. By contextualizing the Unified Theory of Acceptance and Use of Technology (UTAUT) within a developing nation’s post-pandemic landscape, this study contributes to broader discourse on technology adoption, offering actionable insights for policymakers and educators to optimize e-learning ecosystems through strengthened facilitating conditions.

Keywords: Facilitating Conditions, Continuance Intention, E-Learning, Digital Infrastructure, UTAUT Framework

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