Identifying Challenges in Quality Assurance Assessment of E-Learning in Iran’s Higher Education System

Document Type : Original Article

Authors

1 Tehran

2 University of Tehran

3 دانشگاه تهران

4 Islamic Azad University, Ardabil Branch

Abstract

Introduction and Aim: E-learning, as one of the most significant achievements of digital transformation, offers an unparalleled capacity to overcome the limitations of face-to-face education and foster educational equity within the higher education system. However, the sustainability and effectiveness of this model are profoundly dependent on the establishment of robust mechanisms for “e-learning quality assurance assessment.” This study aimed to systematically identify the existing challenges in this domain and provide a precise overview of the factors influencing the quality of e-learning within Iran’s higher education system.
Methodology: This qualitative study employed content analysis with a thematic analysis approach. Participants comprised 20 managers, faculty members, and experts in educational management and higher education planning from the University of Tehran, selected through theoretical sampling complemented by the snowball technique. Data derived from semi-structured in-depth interviews were analyzed using open, axial, and selective coding processes.
Findings: The data analysis yielded the identification of 43 initial codes, 8 secondary codes, and 3 main categories. These categories encompass “educational” challenges (which include weaknesses in instructional competencies, educational content, and assessment processes, “technical and structural” challenges (arising from deficiencies in technological infrastructure and a lack of technical skills among users), and “organizational and managerial” challenges (related to shortcomings in policymaking, planning, management, and leadership). Collectively, these three categories delineate the key impediments to e-learning quality assurance assessment.
Conclusion: The findings indicate that the challenges in e-learning quality assurance assessment possess diverse managerial, organizational, and educational dimensions. Addressing these obstacles and developing comprehensive plans for their resolution is an undeniable necessity for enhancing the quality of higher education in the e-learning context and bolstering public trust in this educational modality.

Keywords

Main Subjects

References

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Applied Educational Leadership
Volume 7, Issue 2
July 2026
Pages 60-76

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History

  • Receive Date: 12 June 2025
  • Revise Date: 23 December 2025
  • Accept Date: 23 December 2025

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