Teachers’ Acceptance of Distant Learning the Post-COVID-19 Pandemic: A GETAMEL Point of View on an Integrated Fuzzy DEMATEL and BWM

Higher education institutions (HEIs) have shifted from traditional classrooms to online distance learning due to different lockdowns. This abrupt transition facilitates the continuation of the teaching and learning process among HEIs, notwithstanding the post-COVID-19 pandemic, at the very least, while posing issues regarding individual learners’ values. This article is based on a recently published application of the VETA model, a recently enlarged variant of the widely used UTAUT2. Despite providing critical insights to academics on how to explain the success of online distance learning in terms of individual values through structural equation modeling, the findings may have a few limitations. Motivated by addressing these gaps, this work re-evaluates the nine constructs using fuzzy DEMATEL and BWM. The key findings established the categorical representation of constructs as well as their priority weights, which can provide critical insights into the evolving COVID-19 literature on education, especially informing the design of efforts and indicators to support e-learning strategies during the pandemic.