The Opportunities and Challenges of E-Learning among University EFL Students in Afghanistan Following the 2021 transition

Despite significant global advancements in e-learning research, particularly in pedagogical approaches, technology integration, and instructional design, a critical gap remains concerning specific populations and contexts in underrepresented regions such as Afghanistan. Employing a mixed-methods research design, this study investigated the opportunities and limitations of e-learning among Afghan EFL students (N = 277) across different English proficiency levels via a questionnaire. Subsequently, thirteen participants were purposively selected for in-depth interviews to gain deeper insights into the status of e-learning. The analysis identified several opportunities and limitations associated with online classrooms. Opportunities included the development of students’ technological competencies and autonomous learning, the facilitation of active participation among introverted learners, and the provision of flexible schedules alongside access to up-to-date resources. Conversely, limitations encompassed issues related to digital access and infrastructure failures, deficiencies in digital literacy and skills, violations of academic integrity, and various environmental factors. The study concludes with implications aimed at assisting policymakers, administrators, and instructors in formulating more effective e-learning policies and creating supportive learning environments.