THE SUSTAINABILITY OF E-LEARNING IN HIGHER EDUCATION
DOI:
https://doi.org/10.52326/jss.utm.2024.7(3).07Keywords:
e-learning, sustainability, e-learning strategies, computer science disciplines, pedagogical model, post-experimental evaluation, academic performanceAbstract
The present study examines the sustainability of e-learning strategies integrated into higher education, with a particular focus on computer science disciplines. As part of a pedagogical experiment conducted at the Technical University of Moldova (TUM), 259 students were evaluated post-experimentally to analyze the effectiveness and long-term impact of these strategies on academic performance and the development of professional skills. The results demonstrated that the implementation of the e-learning-centered pedagogical model led to significant improvements in students' cognitive, emotional, and behavioral engagement, thus confirming the sustainability and relevance of these instructional methods. The contribution of this study lies in highlighting the academic and scientific value of effectively integrating e-learning strategies into the university educational process, as well as in formulating well-founded recommendations for optimizing e-learning strategies to meet the current demands of higher education.
