Enhancing E-Learning Readiness among Aboriginal Learners in the Digital Age

Abstract

In the evolving digital education landscape, understanding the readiness of Aboriginal learners for e-learning is vital for fostering inclusive and effective learning environments. This study explores key factors influencing e-learning readiness among Aboriginal learners through semi-structured interviews with seven educators experienced in teaching Aboriginal learners. Using the Unified Theory of Acceptance and Use of Technology (UTAUT) as a guiding framework, the educators identified five key dimensions essential for enhancing Aboriginal students' e-learning readiness: course design, course communication, time management, technical competence, and institutional readiness. They further underscored the need for culturally relevant content, adaptable learning schedules, inclusive communication strategies, and robust institutional support to effectively address the socio-cultural and technological challenges faced by Aboriginal learners. The findings underscore the need for a holistic and culturally sensitive approach to e-learning, involving community engagement, professional development for educators, and improved digital infrastructure. Recommendations include increasing funding for technology access, enhancing educators training in cultural responsiveness, and integrating Indigenous perspectives into curriculum design. This study contributes to advancing educational equity by identifying key factors and offering practical strategies to enhance e-learning readiness among Aboriginal learners in the digital age.