Abstract

This article examines the barriers and factors influencing students’ resistance to the continued use of e-learning. The study draws on the perceptions and experiences of fifteen students and five teachers from the Polydisciplinary Faculty of Taroudant city in Morocco and adopts a qualitative approach, specifically, an interpretative phenomenological analysis (IPA), to explore the participants’ lived experiences. Semi-structured interviews were used to collect primary data and understand students’ perspectives on barriers and obstacles to the adoption of e-learning in higher education. The results are categorized into two main themes: barriers to e-learning adoption and improvements in adoption and acceptance. Students frequently cite usage, tradition, value, and individual barriers as the main obstacles to e-learning adoption. The practical implications of this study highlight the untapped potential of e-learning in Morocco. Higher education institutions can benefit from understanding the perspectives of students and teachers to improve their systems and attract and retain national and international students.