The use of e-learning and teacher satisfaction in university education: a literature review
Keywords:
E-learning, teacher satisfaction, university education, digital skills, educational technologiesAbstract
This article addresses the importance of e-learning in higher education and its relationship with teacher satisfaction, a key aspect for ensuring educational quality and the professional well-being of faculty. The main objective was to conduct a systematic literature review integrating international evidence on how the adoption of digital tools and advanced technologies, including artificial intelligence, impacts the teaching experience and pedagogical effectiveness. The methodology employed was a qualitative-descriptive approach, searching for studies published between 2014 and 2025 in recognized academic databases, applying rigorous inclusion criteria focused on e-learning, digital competencies, and teacher satisfaction. The selected studies were analyzed using thematic categorization, organizing the findings into factors related to the use of e-learning, determinants of professional satisfaction, and the interaction between technology and perceived educational effectiveness. Among the main findings, it is highlighted that teacher satisfaction depends on perceived autonomy, technological preparedness, workload, interaction with students, and institutional support. Furthermore, the review demonstrates that the relationship between e-learning and satisfaction is bidirectional: the effective adoption of technologies reinforces teacher motivation and well-being, while a positive attitude toward online teaching promotes the creative implementation of digital platforms. Finally, the review highlights the need for comprehensive institutional policies that strengthen digital skills, provide pedagogical support, and continuously evaluate satisfaction, thereby consolidating effective learning environments adapted to the digital age.
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