Validation of the Electronic Education Model of the Elementary School in Iraq

Abstract

Purpose: The overall objective of this study was to validate the primary e-learning model in Iraq.   Methodology: This study was conducted using a descriptive survey method. The statistical population included all primary school teachers and administrators in Iraq, of whom 381 were selected through a quota sampling method to participate in the study. The research tool was the e-learning model questionnaire with 152 items on a five-point Likert scale. The data were analyzed using confirmatory factor analysis and structural equation modeling.   Findings: The e-learning model included 15 main categories and 31 subcategories, all of which had a favorable fit. Key factors included moving towards change in educational services, changing needs of the target community, and the digitalization of the world were identified as causal conditions. Also, changes in the nature of knowledge, social justice discourse, and unpredictability were identified as intervening factors, and infrastructure and support systems were identified as contextual factors. System development strategies and learning space management were also introduced as effective strategies. Individual, organizational, and social outcomes were the results of implementing e-learning.   Conclusion: The research findings showed that the e-learning model for primary education in Iraq has good validity and fit. This model can be used as an effective framework for improving the education process in the Iraqi education system and has significant positive effects on individual, organizational, and social performance. Improving infrastructure, increasing digital literacy, and adapting to technological changes are essential for the successful implementation of e-learning.