Abstract:
This study aims to investigate the differences in e-learning adoption among university students in
Indonesia, Albania, Russia, and Kazakhstan and examine the role of cultural dimensions in
explaining these differences. This research draws upon Hofstede’s Cultural Dimensions Theory to
explore the impact of culture on e-learning adoption in diverse global contexts. A cross-sectional
survey was conducted with a sample of university students from the four countries, and the data
were analyzed using structural equation modeling (SEM) and multi-group analysis (MGA)
techniques. The findings reveal significant differences in e-learning adoption among the four
countries, with learner engagement, learning satisfaction, and technology accessibility exhibiting
varying levels of influence on e-learning adoption. The multi-group analysis indicates that cultural
dimensions partially explain these differences, highlighting the importance of considering cultural
factors when examining e-learning adoption in diverse settings. This study fills a gap in crosscultural e-learning research, offering key insights into factors shaping students’ adoption of online
platforms worldwide. The findings emphasize the importance of cultural considerations for
educators, policymakers, and e-learning developers in global higher education. This study
contributes to the theoretical understanding of the complex interplay between culture and e-learning
adoption by demonstrating the explanatory power of cultural dimensions.
