Document Type : Original Research Paper
Authors
1 Department of Educational Sciences,Faculty of Humanities, Ardabil Branch, Islamic Azad University, Ardebil, Iran
2 Faculty member of Payame Noor University
Abstract
Background and Objectives: With the advancement of digital technologies and the emergence of new tools, the education system has undergone fundamental changes, and in the meantime, electronic education has become one of the essential pillars of this transformation. As the pioneer of these changes, higher education plays a pivotal role in developing human resources skills and advancing societies. The role of higher education instructors in this transformation has changed significantly. They are no longer merely transmitters of knowledge but facilitators of the learning process and guides for creating knowledge through active student participation. To adapt to the changes of this era, higher education instructors need to review their teaching skills, requirements, approaches, and methods. Undoubtedly, empowering university professors and equipping them with the necessary knowledge and skills will not only improve the quality of education but will also have a direct impact on the sustainable development of society. Therefore, this research aims to identify and comprehensively analyze the key requirements of higher education instructors in the context of e-learning.
Methods: The present research was conducted using content analysis with a qualitative approach. For this purpose, 16 professors and experts in the field of educational sciences and higher education were selected through semi-structured interviews and purposive sampling. Additionally, 29 articles and six books were reviewed using purposive sampling and note-taking from credible resources from 2000 to 2025. The content analysis method proposed by Graneheim and Lundman was used to analyze the data, and Lincoln and Guba's criteria were used to assess the validity and reliability of the study.
Findings: The results of this study identified seven essential components as key requirements for e-learning instructors, which are: Personal requirements (Personal traits, Professional traits), Communication and interaction requirements (Constructive interaction ability, The ability to create motivational and encouraging activities, The ability to manage communications and participation strategies, The ability for grouping and team building), Educational and Professional requirements (Scientific and professional competence, Performance measurement and evaluation capability, Applying educational and learning strategies, Planning and management of e-Learning courses, The ability to enhance and develop the cognitive skills of students), Managerial and Organizational requirements (Support, Access to infrastructure and facilities, Educational policy-making, Empowerment and capability development), Cultural and Legal Requirements (e- learning culture, ethical-legal requirements), Technological Requirements (Technological knowledge, Technological skill), Health and Safety Requirements (Physical and mental health, Ergonomics and occupational health, Health policies).
Conclusion: Research findings indicate that the success of higher education instructors in e-learning environments requires a combination of technical, professional, and personality skills. These results can be the basis for designing professional development programs to enhance the competence of instructors and improve the quality of e-learning in universities. The identified dimensions can help policymakers and instructors to identify the educational needs of professors and increase their ability to cope with the challenges posed by technological advances by continuously updating programs. The proposed framework provides a suitable basis for future research in instructors' evaluation and the development of e-learning systems, and helps to improve the skills and abilities of teachers in this field. It is recommended that macro and micro planning and policies be formulated in a way that, while keeping pace with the rapid changes of the present era, creates a suitable platform for innovation in education and dynamism in academic environments.
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COPYRIGHTS
© 2025 The Author(s). This is an open-access article distributed under the terms and conditions of the Creative Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) (https://creativecommons.org/licenses/by-nc/4.0/)
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