READINESS AND ATTITUDE OF PUPIL TEACHERS TOWARDS E-LEARNING IN RELATION TO THEIR GENDER, LOCALITY AND SOCIO ECONOMIC STATUS

Abstract

E-learning has become an integral part of education, especially in the face of challenges posed by the COVID-19 pandemic (Al-Hunaiyyan et al., 2021). The prevailing condition of the coronavirus disease pandemic has necessitated a shift to online education technologies. It becomes crucial to understand the problems and challenges faced by pupil teachers in adapting to online education technologies (Brouwer et al., 2013). However, the use of these technologies presents challenges and potential problems that need to be mitigated. Understanding the challenges and potential problems faced by pupil teachers in adapting to online education technologies is crucial to developing strategies and support systems to enhance their readiness and attitude towards e-learning. In the present day, career options are declining for those who haven‟t furthered or broadened their education. In furthering or broadening education, students can acquire a broad range of skills that can qualify students for a wider range of career choices in different fields which offer more room for advancement. So, the study encompasses the significance of the pupil teachers' readiness and attitude towards e-learning to keep track of academic performances and how it is affecting society. The benefits of this research are to become a reference material for readers as well as an evaluation material that can immediately find solutions to minimize the problems faced by students while using this e-learning system. So that in the future electronic learning will be even better and learning outcomes can be achieved maximally. The study is focused on the readiness and the attitude of the pupil teachers towards e-learning in relation to their gender, locality and socio-economic status.