<![CDATA[This study analyzes and examines the important factors influencing the sustainable use of e-learning by students in higher education during the COVID-19 pandemic. Currently studies in the field of e-learning focus on the technical aspects of information technology and give limited consideration to social and student-related factors. However, evaluating the critical factors influencing student satisfaction and their intention to use e-learning from a multidimensional perspective can provide an in-depth understanding that can help improve and develop an effective online learning environment. Therefore, this study attempts to provide a validated conceptual framework that integrates social cognitive theory, expectation confirmation theory, and DeLone and McLean's IS success model to analyze the impact of various factors on student satisfaction and their intention to use e-learning during the COVID-19 pandemic. . The sample of this study were students who were given online questionnaires. As a result, there are three hypotheses that are not supported. Neither self-efficacy nor satisfaction affected personal outcome expectations, although previous experience and social influences did show that the COVID-19 pandemic significantly affected students. These findings have practical implications for education developers, policy makers, and practitioners who wish to develop effective strategies for and increase the use of e-learning during COVID-19.]]>
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