المجلة الدولية للعلوم والتقنية

As a result of the advances in information and communication technology, E-Learning has been integrated as an essential element in educational settings. Despite its successful implementation, a significant number of E-Learning projects fail to achieve their goals. This has motivated researchers and practitioners to study the reasons for failure and success and the factors that impact E-Learning. This paper attempts to implement the success of E-learning in secondary schools in Libya, by investigate the factors that influence the implementation and development of E-Learning and the most appropriate framework for secondary schools in Libya. The paper adopted a quantitative approach to examine both teachers’ and students’ perceptions of critical factors in secondary schools in Libya. So it was revealed that there are four sets of factors which influence the success of E-Learning in the school education sector. These are: students’ characteristics (computers skills; motivation and attitudes); teachers’ characteristics (attitudes; control of technology and pedagogy and teaching style); technology (quality of technology and effectiveness of infrastructure) and design and content (perceived ease of use and quality of content). The main contribution of this research is that it addresses the success of E-Learning in the schools sector in Libya as this area of research lacks theoretical and empirical studies. In addition, the research proposes a conceptual framework that integrates the critical factors and demographic variables