The COVID-19 pandemic has had a thought-provoking impact on the Sustainable Development Goals (SDGs) that were approved by United Nations in the year 2015. Therefore, taking this very consideration forward, this study primarily explores the impact of COVID-19, particularly on the SDG number 4, i.e., education. Due to the COVID-19 contagion, given the unusual and never been experienced circumstances, educational institutions all over the world have been forced to establish their e-learning systems practically overnight. For this purpose, we collected the relevant data from middle school students, by using a technique known as convenience sampling. Furthermore, moving on in the same context, we also developed an integrated model with five dimensions, i.e., Learner, Design, Technology, Instructor, and Environment, in order to gauge this relationship in further detail. The empirical findings of the step-wise multiple regression analysis revealed that the learners’ attitude towards the computer, learners’ internet self-efficacy, usefulness, instructors’ response timelines, and the instructors’ attitude towards e-learning, positively and significantly tend to affect the middle school student's satisfaction with online. Whereas, learners’ computer anxiety, ease of use, system availability, internet availability, learning climate, and interactions negatively affects the middle school students’ satisfaction. These results imply that developing countries could possibly achieve goal number 4 (Education) of the Sustainable Development Goals, by improving the learner satisfaction, and further strengthening the implementation of their E-Learning practices.

This study explores how new communication technology is implemented in education by mainly focusing on the teacher’s role. With a questionnaire and interview surveys, the analytic hierarchy process (AHP) was carried out to understand the factors that affect implementing new communication technology in education. New technologies such as the fifth-generation (5G) technology contribute to the realization of ubiquitous and effective learning. Effective adoption of this technology for education is pedagogically based on teachers’ capability and determination to improve students’ learning activities. The results indicate that teachers and students prefer traditional teaching methods to the new technological methods, with a high weight recorded for the “maintaining the traditional teaching tools” criteria in the solution layer. The importance of the criteria layer shows that there are possibilities of implementing new technologies into education with appropriate support. When considering teachers’ effort, time spent, and resources used to prepare adequate materials, teachers are hesitant about using new technology. However, support helps to implement new communication technology successfully into education, especially teaching. Even with the many advantages of new technology, such as 5G, its problems prohibit teachers from actively using new technology. To provide a basic understanding of how to encourage teachers to successfully implement new technology into education, especially teaching, the results of this study help promote the applications used for sustainable education to narrow the educational divide.