An emerging area of research is the study of factors that influence the use of e-learning systems in higher education. Previous studies have mainly focused on the factors that influence the adoption of learning management systems (LMS) from the student’s point of view, and rarely from the point of view of the university lecturers. Moodle is an open-source LMS that has been used increasingly by the higher education community worldwide in the past few years. The purpose of this study is to investigate the factors that explain the acceptance of Moodle by academic personnel (faculty members) in the Greek higher education system. The convenience sample consists of 85 lecturers from different universities in Greece. All of them reported having used Moodle. Using the technology acceptance model, the correlations between the six latent variables (perceived ease of use, perceived usefulness, behavioral intention to use, perceived self-efficacy, subjective norms, and technology complexity) were examined. Five of the eight hypotheses were supported by variance base structural equation modelling. The total explained variance of the faculty members’ behavioral intention to use Moodle was estimated to be 68.3%. Perceived usefulness and perceived ease of use had a high overall effect. Subjective norms, self-efficacy, and technological complexity influenced the teachers’ intentions to adopt Moodle. This study recommends training as well as technical support for academic personnel. In addition, stakeholders should address these factors to increase usability, awareness of new opportunities for the educational community, accessibility, and the general dissemination of the benefits of learning management systems in education.

The rapid developments in early 2020 with the emergence of COVID-19 have led humanity into unexpected situations with significant implications at all levels. In trying to cope with the urgent need for distance education, the Greek educational community has incorporated various platforms and digital tools previously unknown to most teachers and students. This study uses a mixed research method to capture (a) the frequency of use of a Personal Learning Environment called ‘e-me’ by the teachers before, during, and after the quarantine, and (b) the reasons why some teachers did not use this environment during these three periods. A total of 902 Greek teachers from primary and secondary education participated in this research. The results showed an almost universal non-use of ‘e-me’ before the pandemic and universal usage during the pandemic. Moreover, about 40% of these teachers used this personal learning environment after the pandemic. The main reason for not using this learning environment in the three periods is teachers’ familiarity with the interface of another platform. Implications for educational policy and teacher development programs are discussed.

Despite the growing adoption of generative artificial intelligence (GenAI) tools in higher education, limited research has examined how future educators perceive and use these technologies in their academic practices. This study investigates the practices, perceived benefits, and challenges associated with the use of GenAI tools—such as ChatGPT—among undergraduate students enrolled in programs that confer teaching qualifications. Using a mixed-methods design, data were collected from 314 students from the Early Childhood Education, Philosophy, and Philology departments. The findings indicate that the majority of students use GenAI tools primarily for academic purposes, most commonly for information searching, data analysis, study advice, and exam preparation. Students reported several perceived benefits, including rapid access to information, time efficiency, improved comprehension of complex concepts, enhanced study organization, and support with assignments and research-related tasks such as summarizing or translating academic texts. At the same time, participants expressed notable concerns, particularly regarding over-reliance on AI, reduced personal effort, risks to academic integrity, diminished critical thinking, and weakened research skills. Additional challenges included misinformation, reduced creativity, improper use of AI-generated content, skill underdevelopment, and potential technological dependence. The study concludes that teacher education programs should systematically integrate AI literacy and responsible-use training to prepare future educators to address the pedagogical and ethical implications of GenAI in educational settings.