Converging Paths, Diverging Views: A Comparative Analysis of E-Learning Integration in Iranian and German Universities through Educators' and Learners' Experiences

This study employed a cross-cultural comparative analysis to explore the opportunities and challenges arising from the integration of e-learning through a mixed-methods paradigm, aiming to identify converging paths and diverging views among educators and learners at different universities. The data were collected through convenience sampling from 118 English educators and 204 EFL learners at the IAU, Isfahan Branch, and Freiburg University. Triangulation of three methods, questionnaires, interviews, and observations was utilised through online platforms to increase validity. The data analysed through descriptive showed significant cross-cultural similarities and differences in the experiences of the four groups. Iranian educators valued stress reduction and access to materials as key opportunities, whereas Germans appreciated organisational improvements and evaluative innovations. Both groups of educators acknowledged technological and administrative challenges, while Iranians reported more difficulties. German educators showed a stronger preference for face-to-face instruction and greater resistance to online formats compared to their Iranian counterparts. Iranian learners identified opportunities in areas such as creativity, interaction with instructors, improved technological skills, motivation, and participation, while Germans emphasised access to applications, organisational aspects, and autonomy. Generally, Iranians faced more severe academic, technological, and administrative challenges compared to Germans. Interviews and observations also supported these findings, highlighting the influence of technological, academic, and cultural factors on the integration of e-learning.