Mutseta, Elliot Munyaradzi2026-11-052026-11-052025https://hdl.handle.net/10566/25761This study investigated the use of e-learning in TVET colleges in the Western Cape, South Africa, using the UTAUT framework. A correlation analysis, including Pearson, Kendall’s tau-b, and Spearman’s rho, revealed several significant relationships among the constructs. In this study, performance expectancy demonstrated strong positive correlations with social influence (r = 0.539, τ = 0.421, ρ = 0.530, p < 0.01) and attitude toward e-learning (r = 0.568, τ = 0.420, ρ = 0.535, p < 0.01), indicating that students who perceive e-learning as useful also report more positive attitudes and are influenced by peers. The study noted that effort expectancy was positively associated with facilitating conditions (r = 0.430, τ = 0.260, ρ = 0.279, p < 0.01) but negatively correlated with social influence (r = –0.173, τ = –0.220, ρ = –0.261, p < 0.05), suggesting that ease of use is supported by institutional resources but reduces reliance on social encouragement. Social influence also positively correlated with attitude (r = 0.383, τ = 0.278, ρ = 0.370, p < 0.01), highlighting its role in shaping learner perceptions. Hence, facilitating conditions showed a weak positive correlation with behavioural intention (r = 0.222, p < 0.01), yet other constructs did not significantly predict intention to use e-learning. These findings imply that while perceived usefulness, social influence, and institutional support strongly shape attitudes, they do not automatically lead to higher behavioural intention. The results provide practical insights for policymakers, educators, and administrators to enhance e-learning adoption by focusing on improving support structures and leveraging social influence to encourage consistent engagement among students.enAttitudebehaviouralfactorse-learningacceptanceThesis