Considering the post-COVID-19 pandemic, this study investigates how
faculty members in higher education in Somalia are handling the shift from
traditional classroom instruction to e-learning. The study looks at how factors
like perceived usefulness (PU), attitude (ATT), behavioural intention (BI), and
actual usage (AU) impact lecturers' acceptance of e-learning through the
Technology Acceptance Model (TAM). A descriptive and cross-sectional
design was used in the investigation. The information was gathered by
surveying three hundred and seventy-five (375) lecturers from seven different
Mogadishu universities. The study used a non-random, purposive sample. The
results of the study showed that most of the factors influencing lecturers'
adaptation to e-learning were significant, except for three exogenous
variables: Perceived Teaching Self-Efficacy (PTSE), institutional support for
lecturers (ISL), and digital tool access (DTA). These variables did not
significantly impact perceived usefulness (PU), as their p-values were higher
than 0.05.On the other hand, all the other hypotheses had p-values lower than
0.05, which means that the lecturers in the Benadir region, Somalia, were
satisfied with the e-learning adaptation. To investigate the hypotheses of elearning and digital resource adoption, the study used SPSS 26.0 and
SmartPLS-4's Structural Equation Modeling (SEM). Based on the findings,
the researchers advised instructors to receive technology and pedagogy
training and institutions to fund infrastructure development
Keywords: Adaptation, Digital Education, E-Learning, Teaching and Learning.