Abstract
This study delves into the intricate realm of evaluating and refining e-learning practices, drawing upon insights from esteemed higher education professionals. Through a qualitative lens rooted in phenomenology, the research engages in semi-structured interviews with 30 faculty members from seven public universities in Tehran, ensuring theoretical saturation. Employing inductive content analysis, the data examination unveils three core categories of challenges: educational assessment, research evaluation, and university services. Emphasizing the significance of internal task performance, adaptability to dynamic environments, and external institutional promotion, the study advocates for the development of a comprehensive evaluation model and tools to uphold program quality, efficiency, and effectiveness. Against the backdrop of the COVID-19 pandemic, the research highlights the pressing need for Iranian higher education to bolster productivity through strategic resource allocation across education, research, services, and human capital development domains. Such efforts are pivotal in shaping a more prosperous future and bolstering societal scientific and cultural standing.
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