Bormann, UteRahman, AbdurAbdurRahman2025-03-182025-03-182025-02-10https://media.suub.uni-bremen.de/handle/elib/880210.26092/elib/3698This qualitative study explored the use of technology in teaching and the future of e-learning at German universities after the COVID-19 pandemic. Based on a case study design involving purposive sampling, 10 bachelor's and master's students from seven German universities were interviewed to assess their experience with e-learning, hybrid models of learning, and conventional learning. Results showed that students' preferences depend on the particular strengths and weaknesses of every model. Direct contact is facilitated through traditional learning, whereas e-learning facilitates flexibility, convenience, and variability, which are applicable in the pandemic situation. The hasty shift towards online learning amid the COVID-19 pandemic accentuated the application of e-learning in ensuring that education goes on during a crisis and accelerated its implementation. Students recognized technology's potential to revolutionize higher education by new methods, although digital divides and participation gaps are still issues. Hybrid models proved to be a middle option, balancing flexibility with face-to-face contact. The study points out that technological innovation and global disruptions like pandemics are key drivers of e-learning's growth, suggesting its greater role in future education systems. However, it provokes further inquiry into long-term impact, fairness of access, and pedagogy to ensure maximum hybrid and online learning settings for inclusivity and quality within evolving educational settings.enCC BY 4.0 (Attribution)https://creativecommons.org/licenses/by/4.0/E-learning usageEducation and Training System600Dissertationurn:nbn:de:gbv:46-elib88022