Purpose: In recent years, technology has revolutionized the field of education, offering new opportunities for learning and knowledge acquisition. One such advancement is e-learning, which refers to the use of electronic technologies to deliver educational content and facilitate remote learning experiences. Despite the potential benefits it offers, such as enhanced engagement, interactive learning experiences, and access to a wealth of resources, there seems to be a gap in the adoption and utilization of e-learning tools and platforms by Built Environment students in the University of Botswana. Therefore, the purpose of this study is to assess the factors that affect full adoption of e-learning by built environment students in the University of Botswana. The core research problem is that e-learning has not been fully adopted by built environment students in the University.

Methodology: Data for this study was collected using both primary and secondary sources. Primary source of data for this study was randomly obtained from 150 built environment students from the University of Botswana, Gaborone which was collected using a questionnaire. Secondary sources of data was collected from books, reports and journal articles using the University of Botswana online databases. From the total population of 361 built environment students, a sample size of 150 was determined using a 90% confidence interval with standard error of 10%. This sample size was deemed sufficient to draw meaningful conclusions using probability sampling techniques. The statistical tool employed to analyze the factors that affect the full adoption of e-learning amongst built environment students at the University of Botswana was multiple regression analysis. This technique allowed for the examination of the relationships between various factors and the adoption of e-learning. Statistical Package for Social Science (SPSS) and Microsoft Excel software packages were used to analyze the data which facilitated the organization, manipulation, and interpretation of the results. Various charts were also generated to visually represent the results, enhancing the clarity and comprehension of the findings.

Findings: The study revealed that the factors that cause the lack of full e-learning adoption by built environment students were technological factors (poor internet connectivity), pedagogical factor (different learning styles) and the institutional factor (inadequate student training). The factors that highly had an impact on studentsâ€TM adoption of e- learning were the pedagogical and technological factors. Relevant solutions proposed to address the causes of lack of full adoption of e-learning included incorporating and using different learning styles and having regular e-learning training sessions for students so as to foster the full adoption of e-learning by built environment students in the University of Botswana.

Value of the study: This study is important in that it delivers knowledge on the areas that have not yet been addressed in the existing study of e-learning. This has been achieved through conducting an intensive research on the factors that affect the full adoption of e-learning in the University of Botswana, built environment students. Furthermore, it provides recommendations on how the factors that affect e-learning in the students can be mitigated in order to pave way for full e-learning adoption by the built environment students in the University of Botswana. Henceforth, the study is significant in that it provide the relevant authorities with the necessary information which will assist in decision making and necessary reforms.