## 6 Conclusions
In contrast, when students encountered difficulties in navigating the platform or accessing course materials, their assessment of the quality of the e-learning significantly declined, indicating that a user-centric and seamless design is crucial for fostering a favorable learning experience. Ultimately, the findings underscore the importance of content accessibility in shaping students' perceptions of e-learning quality, suggesting that educational institutions should prioritize user-friendly design and resource availability to enhance overall learning outcomes. The analysis of hypothesis H3a indicated a clear positive correlation between the self-reported levels of technological competence of the students and their evaluations of the quality of e-learning courses. Participants who demonstrated greater familiarity with various digital tools and platforms expressed greater confidence and comfort in engaging with e-learning materials, which, in turn, influenced their general perception of the instructional quality. Those adept at information technology not only reported a more positive experience regarding the functionality and interactivity of the e-learning environment, but also articulated that their skills allowed them to utilize the available resources more effectively, facilitating deeper learning. Furthermore, the data suggest that technologically savvy students were more likely to appreciate the innovative aspects of e-learning, such as interactive elements and multimedia content, since they could use these tools to enhance their educational experience. In contrast, students with lower technological proficiency often faced challenges that led to frustration, resulting in more critical assessments of e-learning quality. Therefore, the findings reinforce the idea that enhancing students' information technology skills could play a significant role in improving their perceptions of the quality of e-learning and, ultimately, their learning outcomes. The realization of hypothesis H3b, which posits that students who have more resources for participating in e-learning will evaluate the quality of these classes more positively, was supported by the findings of the study. Data analysis revealed a significant positive correlation between the availability of essential resources--such as reliable internet access, appropriate technological devices, and a conducive learning environment--and the students' assessments of e-learning quality. Students who reported having consistent and high-quality internet connections, as well as access to laptops or tablets, expressed greater satisfaction with the e-learning courses, highlighting their ability to engage with the content without interruptions or technical difficulties. This suggests that the presence of adequate resources not only enhances the technical aspects of e-learning, but also fosters a more immersive and productive educational experience. Consequently, the results indicate that institutions should prioritize ensuring that all students have access to the necessary resources to optimize their learning experiences, as such access is directly linked to their perceptions of quality in e-learning offerings. In the case of H4,the analysis indicated a clear positive relationship between the integration of cutting-edge educational technologies and pedagogical approaches--such as interactive multimedia, gamification, and personalized learning platforms--and students' evaluations of course quality. Participants who reported experiencing a variety of innovative e-learning tools expressed significantly higher satisfaction levels, attributing their positive assessments to the engaging nature of these solutions and their effectiveness in facilitating a deeper understanding of the course material.