Priority of Approaches: E-Learning Method for Multi-Generational Civil Servants

Abstract

The increasing diversity of generations within the civil service workforce creates challenges in selecting e-learning approaches that accommodate differences in technological capabilities, learning preferences, and competency development needs. This study aims to determine the priority of e-learning approaches for competency development among multigenerational civil servants at the National Institute of Public Administration, identify the relative importance of decision criteria and actors, and provide a decision-making framework for e-learning selection. A quantitative approach was employed using the Analytical Hierarchy Process (AHP). Primary data were collected through pairwise comparison questionnaires from five purposively selected experts representing academic, practitioner, and managerial perspectives. Expert judgments were aggregated using the geometric mean, with consistency assessed through the consistency ratio. The results show that policy and content quality were the highest-priority criteria, both with a weight of 0.3012. The participant was the highest-priority actor (0.3778), while synchronous e-learning ranked first among alternatives (0.5599), followed by asynchronous e-learning (0.2968) and MOOC (0.1433). The findings indicate that synchronous e-learning should be prioritized while considering policy, content quality, digital capability, infrastructure, and actor involvement.