The sudden outbreak of a lethal virus known as the COVID-19 pandemic spotlighted e-learning systems worldwide. That forced instructors and faculty members around the world to try the existing instructional platforms in an attempt to shift toward an effective unprecedented learning system. The present study concentrated on enhancing a specific e-learning system experienced for the first time at the University of Tehran (UT) that faced several difficulties in the development process due to the lack of required readiness in diverse aspects. As a phenomenological approach bordered with a descriptive-interpretive framework, the study targets a group of 2000 faculty members at 35 diverse departments of the UT. Data have gathered from 603 faculty members using voice calls, video calls, and emails and then analyzed and diverged into four fundamental segments: sociocultural readiness, pedagogical readiness, organizational readiness, and technological readiness (SCPOT-R). Our findings indicated some remarkable results that underline the significance and high priority of virtual and electronic learning methods since the expansion of COVID-19 and following physical restrictions.

Objectives: The aim of this study was a multilevel analysis of the factors affecting the professional development of faculty members.s Materials and Methods: The current research is an applied one in terms of purpose and descriptive in terms of survey type. Its population consists of 650 faculty members of Shahid Bahonar University of Kerman in 1398 and the study sample was selected by proportional assignment method consisting of 289 people. The instruments used in this study consist of three researcher-made questionnaires whose validity has been evaluated by structural validity and their reliability has been evaluated by Cronbach's alpha method and composite reliability. For analyzing the collected data descriptive statistics (mean, standard deviation, minimum, maximum, skewness, and elongation) and inferential statistics (multilevel analysis) were used.s Discussion and Conclusions: The results of data analysis and the implementation of statistical tests of multilevel analysis by using HLM software to determine the impact of organizational, managerial, process, individual, and social factors that have been extracted by using theoretical foundations and framework show that per unit change in organizational factors of the second level (faculty), professional development of faculty members change 0.52 units, managerial factors change 0.01 units, process factors change 0.06 units, individual factors change 0.22 units and social factors change 0.08 units. Also, with per unit of change in management factors, the professional development of faculty members changes 0.06 units; with each change in the process factors of professional development of faculty members, it changes 0.15; with per unit of change in individual factors of professional development of faculty members, it changes 0.13 units and finally with per unit of change in social factors of professional development of faculty members, it changes 0.15 units. According to the obtained results, it seems that all the mentioned factors have a significant impact on the professional development of the faculty members; the organizational factors have the most, and managerial factors have the least impact on the professional development of the faculty members.s