This study evaluated the quality of LMS-based e-learning in achieving student-teachers' learning objectives at Farhangian University during the Third Imposed War crisis. This applied, descriptive-analytical survey included all student-teachers and instructors at Farhangian University of Tehran Province in the second semester of 2025–2026. Due to access limitations, non-random stratified sampling (based on role and campus) with an electronic convenience approach yielded 313 valid questionnaires.



A researcher-developed 24-item Likert-scale questionnaire was used. Content validity was confirmed via CVR and CVI, and reliability via Cronbach's alpha (students=0.94, instructors=0.885) and composite reliability (CR). Data were analyzed using descriptive statistics and inferential tests (one-sample t-test, Mann-Whitney U) via SPSS 26.



Findings showed that mean e-learning quality from student-teachers' perspective was significantly above the theoretical average (p<0.05). "Instructor performance" scored highest and "LMS capabilities" lowest. Mann-Whitney U test revealed significant perspective differences, with student-teachers evaluating quality more positively than instructors. Field of study and academic semester showed significant differences, while gender did not. Due to non-random sampling, these findings are exploratory. Technical infrastructure improvement, enhanced LMS interactivity, increased pedagogical interactions, and instructor professional development in virtual instructional design are recommended for future research.