This study investigates the barriers affecting teacher performance in e-learning within public universities in Pakistan, aiming to propose solutions aligned with Sustainable Development Goal 2030. The research uses qualitative methods, interviewing nine participants to uncover internal (motivation, teaching methods, assessment) and external (technical assistance, financial crises) barriers. Recommendations include investing in technical infrastructure, collaborating with policymakers and developers, and prioritizing technology integration. These suggestions aim to promote inclusive and quality education, leveraging technology for improved outcomes. By addressing these barriers, universities can contribute to universal access to education and empower learners in the digital age. Strategic investments and collaborative efforts are vital to advancing educational equity and lifelong learning.This study investigates the barriers affecting teacher performance in e-learning within public universities in Pakistan, aiming to propose solutions aligned with Sustainable Development Goal 2030. The research uses qualitative methods, interviewing nine participants to uncover internal (motivation, teaching methods, assessment) and external (technical assistance, financial crises) barriers. Recommendations include investing in technical infrastructure, collaborating with policymakers and developers, and prioritizing technology integration. These suggestions aim to promote inclusive and quality education, leveraging technology for improved outcomes. By addressing these barriers, universities can contribute to universal access to education and empower learners in the digital age. Strategic investments and collaborative efforts are vital to advancing educational equity and lifelong learning.