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Due to advances in information and communication technology, e-teaching has become increasingly popular and is in high demand by educational organizations. During the lockdown period of COVID-19 especially, e-teaching provided prior solutions to address the pressing need for monitoring students' learning progress. However, in many developing countries, it is apparent that a wide variety of issues are related to e-teaching adoption. Although the implementation issues associated with e-teaching have been addressed in the existing research literature and in practice for many years, from the available research, the evaluation of e-teaching adoption criteria and ranking using fuzzy theory has been ignored. Therefore, the present research aims to evaluate and rank the criteria for e-teaching adoption through Fuzzy Delphi and Fuzzy TOPSIS. A total of four criteria and twelve sub-criteria for e-teaching adoption were determined based on a systematic literature review and professors' opinions in India. In addition, the Fuzzy Delphi method was employed to finalize the criteria, and the Fuzzy TOPSIS method was employed for ranking the alternatives. The assessment results showed that among the identified alternatives, the "share the technology with other organizations" and "course integration with technology" were the top-ranked alternatives for improving e-teaching adoption. An understanding of these conceptual alternatives can encourage the adoption of e-teaching in educational organizations. [ABSTRACT FROM AUTHOR]