This study aims to investigate the social dimension factors related to the sustainability of e-learning during the COVID-19 pandemic. Drawn from the sustainable development literature, the study investigated the perspectives expressed by Twitter users by collecting 13,975 tweets on e-learning in six GCC countries. The empirical dataset based on Tweeter platform is collected in the days after the official statements given by the ministries of education of GCC nations in regard to the complete shift from the ordinary education to the elearning system and the mechanisms by which the final exams for the second 2020 semester would be conducted in light of the COVID-19 pandemic. The empirical text data were analysed qualitatively by using the MAXQDA application. The data analysis revealed that e-learning sustainability is influenced by eleven social dimension factors. The study incorporates four social pillars (i.e., social capital, social infrastructure, social justice and equity, and engaged governance) to modelling the social dimension factors of the elearning sustainability. The research model of the social sustainability of e-learning represents a novel contribution that advances the literature of social sustainability. The findings of this study can help educational policymakers and practitioners in finding potential opportunities to develop the social sustainability of e-learning during a pandemic.