Digital learning has often been criticized due to its lack of student engagement, which results from the physical absence of teachers and the lack of direct communication with their students. Critics of digital education have also pointed out that students’ disengagement is a major factor behind this education format’s inability to positively impact all stakeholders. This can be frustrating for the students themselves and may result in poor educational outcomes. Therefore, digital learning is regarded as a temporary arrangement and not a potential replacement for face-to-face education because of shortcomings that can lead to disengagement among students. To test the validity of this belief, we conducted an experimental study on 245 female Kuwaiti students. We trained teachers in the digital education shifting (DES) model. Following this model, we placed emphasis on student–teacher communication, cooperation among students, and enhanced the principles of digital learning. We asked the trained teachers’ students to respond to a self-assessed student engagement checklist survey to measure their engagement during online classes. We found that the students of the experimental group performed better on various parameters of observable and internal engagement compared to control group students. Contrary to general belief, we proved that the innovative DES approach can indeed make digital learning more engaging, effective, and a viable alternative or at least an aligned and integrated form for conventional education in the long run.

This research aims at the development of a framework for designing a proposed admission system in the Saudi universities. This study is based on results of another paper that revealed that the current admission system in the Saudi universities needs to develop. This due to the current system for admission in Saudi universities is not comprehensive, and not relevant. The study recommends applying modern approaches related to DSS (such as; the proposed system) in order to improve the efficiency of the admission system in the Saudi universities.

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This research paper seeks to explore a newly proposed model to assist public educational systems with properly integrating digital technology into their currently practiced teaching and learning processes. Digital learning has been adopted for the past two decades under various forms of internet-based learning, such as online learning, e-learning, blended learning, and hybrid learning. However, those practices and initiatives have encountered many obstacles that crippled educational communities in many parts of the world and prevented them from successfully and sustainably integrating digital learning into their systems. Unfortunately, the crisis of the COVID-19 outbreak has clearly revealed the need for immediate action to find effective methods to ensure the quality implementation of digital learning in K-12 education. Consequently, this paper benefits both individuals and governments with successful and sustainable solutions for K-12 education. This proposed digital education shifting (DES) model was constructed based on several learning theories, mainly the cognitive load theory, constructive learning theory, and connectivism theory. To achieve its objectives, this paper adopts a descriptive method by constructing an open-ended questionnaire to collect experts’ opinions and suggestions on DES. The results revealed high agreement among experts on DES effectiveness.

Structured interviews with teachers in Kuwait indicated that they were well aware of the role of information in learning and teaching activities. Teachers make use of a variety of information sources and keep important information for future use employing different categories and structured folders. They regularly use social media and personal information management tools in their information gathering activities. However, they are not regular in managing their personal collections of information. Teachers reported that they experienced anxiety as a result of fragmentation and information overload and expressed interest in receiving training to enhance their personal information management skills.