This study aims to develop a model to examine the influence of excessive mobile application (app) texting on technostress and academic writing skills in the Arabic language among undergraduates in higher education. In this study, the person-technology (P-T) fit model was used as a means of exploring the effect of excessive mobile app texting on students' levels of technostress and the influence of these factors on their academic writing skills. The sample was comprised of 235 undergraduate students who were selected by random sampling. The study proposed a model comprised of several factors that assist in answering the study questions. These factors are the following: 'excessive mobile apps texting', 'technooverload', 'techno-invasion', 'techno-complexity', 'accuracy', 'clarity', 'cohesiveness', and 'vocabulary'. A developed questionnaire was employed as the main data collection method to obtain relevant information regarding excessive mobile app texting, mobile technostress, and students' academic writing skills. A quantitative research method via structural equation modeling (SEM) was used to analyze the data. The results showed that excessive mobile app texting and mobile technostress, including techno-overload, techno-invasion, and techno-complexity, have negative influences (through both direct and indirect effects) on students' academic writing skills, including accuracy, clarity, cohesiveness, and vocabulary. Several pedagogical and technical implications are suggested at the end of this study.

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Mobile learning and its influence on improving learning outcomes are among the recent trends in education. This study investigates the factors impacting teachers’ intentions to use (and their usage of) the ‘I Read Arabic’ (IRA) digital platform for teaching literacy. By utilising the unified theory of acceptance and use of technology (UTAUT2) model, seven factors were explored in terms of their predictions of behavioural intention and actual use of the IRA digital platform. A determined sample size of 285 Arabic teachers teaching grades K–6 in Saudi Arabia participated in this study. A mixed-method approach, using a survey questionnaire and semi-structured interviews, was conducted to collect data. Structural equation modelling and thematic analysis were used to analyse the data. The quantitative results indicated that hedonic motivation, habit, effort expectancy, performance expectancy, and price value were significant predictors of teachers’ behavioural intention to use the IRA digital platform for teaching literacy. Teachers’ usage of the IRA digital platform was shown to be significantly influenced by behavioural intention and facilitating conditions. The qualitative results yielded two main themes: the advantages and challenges of using the IRA digital platform. Several useful implications are suggested for teachers, school leaders, and education policy makers to sustain digital learning in Saudi Arabia’s post-pandemic educational system.

This study explores the factors affecting the early literacy learning spaces of young children in home environments in Saudi Arabia from mothers’ perspectives. A qualitative research methodology was used. In-depth and semi-structured interviews with 15 mothers of young children (2–5 years old) were conducted. A coding approach was used to analyze the qualitative data, which revealed three themes: (1) direct factors that influence the early literacy learning space at home, (2) indirect factors that influence the early literacy learning space at home, and (3) challenges in creating early literacy learning spaces at home. Several pedagogical implications are suggested at the end of this study that could be useful to parents and caregivers who want to support and improve their children’s early literacy learning spaces.