Which factors most challenged instructors’ integration of technology in KSA education between 2009 and 2019? A systematic analysis review

Abstract

The introduction of technologies such as E-learning, Learning Management System (LMS), Twitter, Facebook etc. into teaching and learning practices can make the education environment more attractive and active. However, there are some impediments, both external and internal, that influence the use of this technology. As a result, this study attempts to review and analyse studies that have investigated the important internal and external obstacles to faculty members’ use of technology in Saudi education. This study is a systematic analysis review of the relevant literature published between 2009 and 2019. The methodology adopted was the searching of databases. Many databases were searched in order to find the largest number possible of resources and references. Following the criteria established for collecting this data, 16 studies were finally included in the review. The results indicate that a lack of interests and knowledge, and attitudes are the most common internal elements that affect instructors’ use of technology in the Saudi education context, whereas lack of training and time were mentioned as the most common elements that affect instructors use of technology in Saudi education by previous research. This paper discusses the review findings and makes some recommendations.

Determining factors that can influence the understanding and acceptance of advanced technologies in universities' teaching and learning

“…H3 is accepted by the results of this study, which further clearly show that training has a positive influence on the acceptance of the technology, and this corresponds with research conducted by Almaiah et al (2022, Alharbi et al (2019), and Alshehri and Alahmari (2021).…”

“…Based on 16 studies conducted between 2019 and 2022 in the field of intention and acceptance of the use of technology in the field of education in the context of Saudi Arabia which mentioned 33 factors affecting the acceptance as well as the actual intent to be used advanced technologies, which are the study of Khan et al (2021, Almaiah et al (2022), Afandi (2022), Alharbi et al (2021), Chatti andHadoussa (2021), Al-Ghurbani et al (2022), Alsmadi (2020), Alharbi et al (2019), Alammary et al (2021), Al-Shargabi et al (2021, Alshehri and Alahmari (2021), Binyamin et al (2019), Badwelan and Bahaddad (2021), and Alkhaldi et al (2021).…”

Development of a holistic approach framework for e-learning adoption decision-making in Saudi Arabian universities

“…[90] 2019 A study by Ibrahim, Mohamed, Aldhafeeri and Alqdah [90] indicated that a lack of motivation, time and training were the essential factors that prevented educators' use of the Blackboard system at the university. Training, Time as policy, equipment, technical issues, administrative support, attitude to towards changes, knowledge, skills, interests, motivations, pedagogical issues, English skills, workload, inancial issues, IT resources [33] 2019…”

“…The study by Alharbi [33] indicate a lack of training and a lack of time were the major factors that delayed the use of Technology by educators in Saudi institutions, and other factors assisted a negative effect in technology educators in Saudi institutions as policy, equipment, technical issues, administrative support, attitude to towards changes, knowledge, skills, interests, motivations, pedagogical issues, English skills, workload, inancial issues, IT resources. Content quality system navigation, ease of access, system interactivity, instructional assessment system learnability learning support instructional assessment ease of use [34] 2019 the results revealed that perceived ease of use is affected by six factors (content quality, system navigation, ease of access, system interactivity, instructional assessment and system learnability).…”

“…In developing countries as the Kingdom of Saudi Arabia (KSA), the Ministry of Education has spent heavily on introducing Technology into education, and it has encouraged its use among Saudi education environments. Despite the effort made by the Saudi government, the level of use of Technology in education is still low [32,33,34,35,36,37]. According to a study by Alharbi and Alotebi [32] stated the low Adoption might be due to may be due to a variety of challenges that affect educators and faculty members' use of Technology in an educational setting.…”