Factors That Influence Saudi Secondary Teachers’ Acceptance and Use of E-Learning Technologies

  • Ibrahim Zalah

    Student thesis: Doctoral Thesis


    As in many developing countries, the Saudi government is seeking to introduce modern
    technology into its educational system. However, digital technologies are not fully
    accepted and used in Saudi secondary schools, and this thesis was undertaken to
    understand why this is the case and to recommend more effective strategies to assist
    teachers to effectively use e-learning technologies and resources. The Unified Theory
    of Acceptance and Use of Technology (UTAUT) model has been widely used in the
    field of Information Systems to explain technology acceptance and use. However,
    studies that use the UTAUT to test technology acceptance in the field of learning have
    not fully explored developing countries, as most studies have been conducted in Europe
    and the USA. Furthermore, its use has been relatively limited in the field of education;
    and further exploration in this context would raise understanding of the value of the
    UTAUT theory. A proposed revised model with the additional factors of teachers’
    educational experience, education policy, attitudes towards using technology and
    teacher anxiety was designed for the Saudi secondary context to support fuller analysis
    of the acceptance and use of e-learning technologies by teachers; and to include their
    perceptions and practical and affective experiences.
    The study uses mixed methods to investigate e-learning technology acceptance in
    secondary schools in a regional Saudi context characterized by remote mountainous
    areas, rural villages and urban areas. An online survey was conducted among 347 Saudi
    secondary school teachers in the Jazan area of Saudi Arabia, and subsequent interviews
    focused on areas highlighted by the results of the survey. The results revealed that
    performance and effort expectancy, attitudes, and education policy have positive effects
    on teachers’ intention to incorporate e-learning technologies and that anxiety has a
    significant negative effect. These behavioural intentions, facilitating conditions and
    teachers’ educational experience have positive effects on the actual use of e-learning
    technologies. The study also clarifies the state of e-learning in Saudi secondary schools
    and the role played by demographic variables, the school environment and teachers’
    digital literacy.
    The study outcomes will both illuminate regional policy issues in e-learning
    technologies and advance the debate on conceptual understanding of technology
    acceptance in education by refining the UTAUT model to suit the context; leading to a
    deeper understanding of the factors which are barriers to accessing the advantages of
    e-learning technologies in the context of a developing country.
    Date of Award2018
    Original languageEnglish
    Awarding Institution
    • University of Brighton
    SupervisorDeshinder Singh Gill (Supervisor) & Sue Greener (Supervisor)

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