Assessing the Implementation of E-learning Policies in General Education Institutions in the Kingdom of Saudi Arabia

Assessing The Implementation of E-Learning Policies in General Education Institutions in the Kingdom of Saudi Arabia Student Name Institutional Affiliation Date Assessing The Implementation of E-Learning Policies in General Education Institutions in the Kingdom of Saudi Arabia Introduction The advancement in digital technology has transformed day-to-day activities. Several industries, including the education sector, are increasingly integrating digital technology into their core operations. Educators are encouraged to incorporate innovative technology in their classrooms. The 21st-century learners are socialized into using digital tools and spend much time playing video games, watching TV, communicating through social media, and texting. Education should adapt to deliver instruction that meets students' needs in the Kingdom of Saudi Arabia (KSA). A new challenge for universities in the Muslim world, including the KSA, is the importance of eLearning policies that facilitate learning in general education institutions (Alkhalaf, Nguyen & Drew, 2010). This research proposal will analyze the implementation of e-learning policies in general education institutions in the KSA context and the implications to the stakeholders. Rationale The study seeks to assess the implementation of e-learning policies in general education for institutions in the Kingdom of Saudi Arabia. Over the years, the Kingdom of Saudi Arabia has experienced technological advancements with the penetration of the Internet, device ownership, and improving digital infrastructure (Saad & Fahim, 2021). Technological advancement has paved the way for the development of e-learning initiatives. In addition to the technological revolution, the Kingdom of Saudi Arabia has been actively pursuing its Vision 2030. The national vision pinpoints human capital development as a significant driver, outlining the need for technology-enabled education and e-learning adoption. Despite the Kingdom of Saudi Arabia actively pursuing educational transformation, research on e-learning policy implementation in general education has remained limited, especially regarding its effectiveness. Aims The primary aim of the study is to critically assess the implementation of e-learning policies in general education institutions in Saudi Arabia. The study seeks to offer a holistic approach to the various multifaceted dimensions of e-learning. It examines the impact of e-learning on learners' achievement, the acceptance among faculty members, and teachers' perceptions in public schools. The holistic approach is critical in allowing a comprehensive view of the impact of e-learning policies. Research Questions The following research questions will guide the research: 1 What is the correlation between e-learning implementation and academic performance for learners? 2 What are the stakeholders' perceptions of the effectiveness of e-learning? 3 What is the faculty's acceptance of e-learning policies? 4 What are the challenges encountered in implementing e-learning policies for educational institutions? 5 How do the current e-learning practices align with the National Transformation 2020 and Vision 2030 goals? Objectives The following are the objectives of the study: * To assess the impact of the policies on student achievement. The study will investigate the correlation between e-learning implementation and the students' academic performance. In particular, the study will identify areas where e-learning has significantly impacted students' achievement. * To analyze the perceptions of stakeholders regarding the effectiveness of e-learning policies. The study will investigate the perceptions of teachers, students, administrators, and policymakers on the effectiveness of e-learning policies. * Examine the faculty's acceptance of the e-learning policies by identifying the factors influencing their acceptance or resistance to e-learning. * To highlight the challenges general educational institutions face in implementing e-learning policies. The study will highlight some significant challenges institutions face in implementing e-learning policies. This will be instrumental in identifying how these challenges can be handled. * To investigate how well the current e-learning practices align with the National Transformation 2020 and Vision 2030 goals. This will be critical in aligning future e-learning strategies with the broader national educational agenda. Literature Review The KSA's Vision 2030 seeks to streamline the education system to make the nation a leader in offering opportunities for all through education and training. The education system is expected to align with the market needs while creating economic business opportunities (KSA, 2024). The government intends to continue investing in education and training to equip young people with the skills required. At the forefront of this dream is investing in the development of the education system by refining the national curriculum and training teachers and educational leaders. Unnisa (2014) demonstrates that the KSA has invested heavily in e-learning. Universities are taking advantage of technological developments like using Blackboard as a learning management system. Unisa (2014) further observes that the KSA education system has undergone incredible growth to ensure that it is more efficient to meet the nation's religious, economic, and social needs and, in the process, eradicate illiteracy. This commitment is demonstrated in the huge budgetary allocations to the education sector. Unisa (2014) attributes the rapid growth of e-learning in the KSA to the high demand for higher education, causing overcrowding and insufficiency of facilities and human resources. Alahmari & Kyei-Blankson (2016) share the same sentiments, indicating that the KSA integrates technological tools into the curriculum to enhance teaching and learning. The KSA wants to be at the forefront of offering ...