E-Textbook Utilisation in Saudi High School Classrooms: Teachers’ Perceptions and Practices

Abstract

This mixed-methods study investigated high school teachers' perceptions and practices regarding e-textbook usage in Saudi Arabia as part of broader efforts to integrate technology into education. The study employed a concurrent design, with 422 teachers completing an online survey and eight teachers participating in semi-structured interviews. The survey questionnaire was based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model, which was amended to suit the research aims. Descriptive and inferential analyses examined relationships between model variables. Interviews yielded qualitative insights through thematic analysis. The study found that the current versions of e-textbooks still need to gain the expected level of interactivity and are just copies of printed textbooks. However, teachers now have sufficient awareness of the importance of employing technology in education, especially after their experience in distance education during the COVID-19 pandemic, which changed their work culture and willingness to deal with technology. The study concluded that the majority of Saudi teachers, both male and female, accepted the use of technology in classrooms, including e-textbooks, and that the attributes of teachers, such as age, experience and qualifications, explained some differences between their intention to use the e-textbooks and their actual usage during teaching. The study also found that educational policies did not significantly affect teachers' intentions to use e-textbooks. Still, the school environment played an essential role in teachers' use of e-textbooks. Training was an important factor, with most teachers indicating that the programmes offered were more about how to operate technology than how to use it in education. This knowledge enables the prediction of teachers' intentions and behaviour towards any technology before its approval and distribution. This study contributes to the current body of knowledge by identifying the factors influencing teachers' adoption and use of e-textbooks within the Saudi educational system. It proposed a model that incorporates the attitudes of teachers as well as social influence as significant predictors of whether or not they intend to use e-textbooks. In terms of the Saudi educational system's role in facilitating the adoption of e-textbooks in educational settings, the study also underlines the significance of organisational aspects such as technical support, training and administrative help. Overall, this study contributes to the understanding of the factors that influence the adoption of e-textbooks in the Saudi educational system and provides insights into how to promote their effective use in teaching and learning. The implications of this study can inform policy-makers, educators and other stakeholders about the current status of e-textbook adoption in the Saudi educational system. The study also has implications for teacher training and professional development programmes to enhance teachers' competencies in using digital resources in their teaching. It can help policy-makers develop effective policies and strategies to promote the adoption of e-textbooks in Saudi education.