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The present research paper aims to identify the level of creative leadership among university leaders in Riyadh, Saudi Arabia and its relationship to their thinking styles. It also reveals the differences between the level of creative leadership and thinking styles according to university type (public or private) and gender. Moreover, it adopted the analytical descriptive method. The sample comprised (60) university leaders. The field data was collected using the creative leadership scale and thinking styles scale. The results indicated a high level of creative leadership among educational university leaders in Riyadh. In terms of the thinking styles, the realist, pragmatist, idealistic, analyst, and synthesis were ranked first, second, third, fourth, and fifth, respectively. Moreover, there were statistically significant differences between the mean ranks of the participants on the flexibility domain according to university type (public or private) favoring educational leaders in public universities. There were no statistically significant differences among the other domains and total score of the creative leadership scale, as well as among the total score and domains of thinking styles scale according to university type (public or private) and gender.

This study aimed to examine the factors influencing the behavioral intent of faculty members to use augmented reality (AR) technologies to support student learning. The Technology Acceptance Model (TAM), the Unified Theory of Acceptance and Use of Technology (UTAUT), and the Theory of Planned Behavior (TPB) were adopted as the theoretical framework for the study. The study involved 326 faculty members from four universities in Saudi Arabia. Data were collected through an online survey that included measurements of the constructs of interest. Results indicated that teachers' perceived usefulness, perceived ease of use, attitudes toward technology, perceived behavioral control, social norms, and resource availability had significant positive effects on their behavioral intent to use AR technologies. Additionally, mediation analyses revealed that teachers' perceived benefits and confidence in using AR technologies, as well as support from the teaching community and institution, mediated the relationship between the independent variables and their behavioral intention to use AR technologies. These findings have important implications for the implementation of AR technologies in educational institutions and underscore the need to provide teachers with training and resources to increase their confidence and perceived benefits of using AR technologies. [ABSTRACT FROM AUTHOR]

This paper demonstrates the potential of Saudi schools for technology leadership provided by Learning Resource Centres (LRCs) to enhance the formation of a technology-motivated educational environment. Using the grounded theory methodology and the CBAM stages of concern and levels of use this study sheds light on Saudi LRCs and their leadership role within the framework of the ongoing ICT-related education reform. From the interviews of the participants in the training programme at Northern Borders University, Saudi Arabia, it is found that Saudi schools require standardized technology leadership to implement standardized uses of technology via networked LRCs. The Saudi teachers with little knowledge of technology can use LRCs.

The aim of the study is to identify the most commonly used personalized learning strategies in higher education in Saudi Arabia and explore the conditions for effective implementation of these strategies. In this study, a mixed-methods approach was employed, which involved conducting a survey of 390 students and conducting interviews with 18 students across three universities in Saudi Arabia. The findings reveal that the most commonly used personalized learning strategies are tailoring instruction to individual needs and preferences, providing one-on-one support and guidance, and allowing for student choice and autonomy. Flexible pacing and learner agency were also identified as important strategies, while adaptive assessment was found to be the least commonly used strategy. The study suggests that adequate resources, training and support, collaboration and communication, flexibility and adaptability, assessment and feedback, and clear goals and expectations are necessary for effective implementation of personalized learning strategies. These findings provide insights into the prerequisites for the successful execution of personalized learning approaches in tertiary education in Saudi Arabia and can serve as a blueprint for formulating impactful policies and practices that improve student-learning results. [ABSTRACT FROM AUTHOR]

This paper examines the effectiveness of using augmented reality (AR) with the ARCS (Attention, Relevance, Confidence, and Satisfaction) framework to improve student performance and motivation in primary schools in Saudi Arabia. A sample of 100 randomly selected primary school pupils from grades 4 to 6 were used in the study, and two motivational and learning use scales were used to collect data. The results of the study indicated that AR implementation using the ARCS framework significantly improved knowledge and motivation among the primary school students. The paper recommends that AR should be adopted in primary schools in Saudi Arabia, specifically for grades 4 to 6, as an effective method of enhancing student learning and motivation. [ABSTRACT FROM AUTHOR]

The integration of technology tools into classrooms is a growing trend worldwide. Research studies indicate that technological tools are crucial in creating an environment in which students play an active role in the learning process. The Saudi Arabia government has heavily invested in the Information and Communication Technology (ICT) field, but is yet to fully benefit from the investment. There are a myriad of enablers and hindrances affecting the successful implementation of ICT in Saudi schools. Successful implementation of ICT can be realised through the promotion of constructivist learning environment. This study utilised mixed methodology approach in collecting data from teachers to evaluate the factors affecting effective ICT implementation in Saudi secondary schools. The factors affecting the practical use of educational technology include lack of management and technical support, time limitations, lack of ICT and pedagogical training, negative attitudes and beliefs towards educational technology, lack of clear policies and strategies on ICT adoption in learning institutions and resistance to change and inadequate technological resources. No single factor is capable of guaranteeing the successful ICT implementation in schools; therefore, a multifaceted approach is needed. [ABSTRACT FROM AUTHOR]

This study was designed to identify various barriers that have hindered the adoption of LMSs in Saudi Arabian universities. Learning management systems (LMSs) have been adopted in many learning institutions because of their functionalities and applications to improve pedagogy. Universities have been encouraged to use LMSs to enhance the collaborative working environment among students and between the students and their instructors. This study was done by administering 150 questionnaires to students in three universities in Saudi Arabia. Findings from the study revealed that the main barriers to the use of LMSs were inadequate technical support by the universities, negative attitude toward technology, and inadequate training on the LMS platforms. Minor barriers identified include poor Internet access and networking, limited infrastructure to support the LMS, lack of hardware and software to run the LMS, and challenges in English language proficiency. [ABSTRACT FROM AUTHOR]