Dr Abdulrahman M Al-Zahrani | University of Jeddah (original) (raw)

Papers by Dr Abdulrahman M Al-Zahrani

International Journal of Sustainability in Higher Education, 2024

Purpose This study aims to examine the potential of artificial intelligence (AI) to advance susta... more Purpose
This study aims to examine the potential of artificial intelligence (AI) to advance sustainability practices in universities, focusing on stakeholder perceptions and factors influencing the successful implementation of AI-driven initiatives.

Design/methodology/approach
Using a quantitative approach, a survey was administered to 539 university stakeholders (faculty, staff and students) from universities in Saudi Arabia. The survey measured awareness, perceived effectiveness and the importance of AI applications in energy management, waste reduction, transportation optimization and conservation.

Findings
Stakeholders exhibited moderate familiarity with AI for sustainability, with perceptions varying significantly by gender, university role and awareness level. Positive correlations were found between awareness and perceptions of AI’s effectiveness and importance. Transportation, energy efficiency and waste management emerged as key areas for AI application. Challenges identified include ethical concerns, financial constraints and infrastructure needs.

Originality/value
This research provides novel insights into integrating AI into university sustainability strategies. It highlights stakeholder perspectives, identifies priority areas for AI application and offers practical recommendations for enhancing AI-driven sustainability. The study emphasizes interdisciplinary collaboration and policy development to ensure ethical and effective AI use in higher education.

Education and Information Technologies, 2025

This study examines the adoption, strategies, and challenges of Artificial Intelligence (AI) in h... more This study examines the adoption, strategies, and challenges of Artificial Intelligence (AI) in higher education across the Middle East and North Africa (MENA) region, based on data from 508 participants at 259 institutions across 19 countries. Using a mixed-methods approach, it captures quantitative and qualitative insights into AI integration, barriers, and opportunities for development. Guided by the Technology Acceptance Model (TAM) and Diffusion of Innovations (DOI) theory, the findings reveal key disparities in AI adoption across economic groups, with high-income and lower-middle-income countries demonstrating significantly greater integration in administrative and educational functions. AI adoption is still in early stages for 43.9% of institutions, with Adaptive Learning Platforms (ALP) (29.6%) and AI-enhanced research tools (26.9%) being the most commonly implemented technologies. Barriers, particularly in low-income countries, include financial constraints (17.9%), infrastructure issues (17.1%), and unclear policies. Significant correlations highlight the positive relationship between AI integration in administrative functions and improvements in student support and institutional planning (Spearman’s rho = 0.773 and 0.754, p < 0.001), as well as between AI-driven personalization and student engagement (Spearman’s rho = 0.876, p < 0.001). The study underscores the need for targeted investments, faculty training, policy development, and regional collaboration to accelerate AI adoption and maximize its benefits across MENA higher education institutions.

Abdulrahman M. Al-Zahrani, 2024

This study examines faculty perceptions, awareness, and utilization of Open Educational Resources... more This study examines faculty perceptions, awareness, and utilization of Open Educational Resources (OER) in higher education and identifies barriers hindering their adoption. The research encompasses multiple perspectives, including demographic information, teaching practices involving technology, familiarity and opinions regarding OER, types of OER utilized by faculty, ease of searching for OER, a comparison between open and traditional resources, intentions to use OER in the future, and factors deterring the adoption of OER. The study employed a quantitative approach using an online survey questionnaire to gather data. A random sample of faculty members from the University of Jeddah in Saudi Arabia was recruited (n = 139). Using descriptive and MANOVA tests, the findings highlight a preference for blended teaching styles, significant awareness of OER, ease in searching for OER, and a strong intention to use OER in the future. The results emphasize the importance of addressing concerns related to institutional support, intellectual property policies, recognition of contributions, and creating a supportive environment to enhance faculty engagement with OER. The study implications suggest comprehensive and targeted approaches to support faculty members in adopting and utilizing OER effectively, including promoting gender equity, enhancing ease of adoption, considering workload impact, recognizing differences based on teaching experience, tailoring support based on teaching style, and actively promoting the benefits and opportunities of OER.

humanities and social sciences communications, 2024

The increasing prevalence of Artificial Intelligence (AI) in higher education underscores the nec... more The increasing prevalence of Artificial Intelligence (AI) in higher education underscores the necessity to explore its implications on ethical, social, and educational dynamics within the sector. This study aims to comprehensively investigate the impact of AI on higher education in Saudi Arabia, delving into stakeholders' attitudes, perceptions, and expectations regarding its implementation. The research hones in on key facets of AI in higher education, encompassing its influence on teaching and learning, ethical and social implications, and the anticipated role of AI in the future. Employing a quantitative approach through an online survey questionnaire (N = 1113), this study reveals positive attitudes toward AI in higher education. Stakeholders recognize its potential to enhance teaching and learning, streamline administration, and foster innovation. Emphasis is placed on ethical considerations and guidelines for AI implementation, highlighting the imperative need to address issues such as privacy, security, and bias. Participants envision a future characterized by personalized learning experiences, ethically integrated AI, collaboration, and ongoing support for lifelong learning. Furthermore, the results illuminate the intricate interplay between AI usage, purposes, difficulties, and their impact on attitudes, perceptions, and future implications. Accordingly, the research underscores the necessity for a comprehensive understanding of AI integration, considering not only its technical aspects but also the ethical, social, and educational dimensions. By acknowledging the role of AI uses, AI usage purposes, and addressing associated difficulties, educational stakeholders can work towards harnessing the benefits of AI while ensuring responsible and effective implementation in teaching and learning contexts.

Heliyon, 2024

Despite the wave of enthusiasm for the role of Artificial Intelligence (AI) in reshaping educatio... more Despite the wave of enthusiasm for the role of Artificial Intelligence (AI) in reshaping education, critical voices urge a more tempered approach. This study investigates the less-discussed 'shadows' of AI implementation in educational settings, focusing on potential negatives that may accompany its integration. Through a multi-phased exploration consisting of content analysis and survey research, the study develops and validates a theoretical model that pinpoints several areas of concern. The initial phase, a systematic literature review, yielded 56 relevant studies from which the model was crafted. The subsequent survey with 260 participants from a Saudi Arabian university aimed to validate the model. Findings confirm concerns about human connection, data privacy and security, algorithmic bias, transparency, critical thinking, access equity, ethical issues, teacher development, reliability, and the consequences of AI-generated content. They also highlight correlations between various AI-associated concerns, suggesting intertwined consequences rather than isolated issues. For instance, enhancements in AI transparency could simultaneously support teacher professional development and foster better student outcomes. Furthermore, the study acknowledges the transformative potential of AI but cautions against its unexamined adoption in education. It advocates for comprehensive strategies to maintain human connections, ensure data privacy and security, mitigate biases, enhance system transparency, foster creativity, reduce access disparities, emphasize ethics, prepare teachers, ensure system reliability, and regulate AI-generated content. Such strategies underscore the need for holistic policymaking to leverage AI's benefits while safeguarding against its disadvantages.

Educational technology research and development, 2024

The purpose of this study is to explore the current status of micro-credentialing policies and pr... more The purpose of this study is to explore the current status of micro-credentialing policies and practices in Middle Eastern and North African universities. Using a quantitative approach and a comprehensive questionnaire based on recent work by the Australasian Council on Open, Distance, and e-Learning (as reported by ACODE, Survey of micro-credentialing practice in Australasian universities 2021: An ACODE Whitepaper—October 2021, 2021), the study investigates areas such as standards, policies, adoption rates, integration into the curriculum, credentialing engines, and professional development. The findings indicate that micro-credentialing is still in its early stages in the region, with most universities initiating micro-credentialing within the past four years. The lack of a favorable policy ecosystem and standards for learning design, content, delivery, assessment, sizing, and issuance are identified as significant hindrances to the adoption of micro-credentials. To advance the micro-credential market, the study recommends that stakeholders collaborate and create quality standards, accountability mechanisms, financing strategies, and documentation frameworks that promote interoperability. The study suggests that improving policies for micro-credentials could help legitimize them and promote a more unified vision of micro-credentials as a crucial component of the national educational strategy.

World Journal on Educational Technology: Current Issues, 2024

This study investigates the factors that influence the integration of Artificial Intelligence (AI... more This study investigates the factors that influence the integration of Artificial Intelligence (AI) in design thinking among instructional designers. It explores the perceptions of instructional designers regarding the impact of AI on design thinking and the challenges associated with its integration. The research employs quantitative methodology, utilizing an online survey questionnaire distributed to 152 instructional designers. Descriptive and MANOVA tests are used for analysis. The findings shed light on several influential factors including gender, education level, years of experience, awareness of AI implications, subjective expertise, AI actual integration, and self-confidence. Gender differences are observed, with male instructional designers perceiving a higher impact of AI compared to their female counterparts. Education level plays a significant role, with participants holding bachelor's degrees or PhDs demonstrating a deeper understanding of AI's potential in design thinking. The study concludes that addressing gender differences, enhancing education and awareness, supporting earlycareer professionals, promoting hands-on experience, and building self-confidence is crucial for successful AI integration in design thinking.

IgMin Research - STEM | A Multidisciplinary Open Access Journal, 2024

Th e current study examines the impact of integrating artifi cial intelligence (AI) in higher edu... more Th e current study examines the impact of integrating artifi cial intelligence (AI) in higher education in Saudi Arabia, specifi cally focusing on the roles of university teachers and students' learning outcomes. It investigates the transformation of teaching practices, and the challenges faced by university teachers during AI integration, and identifi es opportunities for collaboration and innovation. A quantitative research method using a survey questionnaire was employed to gather data and inform practical recommendations. Th e fi ndings indicate that university teachers recognize the potential benefi ts of AI in education, but also highlight the need to address challenges for eff ective implementation. Participants perceive AI as a tool that enables more creative and engaging teaching methods, automates tasks, and brings about changes in teaching approaches. Diffi culties in utilizing AI eff ectively and adapting to new teaching methods were identifi ed. AI also off ers opportunities for innovation, collaboration, and creating engaging learning environments. Th ere were slight variations in perspectives based on gender and current role, with female university teachers and teaching assistants/professors perceiving higher impact and opportunities for collaboration and innovation. Participants with higher AI expertise perceived a greater impact of AI and fewer challenges. Th ose who aligned with the educational purposes of AI saw greater impact and opportunities for collaboration while acknowledging usage diffi culties.

Research in Learning Technology, 2024

This study examines the effects of implementing a Flipped Mobile-Based Microlearning (FMM) approa... more This study examines the effects of implementing a Flipped Mobile-Based Microlearning (FMM) approach on postgraduate students' accessibility, engagement, knowledge retention, overall learning experience and academic achievement. A quantitative multiple methods approach was employed, utilising a two-group quasi-experimental design and a survey questionnaire to gather data. The results suggest that the FMM approach may have positive effects on accessibility, engagement, knowledge retention, overall learning experience and final exam scores when compared to the traditional learning approach. The findings support the efficacy of integrating FMM, highlighting its potential for enhancing the learning process and academic outcomes. These results have implications for educational practice and research, emphasising the value of technology-enhanced learning approaches, active and interactive learning experiences and the promotion of student motivation and attitudes towards learning. This study underscores the broader applicability of FMM and suggests its potential for improving educational outcomes across different educational levels and subject areas.

International Journal of Virtual and Personal Learning Environments (IJVPLE), 2023

This study explores the potential of social learning platforms (SLPs) to enhance female students'... more This study explores the potential of social learning platforms (SLPs) to enhance female students' learning experiences in Saudi higher education and address socio-cultural constraints. It examines the advantages and disadvantages of SLPs from the perspective female students and analyses the impact of personal beliefs on their perceptions of SLPs. The study includes a mixed-methods approach, combining a survey questionnaire (n= 87) and semi-structured interviews (n= 3). Results indicate that female students generally perceive SLPs as beneficial, despite implementation challenges. Preference for male instructors and family teaching preferences vary among participants. Computer experience was found to influence perceived advantages of SLPs. Qualitative analysis provides deeper insights, including educational, cultural, and economic aspects. The study offers recommendations for future research and implications for enhancing the learning experiences of female students in conservative higher education systems.

Sustainability, 2023

The growing prevalence of cybercrime, particularly among young adults, necessitates the promotion... more The growing prevalence of cybercrime, particularly among young adults, necessitates the promotion of digital citizenship to educate students about responsible online behavior and to equip them with the skills to mitigate cyber risks. The specific objective of this study was to investigate the effect of digital citizenship skills on the prevention of cybercrime among higher education students. A mixed-method approach, including surveys and interviews, was employed to collect data from 652 students in Saudi Arabia. This study found that digital citizenship generally has a significant impact on students’ awareness and prevention of cybercrime through the development of responsible online behavior. Knowledge of digital law came first, followed by beliefs about digital manners. Digital communication skills came third, followed by digital rights, knowledge, and duties in fourth place. Then, digital commerce skills and digital health beliefs came fifth and sixth, respectively. This was followed by digital access skills, then digital security, and finally digital culture. The results also revealed a negative statistical relationship between digital citizenship and cybercrimes’ various forms including national, financial, banking, social, immoral, insulting, slanderous, defaming, threatening, and harassment in virtual learning environments. These findings have significant implications for the understanding of how higher education institutions can promote digital citizenship and prevent cybercrime by integrating digital citizenship education into their curriculum, providing training for educators, and establishing clear policies and guidelines for responsible online behavior.

Wilson, K. (2016). The 7 great things you can do in google classroom.

Using technology for teaching Computer Science (CS) and Information Technology (IT) courses is an... more Using technology for teaching Computer Science (CS) and Information Technology (IT) courses is an uncomplicated task because enrolled students are technically skillful and machinery familiar. This paper presents a study of using blended online teaching method for CS and IT courses conducted at the College of Computers and Information Technology (CIT) in Taif University. The courses were directed in 2013 and early of 2014. A total of 42 teaching hours in each course were blended as 31-hour traditional face-to-face classes and 11-hour online classes which were held using the virtual classrooms in the Blackboard. Supporting technology-based activities such as online quizzes, forums and discussions, online assignments submission and feedback were incorporated with the blended learning. Students’ reflection and feedback have been obtained and presented in this work using qualitative and quantitative methods. Through a course hashtag on the social networks, students were able to express freely their opinion on learning via the virtual classrooms. The data shows that the students positively express their involvement and understanding during the online sessions. A questionnaire given to a number of students (N=60), using the polling tool in the Blackboard Collaborate tool, shows that above 80% benefit from the online classes.

Turkish Online Journal of Educational Technology Tojet, 2015

The current study aims at understanding the place of technology integration in Saudi pre-service ... more The current study aims at understanding the place of technology integration in Saudi pre-service teacher education curriculum. To achieve this, a sequential qualitative approach was implemented in two main stages. First, national and curriculum policies were thematically analysed. Based on this, semi-structured interviews with three key policymakers were conducted in the second stage. Main findings associated with document analysis revealed the importance of technology in advancing the country at all levels including pre-service teachers' preparation. In contrary, pre-service teachers' curriculum policies, structure and guidelines severely lack the vision of the effective integration of technology. Progressive interviews with key policymakers showed that the effective integration of technology is considered a high priority in their mission. However, the strong tendency toward cultural-religious conservatism seems to slow the change. Based on the current study's findings in association with previous research, context-appropriate recommendations are proposed. These involve two main domains: enforcing innovative technology-based pedagogical models and developing effective leadership.

British Journal of Educational Technology, 2015

This study aimed to investigate the impact of the flipped classroom on the promotion of students&... more This study aimed to investigate the impact of the flipped classroom on the promotion of students' creative thinking. Students were recruited from the Faculty of Education at King Abdulaziz University in Saudi Arabia during the first semester of 2014. A multiple method research design was used to address the research questions. First, a two-group quasi-experimental design was implemented. The first group utilised the lecture-based strategy ( n = 28), while the second group utilised the flipped classroom ( n = 27). Second, a survey questionnaire was distributed to assess the students' views about the flipped classroom, its role in the promotion of creativity and the difficulties students experienced with this strategy. The findings suggest that the flipped classroom may promote students' creativity, especially with regard to fluency, flexibility and novelty. Furthermore, the students viewed the flipped classroom as an approach that may significantly facilitate their creativity. However, several difficulties were associated with the flipped classroom, especially the students' limited preparation for this strategy. Accordingly, students must be prepared to utilise the flipped classroom and be provided with adequate e-learning tools. In addition, it is important to consider students' study load and to provide meaningful in-class activities. [ABSTRACT FROM AUTHOR]

International Education Studies, 2015

The current study aims to understand digital citizenship, based on the assumptions of Ribble (201... more The current study aims to understand digital citizenship, based on the assumptions of Ribble (2014), by examining factors affecting participation and involvement in the Internet virtual societies among higher education students. A quantitative approach using a survey questionnaire was implemented. The participants were 174 students from the Faculty of Education at King Abdulaziz University in Saudi Arabia. The descriptive statistics show that the students generally have good levels of perceived Internet attitude, computer self-efficacy, and digital citizenship, especially in terms of respecting oneself and others online. The factors affecting digital citizenship are computer experience, daily average technology use, students' attitudes toward the Internet, and computer self-efficacy. Students with higher levels of computer experience are more involved in activities related to educating oneself and connecting with others online compared with students with less experience. Further, students with higher levels of daily average technology use tend to protect themselves and others online more compared with students with lower levels of technology use. Moreover, higher levels of students' Internet attitude and computer self-efficacy are associated with higher levels of respect for oneself and others, of educating oneself and others, and of total digital citizenship. Based on the current study findings, appropriate recommendations are proposed in terms of policy and practice.

Australasian Journal of Educational Technology, 2012

Success factors for integration of ICTs in higher education teaching and learning reveal a comple... more Success factors for integration of ICTs in higher education teaching and learning reveal a complex mixture of old and new paradigms. A review of the relevant literature and findings from research conducted in Saudi Arabia highlights the importance of actual and perceived self-efficacy within the new paradigms. The research reported reflects these perceptual dilemmas. Participants were 325 Saudi preservice teachers from the Faculty of Education at King Abdulaziz University. Findings reveal that participants have generally high skill levels with computing tasks and their perceptions of self-efficacy as university teachers increase with computer experience and computer qualifications. These findings imply that increasing Saudi pre-service teacher access, training, and exposure to computers and ICTs will contribute effectively to boosting their self-efficacy, motivation, and computing habits. However, where traditional views of teacher directed learning remain unchallenged change is conservative and context specific. To overcome the perceptual gap, data underline the importance of sympathetic and strategic leadership, effective curriculum design and innovative pedagogies to sustain outcomes.

The aim of the current study was to investigate cyberbullying among Saudi’s higher-education stud... more The aim of the current study was to investigate cyberbullying among Saudi’s higher-education students. It also aimed to identify possible factors that may impact cyberbullying. A quantitative approach was implemented using an online survey questionnaire distributed to 287 students. The descriptive results indicated that students mainly avoid cyberbullying. However, about 27 % of the students reported that they have committed cyberbullying at least once or twice. Furthermore, 57 % of the students observed at least one student being cyberbullied. Students encounter cyberbullying usually by people whom they do not know and who contacted them over the Internet. In addition, students perceive cyberbullying as a serious issue. Thus, students seem to prefer asking cyberbullies to stop, but avoiding fighting back. Gender was found to impact on how often did students commit cyberbullying. Male students were involved in cyberbullying more than female students. In addition, single students mor...

International Journal of Sustainability in Higher Education, 2024

Education and Information Technologies, 2025

Abdulrahman M. Al-Zahrani, 2024

humanities and social sciences communications, 2024

Heliyon, 2024

Educational technology research and development, 2024

World Journal on Educational Technology: Current Issues, 2024

IgMin Research - STEM | A Multidisciplinary Open Access Journal, 2024

Research in Learning Technology, 2024

International Journal of Virtual and Personal Learning Environments (IJVPLE), 2023

Sustainability, 2023

Wilson, K. (2016). The 7 great things you can do in google classroom.

Turkish Online Journal of Educational Technology Tojet, 2015

British Journal of Educational Technology, 2015

International Education Studies, 2015

Australasian Journal of Educational Technology, 2012

Nova Science Publishers, 2025

This chapter explores how Artificial Intelligence (AI) can bridge the gap between education and w... more This chapter explores how Artificial Intelligence (AI) can bridge the gap between education and work experience by revolutionizing learning through personalized experiences, skill development, and practical applications. It discusses AI-driven platforms that adapt to individual learning styles, AI-powered virtual environments for real-world simulations, AI systems for personalized career guidance and job matching, and AI tools for developing essential soft skills. The chapter also examines AI's role in supporting lifelong learning and facilitating collaboration between academia and industry. While highlighting AI's potential to create a seamless transition between educational and professional settings, the chapter emphasizes the importance of ethical considerations and human oversight in AI implementation. Overall, it presents a comprehensive view of how AI can transform education to better prepare students for their future careers, while acknowledging the need for responsible development and application of these technologies.