Exploring the Challenges Faced by Teachers in Implementing Interactive E-Learning in Saudi Primary Education

Abstract

This study looks at the challenges that primary school teachers in Saudi Arabia face when using e-learning in their teaching. It focuses on how factors like teaching experience, technology skills, educational background, access to resources, and support from school administrations affect teachers’ experiences. The study also uses Bandura’s self-efficacy theory to understand how teachers’ confidence in their abilities impacts their use of e-learning. A survey of 49 primary school teachers from different regions in Saudi Arabia showed both progress and challenges in using e-learning. Teachers acknowledged the benefits of e-learning but identified significant challenges, including a lack of digital resources, insufficient time for lesson planning, technical issues, and inadequate training. These barriers limit their ability to use e-learning effectively and also affect students' participation, particularly for those lacking devices or reliable internet. While many teachers felt confident using digital tools, their confidence was often reduced by external problems, such as a lack of resources and support from school administrations. According to Bandura’s self-efficacy theory, these barriers can lower teachers' confidence and make it harder for them to succeed. The survey indicates that even with these challenges, many teachers believe that e-learning can work well if they have the right resources, training, and support. Fixing these problems is important to help more schools use e-learning successfully. Policymakers and school leaders should focus on providing schools with better technology, practical training for teachers, and stronger support systems. This will help teachers use e-learning more effectively and support Saudi Arabia’s Vision 2030 goals.