The Implementation of Digital Learning in Primary Schools in Saudi Arabia: Case Study Research of Two Schools, With Consideration of Covid 19

Abstract

This case study research has been conducted in two primary schools in Saudi Arabia: a school in the capital city of Riyadh, and a school in the rural town of Bisha. The perceptions of teachers and their attitudes towards digital learning have been explored, and it has been found that while teachers are generally positive towards digital learning, some are reluctant to use it. Furthermore, there are major differences between the resources available to the school in Bisha compared to the school in Riyadh, including within the home, which has resulted in differences in the way that blended learning, for example, is carried out. In addition, teacher training is easy to organise for those working at the school in Riyadh due to its location, but it is logistically difficult for teachers at the school in Bisha. Therefore, a number of recommendations have been made based on a review of the literature and the empirical data collected, such as extending the provision of resources both in schools and at home; supporting subject leaders to provide in-house teacher training; incorporating requirements for digital learning into educational policy, and taking forward the lessons learnt from the Covid 19 pandemic. The Ministry of Education in Saudi Arabia is currently introducing new systems to improve digital learning across the country, yet this is happening at different rates; therefore this research is timely and adds to the knowledge in this area at an important time in history, especially considering the Covid 19 pandemic.