Digital Communication: Information and Communication Technology (ICT) Usage for Education Sustainability

Waleed Mugahed Al-Rahmi,Ahmed Ibrahim Alzahrani,Noraffandy Yahaya,Yusri Bin Kamin,Nasser Alalwan

doi:10.3390/su12125052

Waleed Mugahed Al-Rahmi, Ahmed Ibrahim Alzahrani + Show 3 more

Open Access

https://doi.org/10.3390/su12125052

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Abstract

Today, developments in information and communication technology (ICT) have a significant influence on education sustainability. In this study, the factors influencing students’ intentions towards using ICT in education sustainability, as well as their satisfaction from its use, were examined. This study aims to investigate student intentions to use information and communication technology, as well as their satisfaction with such use. Therefore, this study employed an extended model of the Technology Acceptance Model (TAM) as the research framework, and adopted quantitative data collection and analysis methods by surveying 502 university students who were chosen through stratified random sampling. Using structural equation modeling (SEM), student responses were sorted into eight study constructs and analyzed to explain their intentions towards technology use and satisfaction. A significant relationship was found between computer self-efficacy (CSE), subjective norms (SN), and perceived enjoyment (PE), which were significant determinants of perceived ease of use (PEU) and perceived usefulness (PU). PEU, PU, and attitudes towards computer use (ACU) influenced students’ intentions to use (SIU) ICT and students’ satisfaction (SS). The constructs succeeded in explaining usage intentions towards ICT among students and their satisfaction from this usage.

Highlights

Information and communication technology (ICT) has had a tremendous influence on aspects of our lives by improving knowledge sharing and increasing information and communication flow
Discriminant validity was evaluated on the basis of three conditions: Variable indexes had to be lower than 0.80, as recommended by [40], the Average Variance Extracted (AVE) of each construct had be equal to or greater than 0.5, and the AVE square root of each construct had be higher than the Inter-Construct Correlations (IC) for a factor, as established by [42]
This study provides three major empirical findings: information and communication technology (ICT) use via perceived usefulness (PU) and perceived ease of use (PEU); attitudes towards computer use (ACU)-ICT use via PU and PEU, affecting intentions towards ICT usage and ICT use satisfaction in higher educational institutions; PU and PEU via subjective norms (SN), computer self-efficacy (CSE), and perceived enjoyment (PE), influencing student ACU-ICT use and their students’ intentions to use (SIU)-ICT

Summary

Introduction

Information and communication technology (ICT) has had a tremendous influence on aspects of our lives (professional and personal) by improving knowledge sharing and increasing information and communication flow. ICT has transformed work processes in organizations, has caused paradigm shifts in the educational sector, and has changed student learning methods. The former consists of physical telecommunication systems and networks in the form of cellular, voice, mail, radio, and television technologies, whereas the latter consists of the hardware and software required to collect, store, process, and present information [1]. The use of an ICT infrastructure in technology-enhanced learning enables efficient educational sustainability using ICT tools and their processes [2]. ICT-improved education sustainability is defined as the application of ICT in learning and teaching, which supports learning and teaching processes, delivery mechanisms, and design parameters to enhance knowledge [4]

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