Abstract
This study aims to explore the extent of utilization of the ISTE standards for students in higher education. It also aims to examine the impact of some demographic variables (gender, specialization, and academic degrees) on implementing the ISTE standards for the students. The researcher used a questionnaire method to collect the data from the students of Prince Sattam bin Abdulaziz University and sent it to the 626 participants who consented affirmatively and included 614 valid responses from them. A correlational analysis was carried out, and the statistical findings highlight that most of the participants signaled to achieve ISTE standards positively, and the availability of the standards was positive. The findings revealed statistically significant differences in responses between male and female students in all standards, with females outperforming males. Female participants exhibited a higher orientation in the use and implementation of the standards. However, the students' specializations and their respective degree programs made no significant difference in implementing the standards. The research overall finds efficacy in implementing the ISTE standards in all the universities for both the students and the teachers. It is recommended to embed these standards in the regular curriculum of the university's degree programs and create a regular mechanism to enhance awareness and provide training to the users to ensure efficacy in improving the educational standards.
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