Abstract
This article investigates the extent of academic procrastination among secondary school students in the Kingdom of Saudi Arabia who utilize sustainable digital learning materials, specifically e-books, compared to those who rely on printed books in a traditional face-to-face learning environment. A sample of 336 first-year secondary school students was randomly recruited and divided into two experimental groups based on their preference for either electronic or printed textbooks. An online survey was employed to assess academic procrastination. The findings indicate no statistically significant differences in the impact of textbook formats (electronic versus printed) on academic procrastination among secondary school students. This study emphasizes the importance of employing e-books instead of printed books as sustainable digital learning resources, thereby contributing to sustainable education and the preservation of natural resources. Furthermore, this research could serve as part of a broader series of studies investigating the effects of integrating sustainable digital resources into education on students’ psychological development, study habits, and educational outcomes.
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