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Technology use in education has gained significant attention, as it enables the development of advanced educational institutions that incorporate emerging methods of teaching and learning processes (Yanuschik et al., 2015). Students emphasize the need for technology, such as tablets and cell phones, to access e-books (Vassilakaki et al., 2016). While technological devices may reduce the teachers’ efforts to assess student performance, they also offer opportunities for online testing and web-based quizzes in the modern age (Chiu & Churchill, 2016; Tsinonis, 2018). Implementing modern technology in various universities in Abu Dhabi has reduced staff time and effort (Al-Qirim et al., 2018). Student-centered approaches in modern universities focus on providing easily accessible, relevant content to students, which develops learners’ autonomy and prepares them for modern challenges (Abdallah, 2018). In Abu Dhabi institutions, nearly 40% of teachers use modern technology for instructional, administrative, and record-keeping purposes (Abdallah, 2018).
The significant use of technology highlights how it is crucial for both teachers and students, as a majority of tasks related to teaching and learning are based on technology use (Al Musawi et al., 2016). Moreover, the increased use of modern technology in Abu Dhabi’s educational institutions has had a positive impact on the state's educational development. The growth of computer software and hardware has enabled students to integrate technology into their pursuit of quality education, thus opening up new pathways for higher education by replacing previously ineffective teaching and learning methodologies (Raji, 2019). According to Musah et al. (2023), the concept of quality should be perceived as a continuous process of advancement instead of a fixed destination.
Using technology in higher education is vital, according to Arkorful and Abaidoo (2015), as it allows us to modernize the education system with a balanced use of technology. This calls for new, innovative teaching methods to transfer information to society. However, some teachers and members of the administration feel that we must complement modern technology introductions with clear ICT instructions, since many aged teachers lack familiarity with modern technology (Ruggiero & Mong, 2015). Therefore, many educators are now required to plan their courses by integrating the use of technology (Islim & Sevim Cirak, 2017; Liu et al., 2015). Various tutorials, online materials, videos, and animations are now included as part of modern education processes (Instefjord & Munthe, 2017). Using technology in classrooms provides visualization of various concepts and ideas, making it easier for students to comprehend course topics (Abdallah, 2018). Additionally, it promotes self-efficacy among students, instilling confidence in them to handle everyday tasks efficiently. Sun et al. (2018) demonstrated that individuals with high levels of self-efficacy have greater abilities to deal with challenging situations that others may find difficult to handle.
Various authors have studied the use and intention to use technology in the academic sphere (Khechine et al., 2013, 2014; Lakhal et al., 2013), while others have investigated the impact of technology on student outcomes, such as learning (de Gara & Boora, 2006; Myers & Schiltz, 2012; Wang & Hsu, 2008), academic performance, and satisfaction (Khechine & Lakhal, 2015; Lakhal et al. 2014). Communication technology has become an integral part of knowledge exchange, and various advancements have made it a crucial tool for sharing and imparting knowledge. One such tool is webinars, which have an enormous potential that must be explored and investigated in the digital ecology of knowledge transfer (Gupta & Sengupta, 2021).