Assessing the effect of information and communication technology on enhancing

International Journal of Advanced Research in Engineering and Technology (IJARET), ISSN
0976 – 6480(Print), ISSN 0976 – 6499(Online) Volume 4, Issue 4, May – June (2013), © IAEME
134
ASSESSING THE EFFECT OF INFORMATION AND
COMMUNICATION TECHNOLOGY ON ENHANCING HIGHER
EDUCATION SYSTEMS IN THE KINGDOM OF SAUDI ARABIA
Ahood M.A. Al-Sawaha*
, Mansour E. Abou Gamila**, Khalid A. Bubshait ***
*Arabian Gulf University, Manama, 26671, Kingdom of Bahrain.
** Arabian Gulf University, Manama, 26671, Kingdom of Bahrain,
*** Arabian Gulf University, Manama, 26671, Kingdom of Bahrain.
ABSTRACT
The use of information and communication technology (ICT) applications in higher
education is very vital and essential. Often this process is seen as a change process, relating to
both organizational change and educational innovation. ICT has become more enhanced,
improved and affordable. Special educational products such as simulations and computer
based training have been extensively developed, and other technologies such as the internet
are increasingly being used in educational situations. Faculty and students, but also
management, administration and ICT support are affected by and affect ICT utilization. To
facilitate the change processes the first step is to understand what the perspective of having
ICT is, what it will leads to and how it affects the practice. This paper aims to identify the
perceptions of ICT implementation on higher education among faculty members of Kingdom
of Saudi Arabia’s universities. A questionnaire was designed and tested, then distributed
online to higher education faculty members in KSA universities in order to collect data from
the respondents. It focuses on their perceptions of the implementation of ICT in higher
education systems in general, and, specifically, on the purpose for ICT implementation,
impact on students, and ICT methods and facilities. The survey found that faculty members
were generally positive about the use of ICT in higher education. They were found to hold
strong beliefs about how it can provide high quality education, create learning and peer
interaction, enhance educational content and courses and enable students to learn anytime
anywhere. They believe that ICT infrastructure and training can improve teacher efficiency
and ICT has an impact on educational organizations, processes, and outcomes in higher
education systems. Finally, the study revealed that the impact of ICT tool utilization in KSA
universities is very encouraging. The contribution of the faculty as facilitators of
Universities’ tutorials is significant. With the utilization of ICT tools in higher education
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135
institutions (HEIs), the facilitators can further improve their role in the learning process of the
students. This positive attitude is an important indicator of willingness and the first step in
effective integration.
Key words: Quality of higher education, Higher education system in Saudi Arabia,
Perception of ICT Implementation in Higher Education System, Purpose of ICT in higher
education, and ICT Facilities.
1. INTRODUCTION
Higher education system “HEIs” have long played an integral role in national and
international development. During the past decade, there has been a flood in applications of
ICT in the whole society. It is thus not surprising to see increasing interests and investments
being put into the uses of ICT in education throughout the world. The delivery of knowledge
using ICT has influenced the design of various curriculum programs nationally and globally
in launching different educational programs. The current technology for example, allows
learner interaction with the computer screen rather than the teacher. Through the computer
network, learners are able to communicate with the instructor on the material and can discuss
assignments.
Higher Education Institutes (HEIs) are the spearhead of scientific endeavour to train
and educate the sons and daughters of our countries on self-learning and methods of
searching for information, as well as ways to address emerging problems which may arise in
their operation. For this to happen, it must be supported by a clear awareness of the
requirements of the time, the place and the community. As a result, the (HES) is a) influenced
by the continuous progress in ICT, which b) increases the communication among all
industrial enterprises and service, c) encourages finding sources of information which will be
used by students and researchers who are able to understand and use many terms to describe
this change.
ICT is emerging in all of aspects of today’s society, including education. ICT can be
defined as the tools that comprise electronic devices which are utilized for information
and communication needs of institution, organization, students and individuals. Such
electronic devices include computer (hard and software), networking, telephone, video,
multimedia and internet. Application and utilization of these devices converts
information, text messages, sound and motion to common digital font (Adebayo 2007).
The 21st century has brought enormous change in Higher Education throughout the world as
a result of new information and technological development. The government of Saudi Arabia
has recognized the high priority of increasing and deepening ICT to develop the national
productivity and global competitiveness. The government of Saudi Arabia emphasizes ICT
development as a centrepiece of national policy. The King Abdul Aziz City for Science &
Technology (KACST) was established and a comprehensive national ICT plan was
promulgated that focuses and prioritizes ICT development. Saudi Arabia aims to become a
regional leader in an information society and in the field of ICT (Shalaby, 2002). This will be
achieved through the Kingdom’s 20-year ICT plan.
Economic and Social Commission for Western Asia (ESCWA) (2007) described how
the ICT sector in Saudi Arabia is growing fast. They also described the government’s
continued policies to promote the development and use of ICT in transforming Saudi Arabia
into an information and knowledge society. Also, according to the International

136
Telecommunication Union (ITU) (2009), Saudi Arabia has jumped impressively from rank
73 in 2002 to rank 55 in 2007. ICT infrastructure and access has significantly improved
during this time period. On the other hand, progress on the skills sub-index has been slow and
here the country still has great potential to improve.
The objective of this paper is assessing the effect of ICT on enhancing higher
education systems and provide a guideline for determining the performance of HEIs through
faculty perspectives in KSA.
2. LITERATURE REVIEW
ICT uses modern day technological devices-mostly computers and relevant software
package to store and retrieve information needed in institutions, corporations and
organizations.” In another related concept, ICT is conceptualized as “communication in
whatever fonts used, accessed, relayed and transmitted to communication or send and
received information”. Qiang, et al. (2009) described “Information as the transformation of
an economy and society through the effective deployment of ICTs in business, social and
public function.”
UNESCO (2008a) defined ICT literacy as “the sustaining force of a knowledge
society. Information literacy is recognized as a basic human right in the digital world as it
empowers individuals in all walks of life to seek, evaluate, use, and create information
effectively to achieve their personal, social, occupational, and educational goals”. The
education ministries of several nations have already recognized that ICT must be a core
competency for success in a global economy. HEIs are just starting to identify ICT as a core
competency. Classroom, faculty and library professionals are working together to integrate
technology into the curriculum and create discipline-specific assignments that require critical
use of information resources. However, there is still a need to measure the effectiveness of
these efforts and to evaluate whether students have obtained the ICT skills they need to be
successful in an information-rich, technology-based society (Katz and Macklin 2007).
The central role of educational technology is to provide additional strategies that can
be used to address the serious environmental and educational challenges faced by educators
and students in higher education. The most significant change affecting HEIs may be the
continuing revolution in information technology. The central missions of HEIs is to develop
lifelong learners by a) ensuring that they have the intellectual abilities of reasoning and
critical thinking, and b) by helping them to construct a framework for learning and how to
learn. Colleges and universities are providing the foundation for continued growth throughout
their careers, as well as in their roles as informed citizens and members of communities. ICT
is seen as a way to promote educational change, improve teaching and learning, improve the
skills of learners and prepare them for the global economy and information society (Kozma
and Wagner 2006; UNESCO, 2002).
Advantages of Using ICT in education were summarized by Czerniewicz et al (2008)
as communicate with other students by email, participate in email discussion lists, participate
in computer Chat, communicate with other students by sms, use VoIP (e.g. Skype), use
shared resources, upload resources onto the web, and publish your own content. Marian
(2008) examined ICT evaluation in the Higher Education sector and explained how ICT
evaluation in Higher Education is much overlooked, comparative to other sectors. Nyvang
(2006) developed a theoretical model of the implementation of ICT in higher education based
on activity theory and on a case study in a Danish university. The implementation activity is

137
composed of three processes: selection of ICT, adaptation of ICT, and change of practice
with ICT. The model and case study suggested a framework of challenges that must be met
for an implementation to succeed. The model assured that the most prominent and most
difficult challenge was probably the need for a broad ownership of the implementation and its
results. An individual who lacks ICT skills has fewer opportunities for personal advancement,
and a society that lacks an ICT literate workforce will not compete in the global economy.
Göktaş and Yıldırım (2009) presented teacher survey about ICT integration into education
programs, their perceived ICT competencies and their ICT usage in their courses. The results
indicated that most of the participants expressed positive perceptions about this integration.
The main reasons for positive perceptions revealed that ICT can: increase the quality of
instruction, be very supportive and effective for instructors and students, help people succeed
in an information society, and increase the quality and ease the process of instructing.
Generally, ICT competency was completely sufficient. Valasidou (2008) identified university
student and academic perceptions of the impact of ICT on higher education by exploring the
understanding among faculty and students of how ICT affects their academic teaching
practice and learning strategies.
Mehra and Mital (2007) evaluated the perception of management faculty about the
impact of instructional technology tools on the teaching process, and the perceived benefits
and limitations of the use of instructional technology tools. The instructor planning of
learning activities will be easier, less time consuming and expanded in scope with the
availability of instructional technology, and their skill in drawing from it will improve their
teaching ability.
Meyer and Xu (2007) examined factors related to technology use in teaching by
university faculty. Results from their research confirmed that age and Internet access were
important factors related to faculty technology use. The relationship between email and Web
use to teaching productivity in particular is intriguing, and may indicate that productive
faculty use technology to help them be more productive, or that technology use impacts
productivity. Research and service productivity also exhibited distinctive patterns with email
and Web use. Gülbahar (2008) examined factors that contribute to persevere teacher
utilization of technology in a private university and suggested recommendations regarding
the effective utilization of technology. He indicated that teacher education programs fail to
provide appropriate instructional technologies and computer facilities for both in and out of
class activities.
Usluel et al. (2008) described how faculty members make use of ICT most as a means
of communication and for searching for information about the course through the Internet;
and least, for publishing lecture notes and announcements concerning the course assignments
and projects-on the Internet. Sife et. al. (2007) discussed the application and delivery of ICT
in higher education. The pedagogical and socio-economic forces have driven the HEIs to
adopt and incorporate ICTs in teaching and learning included a) greater information access;
b) greater communication; c) synchronous and asynchronous learning; d) increased
cooperation and collaboration; e) cost-effectiveness and f) pedagogical improvement.
However, ICT has not permeated to a great extent in many HEIs in most developing countries
due to many socio-economic and technological circumstances. They discussed new learning
and training technologies considering their pedagogical, cost and technical implications, as
well as challenges for the integrating.
According to Kunaefi (2007), ICT can solve problems pertaining to quality, equity,
and access to higher education. Kunaefi also mentioned that ICT can promote resource

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sharing and therefore improve efficiency and productivity, while at the same time opening up
access to global resource of knowledge and information. The new teaching methodologies
aimed at more effective and appropriate learning for professional practices which involve the
use of audiovisual, computer and telemetric tools on the part of lecturers. Repiso and Tejedor
(2006) presented a study in communication showing that the moderate development of
educational activities mediated by ICT, are making lecturers highly motivated.
3. RESEARCH METHODOLOGY
Based to the objectives of this work, the research methodology was descriptive using
comprehensive survey of the literature. A quantitative research methodology was also used,
with a questionnaire presented to and completed by KSA Higher Education Council Faculty
members.
3.1 RESEARCH INSTRUMENT AND TOOLS
Based on several previous studies related to the utilization of ICT on higher
education, a first draft of survey tool "Questionnaire" was developed to gather information
from the faculties. To validate the questionnaire, it was e-mailed to a number of academics
and experts with experience in ICT. They were asked to evaluate the relevant contents of the
questionnaire, its language, accuracy, completeness, clarity and reliability. The final form of
questionnaire was distributed online in order to collect data from the respondents. The
questionnaire was distributed via emails sent to a range of Faculties’ mail-lists. The reason
for the use of an on-line questionnaire was to enable only the faculties that using ICT tools to
be involved. In order to allow a large number of participation to be made, the questionnaire
was available for the period of three months, and was able to be viewed and completed on-
line at http://www.freeonlinesurveys.com.
Statistical Package for Social Science (SPSS) version 16.0 for windows was used for
the statistical analysis of the data collected by questionnaire. Microsoft Excel 2007 software
was used to manage, process, and present the data.
3.2 RESEARCH POPULATION
The population in this research work was all KSA private and government universities
listed with the KSA Ministry of Higher Education Web site (www.mohe.gov.sa). The
research sample was required to be compatible with the below conditions:
- Universities have a website.
- Emails must belong to the university website (e.g. Faculty @university
website.edu.sa).
- Ease of reach the faculty emails through the university website.
3.3 SAMPLE DISTRIBUTION
According to the above conditions, the researchers were able to reach 20 out of 33
private and government universities listed in MOHE. 764 questionnaires were sent via emails
to faculties who were accessible and represented their institutions. They were requested to
participate by completing the questionnaire. However, the final retrieved number of
responses was 104. The collected data was then analyzed and conclusions were delivered.

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4. RESULTS AND DISCUSSION
4.1 Analysis of Responses According To Level Of Expertise In Using Software In Ict
Table (1) shows frequency, percentage and Chi-Square of the level of expertise in using
software in ICT by survey respondents. These findings reflect that emailing, Internet browsing,
using word processing and presentation tools are considered areas of ICT expertise by
respondents. The researcher attributes this to the fact that KSA HEIs are making the experience in
using these specific tools as one of the main requirements in hiring instructors. Specifically,
76.0% of faculties in KSA universities take advantage of the internet browsing; this is as
encouraging finding and reflects the seriousness of faculties in improving their teaching
methodologies at the personal level. Results revealed that there are significant differences at
α=0.05 in the level of expertise in using word processing amongst the faculties of HEIs in KSA
with 75.0% of the sample rating their expertise as “Excellent" and 20.2% responding with a
rating of "Very Good" in using word processor application.
In using spreadsheet application, the results also reveal that there are significant
differences at α=0.05 amongst the faculties. 45.2% rated their expertise as “excellent”, with
29.8% rating their expertise as "very good" and 13.5% "good" expertise with these applications.
There are significant differences at α=0.05 in the expertise of using presentation applications
among respondents with 69.2% of the sample rating their expertise as “excellent” and 24.0% of
them rating their expertise as “very good”. Only 6.7% of the sample rated their expertise as
"good" at using presentation tools.
Table (1) the Level of Expertise in Using Software in ICT
N
Excellent Very Good Good Fair No Capability Chi2
Sig.
Freq % Freq %
Fre
q
% Freq % Freq %
1
Word
processin
g
78 75.0% 21 20.2% 4 3.8% 1 1.0% 0 0.0% 147.6 0.01
2
Spreadshe
ets
47 45.2% 31 29.8% 14 13.5% 10 9.6% 2 1.9% 62.8 0.01
3
Presentati
on tools
(PowerPoi
nt)
72 69.2% 25 24.0% 7 6.7% 0 0.0% 0 0.0% 65.0 0.01
4 E-mailing 82 78.8% 19 18.3% 3 2.9% 0 0.0% 0 0.0% 100.6 0.01
5
Internet
browsing
79 76.0% 17 16.3% 8 7.7% 0 0.0% 0 0.0% 86.2 0.01
6
Statistical
tools
27 26.0% 34 32.7% 27 26.0% 12 11.5% 4 3.8% 29.4 0.01
7 Graphics 23 22.1% 35 33.7% 26 25.0% 16 15.4% 4 3.8% 25.9 0.01
8
Web page
designing
16 15.4% 19 18.3% 20 19.2% 28 26.9% 21 20.2% 3.8 0.44
9
Programm
ing
19 18.3% 19 18.3% 20 19.2% 12 11.5% 34 32.7% 12.4 0.01
10
Database
managem
ent
17 16.3% 19 18.3% 20 19.2% 25 24.0% 23 22.1% 2.0 0.74
11
Project
managem
ent
23 22.1% 27 26.0% 17 16.3% 15 14.4% 22 21.2% 4.5 0.35
Results also reveal that there are significant difference at α=0.05 in the level of
expertise in using emails amongst respondents with 78.8% of the sample rated their expertise
as “excellent”, and 18.3% rated their expertise as “very good” in this area. In the use of
Internet browsing, the results also reveal that 76.0% of the sample rated their expertise as

140
“excellent” in this area and 16.3% claimed “good" expertise. In using statistical application
32.7% of the study sample rated their expertise as “very good, 26.0% said they are excellent,
and 26.0% of them said are good at using statistical tools. 33.7% of the sample rated their
expertise as “very good”, 25.0% rated their expertise as “good” and 22.1% rated their
expertise as “excellent”. In programming, 32.7% of the sample rated their expertise as “no
competence”. 18.3% rated their expertise as “excellent” in this area, with another 18.3% rated
their expertise as “very good”. Only 16.3% of respondents rated their expertise as "good" at
using these applications. However, results show no significant differences at α=0.05 in the
level of expertise amongst the study sample in the applications of Web page designing,
database management and project management.
4.2 Analysis of Responses According To Rate Of Using Ict In University
The study raised a question that measures the rate of using ICT by respondents in
their university. Table (2) shows frequency, percentage and Chi-Square of the responses
according to rate of use of ICT in their university.
Table (2) the Rate of Using ICT in University
Rate of ICT Usage in University Frequency Percentage Chi2
Sig.
Not used 4 3.8% 41.9 0.001
Less than one year 10 9.6%
1 - 4 years 42 40.4%
5 - 8 years 25 24.0%
More than eight years 23 22.1%
Results show that 40.4% of respondents have been using ICT for one to four years,
while 24.0% of them have been using ICT for five to eight years. 22.1% have been using ICT
for more than eight years, and 9.6% saying they have used ICT for less than one year. Only
3.8% of the sample said they never use ICT in their university. Results show there are
significant differences at α=0.05 in the sample according to their rate of using ICT in their
universities. Use of ICT for one to four years is a good indicator that the new policy taken up
by the government of KSA is being taken very seriously with regard to the implementation of
ICT in HES in order to move towards an information society.
4.3 Analysis of Responses According To Maintaining A Personal Web Page As A
Teaching Tool
The study raised a question about maintaining a personal web page as a teaching tool
in the university. Table (3) shows the Frequency, percentage and Chi-Square for the
responses.
Table (3) Maintaining a Personal Web Page as Teaching Tool
Maintain a Personal Web
Page as a Teaching Tool
Frequency Percentage Chi2
Sig.
Yes 50 48.1% 0.21 0.695
No 54 51.9%

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Web-page design is an important component of higher education, particularly for posting
lecture notes, homework, quizzes and other appropriate materials, however; results shows
that 51.9% of the respondents do not maintain a personal web page as a teaching tool and
48.1% of them maintain web pages. From the researcher’s point of view, the reasons might
be: lack of time, lack of expertise, lack of training, and support. However, calculating Chi-
Square showed no significant differences at α=0.05 in the sample according to maintaining a
personal web page as a teaching tool in the university.
4.4 Analysis of Responses According To Purposes for Using Ict Tools
Table (4) shows the frequency, percentage and Chi-Square of responses about the
purposes for which they use the ICT tools. It can be inferred from the table that there are
significant differences in the level of using ICT tools in "Teaching-learning for specific
subjects" of survey participants. 50.0% of the sample said they use ICT tools "everyday",
with 32.7% of them use it "twice or more a week", and 15.4% using ICT tools "a few times a
month".
Table (4) Purposes for Using ICT Tools
N Use ICT tools
Very often
(everyday)
Often (twice
or more a
week)
Seldom (a few
times a month)
Never Chi2
Sig.
Freq % Freq % Freq % Freq %
1
Teaching-learning for
specific subjects
52 50.0% 34 32.7% 16 15.4% 2 1.9% 54.5 0.001
2 Teaching computer skills 27 26.0% 35 33.7% 26 25.0% 16 15.4% 7.0 0.072
3
Finding/accessing
information and
educational materials
64 61.5% 27 26.0% 12 11.5% 1 1.0% 87.2 0.001
4
Making
presentations/lectures
54 51.9% 36 34.6% 11 10.6% 3 2.9% 63.0 0.001
5
Preparing lessons
55 52.9% 34 32.7% 13 12.5% 2 1.9% 63.5 0.001
6
Communicating with
students
53 51.0% 37 35.6% 7 6.7% 7 6.7% 60.5 0.001
7
Communicating with
other teachers
50 48.1% 37 35.6% 13 12.5% 4 3.8% 51.9 0.001
8
Monitoring and evaluating
students' progress or
keeping track of student's
performance
31 29.8% 42 40.4% 24 23.1% 7 6.7% 24.8 0.001
9 Preparing reports 47 45.2% 37 35.6% 17 16.3% 3 2.9% 45.1 0.001
10
Further personal
development
56 53.8% 33 31.7% 12 11.5% 3 2.9% 64.4 0.001
11
Publishing the lecture
notes and the
announcement concerning
the course
35 33.7% 38 36.5% 19 18.3% 12 11.5% 18.1 0.001
12 Preparing exam questions 47 45.2% 37 35.6% 13 12.5% 7 6.7% 42.0 0.001
13
Statistical analysis for
exams results
34 32.7% 28 26.9% 29 27.9% 13 12.5% 9.5 0.024
14 Others 37 35.6% 30 28.8% 21 20.2% 16 15.4% 10.1 0.018

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There are significant differences in the level of using ICT tools in "Finding/accessing
information and educational materials" by respondents. A majority, 61.5% of the sample said
they use these tools "everyday", 26.0% said they use them "twice or more a week" and 11.5%
of the sample use ICT tools" a few times a month".
There are significant differences in the level of using ICT tools in "Making
presentations/lectures" by respondents. 51.9% of the sample said they use these tools
"everyday", 34.6% use them "twice or more a week" and 10.6% of the sample use ICT tools
"a few times a month". 52.9% of the sample indicated that they use ICT tools everyday in
preparing lessons, while 32.7% said they prepare their lessons using ICT twice or more a
week. 12.5% said they use ICT a few times a month to prepare for their lessons.
There are significant differences in the level of using ICT tools in "Communicating
with students" by respondents. 51.0% of the sample said they use these tools "everyday" for
the purpose of communicating with students, 35.6% said they use them "twice or more a
week". 6.7% of the sample use ICT tools a few times a month for the same purpose. 48.1% of
the sample said that they use ICT tools everyday in Communicating with other teachers,
while 35.6% said they communicate with other teachers using ICT twice or more a week. The
calculated Chi-Square showed significant differences in the level of using ICT tools in
communication with other teachers by the responding faculties of Higher Education in KSA.
There are significant differences in level of using ICT tools in monitoring and evaluating
student’s progress or keeping track of student performance by respondents. 40.4% of the
sample explained that they use ICT tools twice or more a week in monitoring and evaluating
students’ progress or keeping track of student performance. 29.8% said they monitor and
evaluate student progress or keep track of student performance through ICT “everyday.
There are significant differences in the level of using ICT tools in preparing reports by
respondents. 45.2% said they use ICT tools everyday for the purpose of preparing reports,
while 35.6% use them twice or more a week. There are significant differences in the level of
using ICT tools for the purpose of achieving further personal development by respondents.
53.8% of the sample said they try to develop themselves through the everyday use of ICT
tools, while 31.7% said they use them twice or more a week. 36.5% of the sample said that
they use ICT tools twice or more a week in publishing the lecture notes and the
announcement concerning the course. 33.7% said they publish their notes and announcements
through ICT every day. The calculated Chi-Square showed significant differences in the level
of using ICT tools in publishing the lecture notes and the announcement concerning the
course by respondent faculty of Higher Education in KSA.
The results also show that, there are a significant differences in the level of using ICT
tools for Preparing exam questions with 45.2% of the sample said they use ICT everyday to
prepare exam questions, and 35.6% said they use them twice or more a week. There are
significant differences in the level of using ICT tools in doing statistical analysis for exams
results by respondents. 32.7% of the sample use these tools “everyday”, while 26.9% use
them twice or more a week and 27.9% use ICT tools a few times a month. However, results
show that, there is no significant differences at (α=0.05) in the level of using ICT tools in
teaching computer skills by the responding faculties of higher education in KSA (Chi2
=7.0,
α=0.072), with 33.7% said they use ICT twice or more a week, 26.0% of them said that they
use them “everyday”. 25.0% of the sample said that they use them few times a month for the
purpose of teaching computer skills
The respondents seem to use ICT every day for Finding/accessing information and
educational materials, Further personal development, Preparing lessons, making

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presentations/ lectures and preparing lessons, and Teaching-learning for specific subjects.
The researchers consider these results as a motive from the faculties to persuade students to
use computers by writing assignments or searching the internet for information for their
studies.
4.5 Analysis of Sample According To Perceptions of Ict Implementation In Higher
Education System
Participants were asked about their perceptions about ICT implementation in Higher
Education System in KSA. Results in table (5) show that the majority of respondents hold
positive perceptions about ICT implementation in HES with percentage 80.58%. This
indicates that the perception of ICT implementation in HES as positive is "high degree".
Results reveal that the most positively perceived element is that ICT infrastructure and
training improve teacher efficiency with a percentage of 83.08%. A large percent of
respondents think that implementing ICT in the universities of the KSA can create learning
and peer interaction in HES with percentage of 82.30% and they said that ICT could help
teachers in realizing the “good teaching” or “Best Practice” beliefs with percentage 81.92%.
Table (5) Perceptions of ICT Implementation in Higher Education System
N Phrase Means
standard
deviation
Percentage Standings
1
Help teachers in realizing the “good
teaching” or “Best Practice” beliefs
4.096 1.273 81.92% 3
2
Infrastructure and training improve
teachers’ efficiency
4.154 1.147 83.08% 1
3
Innovate practices which may offer
new educational practitioners
4.077 1.172 81.54% 5
4 Create learning and peer interaction 4.115 1.249 82.30% 2
5
Introduction changes the dynamic of
the lecture room
4.019 1.174 80.38% 7
6
Have a relation with the curriculum
development
3.962 1.165 79.24% 8
7
Will encourage teachers to change
their teaching approach
3.923 1.212 78.46% 10
8
Enhance achievement due to the
support and practice that ICT afford
3.942 1.156 78.84% 9
9
Impact on educational organizations,
processes, and outcomes in HES
4.038 1.105 80.76% 6
10
Adoption and implementation in HES
considered as an important foundation
of education in the information
society
4.086 1.119 81.72% 4
11
Facilitate the implementation of
objectives that universities are
intending to realize
3.894 1.198 77.88% 11
Total 4.029 1.054 80.58%
Responses showed that adoption and implementation in HES considered an important
foundation of education in the information society with percentage 81.72%, and they believed
that this implementation innovates practices which may offer new educational practitioners
with percentage 81.54%. Similarly, the results showed that ICT has an impact on educational
organizations, processes, and outcomes in HES with percentage 80.76%. Results revealed

144
that the study sample thinks that implementing ICT in the universities of the KSA helped in
introduce changes to the dynamic of the lecture room with a percentage of 80.38%.
According to these results, all the previous phrases are classified within the rank "high
degree". The researchers believe that the faculties’ high degree of positive perceptions results
are encouraging, indicating that faculties are visualizing themselves in the future and not
distancing themselves from it. This is important because faculties’ role will demand a great
deal of motivation and willingness to change. A faculty who considers him/herself as part of
the change will be motivated to go through the process of change and actively engage with it,
whereas one who distances by viewing the change but believing that it is not going to involve
him/her will resist change.
4.6 Analysis of Sample According To Purposes of Ict Implementation In University
Respondents were asked about the purposes of ICT implementation in KSA
universities according their opinions. Results in table (6) show that there are multiple
purposes to the implementation of ICT at their university, with percentage 77.22%. Results
show that the study sample thinks that the first purpose of ICT implementation in KSA
universities is providing high quality with percentage 83.08% and this statement is classified
within the rank "high degree". Enhancing educational contents and courses using ICT is the
second purpose of ICT implementation with percent 82.70%. Adapting to various learning
formats come the third with percent 81.92%. Providing students with effective education and
provide efficient education came fourth and fifth with a percentage of 81.54% and 80.00%
respectively.
Table (6) Purpose of ICT Implementation in University
N Phrase Means
standard
deviation
1
Provide high quality
education
4.154 1.197 83.08% 1
2
Encourage human
resources for
education using ICT
3.981 1.061 79.62% 6
3
Enhance of
educational contents
& courses using ICT
4.135 1.005 82.70% 2
4
Provide students with
effective education
4.077 1.031 81.54% 4
5
Adapt to various
learning formats
4.096 1.010 81.92% 3
6
Improve handwriting
and language skills
through the use of
word processor
3.413 1.334 68.26% 9
7
Provide efficient
education
4.000 1.141 80.00% 5
8
Rationalize education
and administration
3.721 1.170 74.42% 7
9 Attract new students 3.663 1.228 73.26% 8
10 Reduce costs 3.365 1.293 67.30% 10
Total 3.861 0.946 77.22%

145
According to respondents, the sixth purpose of implementing ICT is encouraging
human resources for education using ICT with percent 79.62%, followed by rationalizing
education and administration and attract new students with a percentage of 74.42% and
73.26% respectively. According to these results, all the previous statements are classified
within the rank "high degree". The researchers believe that attracting new student 73.26% is
compatible with the major developments lines in KSA education system, through opening
opportunities to competent students and enables them to continue their studies in higher
institutes and universities of all specialties. Encouraging human resources for education using
ICT 79.62% will be compatible with Beebe (2004) in his study regarding suggestion for
technology development stages, and how HEIs teach students to use the technology in the
entry stage and develop an entirely new learning environments that use technology as a
flexible tool; which will make learning becomes collaborative, interactive, and customized in
the Invention stage.
4.7 Analysis of Sample According To Facilities and Methods Used By Ksa
Universities
The study investigated the ICT facilities and methods used by KSA universities
according to the opinion of the sample. Results in Table (7) show that KSA universities
provide "medium degree" of facilities and methods regarding using ICT With percentage
70.46%. The researchers believe that these results are promising showing that there has been
an importance given to ICT physical facilities in KSA universities to provide academic and
student services.
Table (7) Facilities and methods used by KSA universities
N Phrase Means
standard
deviation
1
Equipped with large screens
or multiple displays enabling
education using ICT
3.625 1.240 72.50% 2
2
Able to upload teaching
materials to the internet,
students can look at them on
their computers
3.817 1.305 76.34% 1
3
Discussions between students
are held on electronic bulletin
boards
3.385 1.317 67.70% 4
4
Short tests are conducted over
PCs and mobile terminals
3.163 1.293 63.26% 5
5
Students can send reports via
PCs and mobile terminals
3.605 1.301 72.10% 3
Total 3.523 1.088 70.46%
It can be inferred from the results that the most important ICT facilities and method
used by KSA universities according to the opinion of the sample is that the universities are
able to upload teaching materials to the internet so that student can look at them on their
computers with percentage 76.34%. The second is that universities are equipped with large
screens or multiple displays enabling education using ICT with percentage 72.50%.

146
“Students can send reports via PCs and mobile terminals”, and “Discussions between
students are held on electronic bulletin boards” came the third and fourth with a percentage of
72.10%, and 67.70% respectively. Short tests are conducted over PCs and mobile terminals
were also seen as important by a large number of respondents with percentage 63.26%.
4.8 ANALYSIS OF VARIANCE
Analysis of variance was carried out to identify any significant differences at α=0.05
in the role of ICT in enhancing HESs considering the five independent variables namely
gender, age, Type of university, experience in education, and training in ICT. The results
assured that, there are no significant differences in the role of ICT in enhancing higher
education systems in the KSA according to the study variables “ gender, age, Type of
university, experience in education, and training in ICT”. They are greater than 0.05 and the
effect is considered to be no significant.
The researchers attribute that to the freedom of having information, and that the
kingdom emphasizes on ICT literacy for all. However, King Abdullah University of Science
and Technology (KAUST) represent this through promoting Science research on the basis of
equality, without regard to gender differences. Also, all private universities in the kingdom
were established recently, which means ICT was part of their infrastructure, and the
government universities are working hard to modify their infrastructure for more ICT
adoption.
5. CONCLUSION AND RECOMMENDATIONS
The major objective of this research is to investigate, bring out and discuss the role of
information and communication technology in enhancing HEIs in the Kingdom of Saudi
Arabia. Based on literature and interviews with a number of experts, a model was developed,
questionnaires were designed and distributed, the data were collected and analyzed. The
results from this research are promising and indicating that ICT is potentially a useful tool
both for managing and for teaching. Use in managing educational institutions should be
encouraged, as should use by instructors to gain access to educational materials. The study
revealed that ICT utilization in KSA Universities is very encouraging. The contribution of the
faculties as facilitators of Universities’ tutorials is significant.
The conclusions are summarized in the following points:
I. Emailing, Internet browsing, using word processing and presentation tools are
considered areas of ICT expertise by respondents.
II. The respondents seem to use ICT every day for Finding/accessing information and
educational materials, personal development, Preparing lessons, making
presentations/ lectures, and Teaching-learning for specific subjects.
III. A large number of respondents 82.30% think that implementing ICT in the
universities of the KSA can create learning and peer interaction in HES and 81.92%
of them said that ICT could help teachers in realizing the “good teaching” or “Best
Practice” beliefs. 81.54% of respondents believe that ICT implementation innovates
practices which may offer new educational practitioners.
IV. The study sample thinks that the first purpose of ICT implementation in KSA
universities is providing high quality, followed by Enhancing educational contents
and courses using ICT.

147
Therefore in order to have an effective utilization of ICT in KSA higher education system,
there is a need for the following:
I. Professional development programs where faculties could be shown and develop a
conception of their teaching subjects with respect to ICT.
II. Learners should be equipped with skills they require to be able to use the computers
in their universities for learning.
III. University management should encourage and motivate all faculties to use the
technologies available in their institutions.
IV. Updating of infrastructure, bandwidth, and equipments reliability, accessibility of
logins or permissions need to be done.
V. Solving the problems associated with blocking / filtering of Internet content with the
consideration of our religion and culture.
VI. Literate the interest in e-Learning within the university.
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