Abstract
This paper aims to provide a concise summary of the main points and findings discussed in the subsequent in light of the emergence of the COVID-19 pandemic. A considerable number of secondary school institutions have shifted their pedagogical and assessment methodologies to online platforms. However, the current corpus of academic literature regarding education reform projects in the United Arab Emirates (UAE) reveals a significant lack of comprehensive research on this specific subject matter. Consequently, the primary objective of this study is to investigate the propensity of secondary school educators in the United Arab Emirates (UAE) to embrace the principles and practices associated with Education 4.0. The current investigation employs a quantitative research approach, utilizing a questionnaire that incorporates a 5-point Likert scale for data collection. The sample for this study comprises 15 secondary schools that cover grades K-12 in Al Ain, United Arab Emirates. The analysis was carried out by the researchers on a sample of 437 secondary school teachers, utilizing the Statistical Packages for Social Science (SPSS) Statistics programme. The primary objective of the research produced findings that demonstrate a noteworthy and statistically significant tendency among educators in secondary schools in the United Arab Emirates to embrace Education 4.0. Similarly, the mean score of the participants’ evaluations regarding performance expectancy, effort expectancy, social influence, and facilitating conditions in the context of adopting education 4.0 is equally significant. This data sheds light on the factors that impact teachers’ willingness to utilize Education 4.0. On the other hand, the regression analysis produced significant results that provide support for the remaining objectives. The study revealed a significant positive relationship between performance expectancy, effort expectancy, social influence, enabling circumstance, and the inclination to adopt Education 4.0. The research study provided a significant contribution to the current knowledge base about the theory and practical implementation of technology adoption inside secondary educational institutions in a developing nation context. Moreover, the results of this investigation possess the capacity to augment the calibre of pedagogical methodologies for educational managers, instructors, and school administrators. The objective can be accomplished by promoting the creation and use of appropriate educational settings that effectively integrate the desire to employ Education 4.0 systems. As a result, educators can obtain substantial benefits from these technological improvements. Furthermore, the findings inferred from the data indicate that the researcher has effectively showcased that a significant proportion of research endeavours examining the adoption of technology, applying the Unified Theory of User Acceptance and Use of Technology (UTUAT) framework, and have primarily concentrated on nations in the western hemisphere and those characterized by industrialization. This study has provided empirical evidence to support a comparison analysis between its conclusions and existing research conducted in western contexts on Middle Eastern countries.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Alblooshi S, Binti NA, Hamid A (2022) The effect of performance expectancy on actual use of e-learning throughout the mediation role of behaviour intention. J E-Learn High Educ, 2022, 2169-0359.
Ali RA, Rafie M, Arshad M (2018) Empirical analysis on factors impacting on intention to use M-learning in basic education in Egypt empirical analysis on factors impacting on intention to use M-learning in basic education in Egypt Ali fand Arshad. Int Rev Res Open Distrib Learn 19(2):253–270
Aljarrah H, Alqudah H, Alwaely SA, Lahiani H (2022) Influences of technology integration education on professors’ and students’ perceptions in the UAE universities. 2022 International Arab Conference on Information Technology (ACIT), 1–9
Almekhlafi AG, Almeqdadi FA (2010) Teachers’ perceptions of technology integration in the United Arab Emirates School Classrooms. Educ Technol Soc 13(1):1176–3647
Almulla MA (2022) Developing a validated instrument to measure students’ active learning and actual use of information and communication technologies for learning in Saudi Arabia’s Higher Education. Front Psychol 13(June):1–15
Badri M, Al Rashedi A, Yang G, Mohaidat J, Al Hammadi A (2016) Students’ intention to take online courses in high school:aA structural equation model of causality and determinants. Educ Inform Technol 21(2):471–497
Bai Y, Jin X, Wang X, Wang X, Xu J (2020) Dynamic correlation analysis method of air pollutants in spatio-temporal analysis
Batucan GB, Gonzales GG, Balbuena MG, Pasaol KRB, Seno DN, Gonzales RR (2022) An extended UTAUT model to explain factors affecting online learning system amidst COVID-19 pandemic: the case of a developing economy. Front Artif Intell 5(April):1–13
Bhattacharyya SS, Goswami S, Mehta R, Nayak B (2022) Examining the factors influencing adoption of over the top (OTT) services among Indian consumers. J Sci Technol Policy Manag 13(3):652–682
Bonfield CA, Salter M, Longmuir A, Benson M, Adachi C (2020) Transformation or evolution?: Education 4.0, teaching and learning in the digital age. High Educ Pedagogies 5(1):223–246
Buraimoh OF, Yusuf MO, Olusanjo MO, Ajijola EM, Aladesusi GA (2020) Examining performance expectancy and effort expectancy as determinants of secondary school teachers’ behavioural intention to use mobile technologies for instruction in Kaduna. World J Innov Res (WJIR) 8(2):42–47
De KK, Oliveira S, Souza RACD (2022) Digital transformation towards education 4.0. Inform Educ 21(2):283–309
Faraliza N, Noor M, Ramalingam L (2014) The Unified Theory of Acceptance and Use of Technology (UTAUT) and the Goods and Service Tax (GST) application system. Res J Appl Sci Eng Technol 8(17):1911–1916
Funmilola B, Olalere Y, Oluwole O, Modupe A, Ayodeji A (2020) Examining performance expectancy and effort expectancy as determinants of secondary school teachers’ behavioural intention to use mobile technologies for instruction in Kaduna State, Nigeria. World J Innov Res (WJIR) 8(2):42–47
George SR, Nebebe F, Tan W (2007) Viability of the “technology acceptance model” in multimedia learning environments: a comparative study. Interdiscip J E-Skills Lifelong Learn 3:175–184
Haimi A, Adnan M (2015) Teaching Arabic in Malaysia Using Higher Education 4.0 Technologies. E-Proceedings of International Conference on Language, Education, Humanities &Social Sciences (i-LEdHS2021), 345–357
Hebert M, Benbasat I (1994) Adopting information technology in hospitals: the relationship between attitudes/expectations and behavior. Hospital Health Serv Admin Chicago 39(3):369–369
Huk T (2021) From Education 1.0 to Education 4.0 – Challenges for the Contemporary School. New Educ Rev 66:36–46
Hussin AA (2018) Education 4.0 made simple: ideas for teaching. Int J Educ Literacy Stud 6(3):93–98
Ibrahim A, Aljneibi F (2022) Heliyon The influence of personal and work-related factors on teachers’ commitment during educational change: a study on UAE public schools. Heliyon 8(October):e11333
Jain V, Jain P (2022) From Industry 4.0 to Education 4.0: acceptance and use of videoconferencing applications in higher education of Oman. J Appl Res Higher Educ 14(3):1079–1098
Jalil HA, Rajakumar M, Zaremohzzabieh Z (2022) Teachers’ acceptance of technologies for 4IR adoption: implementation of the UTAUT model. Int J Learn Teach Educ Res 21(1):18–32
Krejcie RV, Morgan DW (1970) Determining sample size for research activities. Educ Psychol Measure 30(3):607–610
Masmali A, Alghamdi F (2021) Factors influencing teachers’ continuation of online learning in elementary schools. Int Educ Stud 14(12):31–39
Matsumoto A (2019) Literature review on education reform in the UAE. Int J Educ Reform 28(1):4–23
Omar M, Ali A (2022) Extended model of acceptance and support to use mobile training based on the UTAUT3 model – Empirical analysis in the UAE 2(43)
Ramírez-Montoya MS, Castillo-Martínez IM, Sanabria-Z J, Miranda J (2022) Complex thinking in the framework of education 4.0 and open innovation—a systematic literature review. J Open Innov Technol Market Complex 8(1):1–15
Saunders LJ, Russell RA, Crabb DP (2012) The coefficient of determination: what determines a useful R2 statistic? Invest Ophthalmol Vis Sci 53(11):6830–6832
Senthilnathan S (2019) Usefulness of correlation analysis. Available at SSRN 3416918
Sharma P (2019) Digital Revolution of Education 4.0. Int J Eng and Adv Technol (IJEAT) 9:2249–8958
Van Thang L, Dung NX (2018) Building the higher education 4.0 in the armed forces associated with the industry 4.0: potential and challenges. Ad Alta-J Interdiscip Res 8(1, 4):171–175
Venkatesh V, Morris MG, Davis GB, Davis FD (2003) User acceptance of information technology: toward a unified view. MIS Quart Manag Inform Syst 27(3):425–478
Weilage C, Stumpfegger E (2022) Technology acceptance by university lecturers: a reflection on the future of online and hybrid teaching. Horizon 30(2):112–121
Wut TM, Lee SW, Xu J (2022) How do facilitating conditions influence student-to-student interaction within an online learning platform? A new typology of the serial mediation model. Educ Sci 12(5)
Yang F, Ren L, Gu C (2022) A study of college students’ intention to use metaverse technology for basketball learning based on UTAUT2. Heliyon 8(9):e10562
Yeboah D, Nyagorme P (2022) Students’ acceptance of WhatsApp as teaching and Students’ acceptance of WhatsApp as teaching and learning tool in distance higher education in sub-Saharan. Cogent Educ 9(1)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2024 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Ahmad, A.R., Mohamed, A.A., Sapry, H.R.M., Jameel, A.S. (2024). Factors Shaping the Propensity of UAE Secondary School Teachers to Incorporate Education 4.0. In: Mansour, N., Bujosa, L. (eds) Islamic Finance. Contributions to Management Science. Springer, Cham. https://doi.org/10.1007/978-3-031-48770-5_43
Download citation
DOI: https://doi.org/10.1007/978-3-031-48770-5_43
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-031-48769-9
Online ISBN: 978-3-031-48770-5
eBook Packages: Economics and FinanceEconomics and Finance (R0)