Heterogeneity across Australian ICT policies for education of gifted students.

This paper critically evaluates the current status of Information and Communication Technology (ICT) policies for gifted education in Australia, highlighting the lack of a comprehensive understanding and analysis of the heterogeneity across these policies. Despite the increasing recognition of the importance of ICT's importance in meeting the unique needs of gifted learners, there is a dearth of research systematically investigating the variations in policy frameworks, approaches to ICT integration, and their impact on educational outcomes for gifted students. This research problem necessitates an in-depth exploration of the heterogeneous nature of Australian ICT policies and their implications for promoting equitable access and fostering effective educational experiences. To address this gap, relevant policy documents and research articles on Australian ICT policies for gifted education were collected via Scopes, Web of Sciences, and Google Scholar. The search yielded six policy documents and 14 critical research articles. Our findings reveal that while Australia has definite policies for educating gifted students, these policy documents rarely mention ICT policies specifically related to gifted education. In fact, many elements of these policies only imply use of ICT as facilitation factors. Research articles highlight the inadequacies of sufficient ICT policies for gifted children in rural and remote locations, especially as they pertain to Aboriginal peoples, thereby violating the principles of equity in education. Moreover, the performance of gifted students on Science, Technology, Engineering, and Mathematics (STEM) subjects has been declining on international tests, indicating the inadequacies of Australian policies for the education of gifted students in these areas. Here, ICT policies can provide substantial solutions to address these challenges.

Exploring student satisfaction and acceptance of e-learning technologies in Saudi higher education.

The COVID-19 pandemic has rekindled interest in online learning as a desirable substitute. In Saudi Arabia's educational system, technology and online learning are becoming more and more significant. In order to prepare students for the digital age and Saudi Vision 2030, there is an increasing desire for educational institutions to use e-learning. Students and faculty at Saudi institutions now have more opportunities to better grasp the globalized digital age thanks to the integration and acceptance of digital technology into learning and teaching. Therefore, this study aims to analyze and investigate the educational quality, social influence, and TAM Model factors that increase the students' attitude toward using e-learning; thus, it affects students' satisfaction and academic performance. The study was conducted at two universities in Saudi Arabia. Structural equation modeling (SEM) and route analysis were used to evaluate the research model and analyze data from e-learning users through a questionnaire. The findings revealed that perceived ease of use (PEU) and perceived usefulness (PU) mediate the effects of educational quality (EDQ), social influence (SOI), and perceived enjoyment (PE), which in turn affect students' attitude toward use (ATU), and students' satisfaction with using e-learning systems (SSE). Additionally, the results demonstrated that the mediator factors had favorable "R square (R2)" values for adopting e-learning systems in higher education, with PEU = 0.562, PU = 0.712, ATU = 0.608, and SSE = 0.636. The hypotheses' findings led to the development of a validated instrument to measure students' online learning in Saudi Arabia's higher education.

Investigating Students' Perceptions of Online Learning Use as a Digital Tool for Educational Sustainability During the COVID-19 Pandemic.

Previous research on e-learning in underdeveloped countries has seldom taken a comprehensive approach. A literature review of recent published research in the field of e-learning use during the COVID-19 epidemic is also included in this study. Therefore, the aim of this study is to look at the technology acceptance model (TAM) and information systems (IS) performance models to see how system quality (SYQ), service quality (SEQ), and quality of life (QoL) are related, as well as the mediating impact of perceived ease of use (PEU) and perceived usefulness (PU), affect students' behavioral intention to use (BIU), and actual use of an e-learning system (AUE) as sustainability for education during the COVID-19 pandemic. Path analysis and structural equation modeling (SEM) were used to evaluate the research model, using the data from e-learning users obtained through a survey. Participants were e-learning users from two Saudi Arabian public universities. The findings revealed that PU and ease of use were positively correlated and influenced by SYQ, SEQ, and QoL in education, and that PEU and PU were positively influenced by students' BIU and AUE system. In the sense of e-learning in developing countries, previous studies rarely looked at an integrated model. This paper also attempts to provide a recently published study in the area of the use of an e-learning system as sustainability for education during the COVID-19 pandemic. There is a lot of ongoing research.