• Energy Research

The conventional education system in developing countries has been enhanced recently by implementing the latest technology of distributed ledger. Disruptive technology is a fundamental requirement for greater accountability and visibility. We explored the key factors affecting the intentions of educational institutions to use blockchain technology for e-learning. This study proposed an expanded model of Technology Acceptance Model by integrating the diffusion of innovation theory. Based on an online survey, the conceptual model was tested and validated using structural equation modeling. The results showed that compatibility had a significant impact on blockchain use in smart learning environments. Other significant effects were also found on adoption of blockchain technology. This study offers an expanded Technology Acceptance Model for implementing blockchain that could assist decision makers in building a smart learning environment for the educational institutes for the emerging economies.

E-learning is expected to become a common teaching and learning approach in educational institutions in the near future; thus, the success of e-learning initiatives must be ensured in order to make this a sustainable mode of learning. In order to improve students’ learning performance through the use of e-learning in Saudi Arabia’s higher education, it was the objective of this paper to examine the relationships between social cognitive theory and learning input factors and the reflective thinking and inquiry learning style as well as the indirect effects of student problem-solving and critical thinking skills. As a result, this study thoroughly assessed the social cognitive theory that is currently in use, along with learning input components and situational factors that should be carefully taken into account while introducing an online education system into Saudi Arabia’s top universities as a way of ensuring learning sustainability. As a result, 294 university students completed a questionnaire that served as the initial dataset for the research study, and the proposed conceptual model was comprehensively assessed using SEM. The research results demonstrated that the inquiry style of learning and reflective thinking have always had a significant impact on the social involvement, human engagement, social power, social identity, and social support. Similar findings were obtained regarding the impact of problem-solving and critical thinking skills on the inquiry-based learning approach and reflective thinking. Thus, students’ ability to learn in Saudi Arabia’s higher education is greatly influenced by their ability to solve problems and think critically. Therefore, it is almost certain that this research study will aid university policy makers in their decision on whether to fully deploy an online learning system as a way of ensuring learning sustainability at educational institutions throughout Saudi Arabia.

In developed nations, the advent of distributed ledger technology is emerging as a new instrument for improving the traditional system in developing nations. Indeed, adopting blockchain technology is a necessary condition for the coming future of organizations. The distributed ledger technology provides better transparency and visibility. This study investigated the features that may influence the behavioral intention of energy experts to implement the distributed ledger technology for the energy management of developing countries. The proposed model is based on the Technology Acceptance Model construct and the diffusion of the innovation construct. Based on a survey of 178 experts working in the energy sector, the proposed model was tested using structural equation modeling. The findings showed that perceived ease of use, perceived usefulness, attitude, and cost saving had a positive and significant impact during the blockchain technology adoption. However, innovativeness showed a positive effect on the perceived ease of use whereas an insignificant impact on the perceived usefulness. The present study offers a holistic model for the implementation of innovative technologies. For the developers, it suggest rising disruptive technology solutions.

COVID-19 has disrupted educational institutes across the world. Teachers and students are now forced to teach and study online for an unidentified period, which severely hampers the learning capacity as well the student’s intention toward entrepreneurship. This study compared the impact of traditional teaching and teaching through online management simulation games on student learning performance and further leads to entrepreneurial intention. To further understand the desirability of business simulation games, we used the technology acceptance model (TAM) and extended it by employing knowledge sharing, knowledge application, learnability, perceived pleasure, and self-efficacy as exogenous variables. For this purpose, time-lagged data were collected from 277 students enrolled in entrepreneurship courses in public sector universities. To deal with homogeneity and generalizability issues, students from different collaborative universities were asked to participate in the study. Structural equation modeling was employed for analysis, where the results depict that the students learning performance was enhanced after using simulation games compared to regular theoretical online lectures, which further encouraged them to be entrepreneurs. We also concluded that simulation games are novel and effective online teaching methodology for students during a time of crisis. The study concludes with its theoretical, practical implications, and directions for future researchers.

Nowadays, social media applications (SMAs) which are quite popular among students have a significant influence on education sustainability. However, there is a lack of research that explores elements of the constructivist learning approach with the technology acceptance model (TAM) in higher education. Therefore, this research aimed to minimize the literature gap by examining the SMA factors used for active collaborative learning (ACL) and engagement (EN) to affect the students’ academic performance in measuring education sustainability, as well as examining their satisfaction from its use. This study employed constructivism theory and TAM as the investigation model, and applied a quantitative method and analysis through surveying 192 university students at King Faisal University. Using structural equation modeling (SEM), the responses were sorted into nine factors and analyzed to explain students’ academic performance in measuring education sustainability, as well as their satisfaction. The results were analyzed with structural equation modelling; it was shown that all the hypotheses were supported and positively related to sustainability for education, confirming significant relationships between the use of SMAs and the rest of the variables considered in our model (interactivity with peers (IN-P), interactivity with lecturers (IN-L), ACL, EN, perceived ease of use (PEOU), perceived usefulness (PU), SMA use, student satisfaction (SS), and students’ academic performance (SAP).

Today, developments in information and communication technology (ICT) have a significant influence on education sustainability. In this study, the factors influencing students’ intentions towards using ICT in education sustainability, as well as their satisfaction from its use, were examined. This study aims to investigate student intentions to use information and communication technology, as well as their satisfaction with such use. Therefore, this study employed an extended model of the Technology Acceptance Model (TAM) as the research framework, and adopted quantitative data collection and analysis methods by surveying 502 university students who were chosen through stratified random sampling. Using structural equation modeling (SEM), student responses were sorted into eight study constructs and analyzed to explain their intentions towards technology use and satisfaction. A significant relationship was found between computer self-efficacy (CSE), subjective norms (SN), and perceived enjoyment (PE), which were significant determinants of perceived ease of use (PEU) and perceived usefulness (PU). PEU, PU, and attitudes towards computer use (ACU) influenced students’ intentions to use (SIU) ICT and students’ satisfaction (SS). The constructs succeeded in explaining usage intentions towards ICT among students and their satisfaction from this usage.

La ecologización de cualquier plan de estudios a través de la infusión de habilidades ecológicas es necesaria en el sector de la construcción. Este estudio identificó importantes áreas de habilidades ecológicas en relación con la eficiencia energética de los edificios que son adecuadas para su inclusión en el Programa de Construcción de Edificios (BCP) en las universidades para el logro de la sostenibilidad ambiental. Se utilizó un cuestionario con 308 encuestados. Los análisis de datos se llevaron a cabo utilizando Estadísticas Descriptivas, Análisis Factorial Exploratorio (efa) y Análisis Factorial Confirmatorio (CFA). Se confirma la supremacía de las habilidades de eficiencia energética identificadas sobre las habilidades de eficiencia no energética, ya que su integración en el BCP ayuda a lograr la sostenibilidad ambiental. Los hallazgos incluyen las áreas importantes que se incluirán en el plan de estudios del programa de construcción de edificios. Los hallazgos pueden ser utilizados por el gobierno para la adopción y aplicación práctica de estos hallazgos. L'écologisation de tout programme d'études par l'infusion de compétences vertes est nécessaire dans le secteur de la construction. Cette étude a identifié d'importants domaines de compétences écologiques en matière d'efficacité énergétique des bâtiments qui peuvent être inclus dans le programme de construction de bâtiments (BCP) des universités pour la réalisation de la durabilité environnementale. Un questionnaire a été utilisé auprès de 308 répondants. Les analyses de données ont été effectuées à l'aide de statistiques descriptives, d'analyse factorielle exploratoire (EFA) et d'analyse factorielle confirmatoire (CFA). La suprématie des compétences en efficacité énergétique identifiées sur les compétences en efficacité non énergétique est confirmée car son intégration dans BCP aide à réaliser la durabilité environnementale. Les résultats comprennent les domaines importants à inclure dans le programme de construction de bâtiments. Les conclusions peuvent être utilisées par le gouvernement pour l'adoption et la mise en œuvre pratique de ces conclusions. Greening of any curriculum through the infusion of green skills is needed in the construction sector. This study identified important green skill areas in relation to building energy efficiency that are suitable for inclusion in the Building Construction Programme (BCP) at universities for the attainment of environmental sustainability. A questionnaire was used with 308 respondents. Data analyses were carried out using Descriptive Statistics, Exploratory Factor Analysis (EFA), and Confirmatory Factor Analysis (CFA). The supremacy of the identified energy efficiency skills over the non-energy efficiency skills is confirmed as its integration into BCP helps in realising environmental sustainability. Findings include the important areas to be included into the building construction programme curriculum. Findings can be used by the government for the adoption and practical implementation of these findings. هناك حاجة إلى تخضير أي منهج دراسي من خلال تسريب المهارات الخضراء في قطاع البناء. حددت هذه الدراسة مجالات المهارات الخضراء المهمة فيما يتعلق بكفاءة استخدام الطاقة في المباني المناسبة لإدراجها في برنامج تشييد المباني (BCP) في الجامعات لتحقيق الاستدامة البيئية. تم استخدام استبيان مع 308 مجيب. تم إجراء تحليلات البيانات باستخدام الإحصاءات الوصفية، وتحليل العوامل الاستكشافية (EFA)، وتحليل العوامل المؤكدة (CFA). يتم تأكيد تفوق مهارات كفاءة الطاقة المحددة على المهارات غير المتعلقة بكفاءة الطاقة لأن دمجها في خطة استمرارية الأعمال يساعد في تحقيق الاستدامة البيئية. تشمل النتائج المجالات المهمة التي سيتم تضمينها في منهج برنامج بناء المباني. يمكن استخدام النتائج من قبل الحكومة لاعتماد هذه النتائج وتنفيذها عمليًا.