This research explores the use of Generative Artificial Intelligence (GenAI) tools among higher education students in Saudi Arabia, aiming to understand their current perceptions of these technologies. This study utilizes the Technology Acceptance Model (TAM) and the theory of Task-Technology Fit (TTF) to examine students’ utilization, perceived benefits, and challenges associated with these tools. A cross-sectional survey was conducted, yielding 859 responses. The findings indicate that 78.7% of students frequently use GenAI tools, while 21.3% do not, often due to a lack of knowledge or interest. ChatGPT emerged as the most widely used GenAI tool, utilized by 86.2% of respondents, followed by other tools like Gemini, Socratic, and CoPilot. Students primarily use these tools for defining or clarifying concepts, translation, generating ideas in writing, and summarizing academic literature. They cite benefits such as ease of access, time-saving, and instant feedback. However, they express concerns about the challenges, including subscription fees, unreliable information, plagiarism, reduced human-to-human interaction, and impacts on learning autonomy. This study underscores the need for increased awareness, ethical guidelines, and robust academic integrity measures to ensure the responsible use of GenAI tools in educational settings. These findings highlight the need for a balanced utilization of GenAI tools in higher education that maximizes benefits while addressing potential challenges and guides the development of policies, curricula, and support systems.

This paper reports on an investigation of the effectiveness of online discussion use in blended courses at Saudi Arabian Universities. The study presents issues that have to be considered before employing online discussion in blended courses. Using qualitative research, a rigorous data collection procedure was developed by employing multiple data collection methods that included observations, focus groups and in-depth interviews. The participants were female undergraduate students and instructors of different courses. The results highlight the issues to be considered in utilizing efficient online discussion, which are: e-pedagogy, e-plagiarism, infrastructure, Learning Management System tools, and demands on time.

In distance cross-cultural supervision scenarios PhD students are supported by supervisors located in different cultural contexts, which may, or may not be, the same as that of the student. Very little research has been conducted into experiences of cross-cultural supervision. This paper aims to explores opportunities and challenges for students and supervisors, drawing on qualitative research into their experiences of supervision. Participants were Saudi Arabian students, and UK and Saudi based supervisors. Investigation of three main areas – roles and expectations, communications and technology, and personal and professional development – revealed common issues, and some specific to either students or supervisors. These include language, feedback, technology and professional learning and align with ‘intensifiers’ identified as making supervision complex or difficult for international PhD students. However, other issues were also identified which need to be discussed openly to ensure that the potential benefits of cross-cultural supervision are realised.

This small-scale qualitative study aimed to explore learning programming through online experiences among middle school students in a school for girls in Saudi Arabia. The low uptake of computing by girls has been a persistent problem in schools and beyond. In Saudi Arabia, there are similar issues in encouraging learners and girls in particular to be interested in computer coding. To explore how to engage learners in coding, an informal online course on programming for learners (age 12) was designed using a community-of-inquiry approach and a gamification process enabled through the use of Thunkable™ and TalentLMS™ to engage learners. An inductive qualitative research approach was used to explore influencing factors for engaging learners in programming. The data comprised three individual interviews, one focus group, a teacher’s diary, and a content analysis of the activities recorded in the TalentLMS™ system’s student progress reports. Findings highlighted the need to consider digital learning agency in the online learning environment and that learning programming online was best facilitated through student collaboration using live tools with teacher support to develop the online community. Further, findings revealed the rationale for the girls enrolling in the online programming course, which included improving their online learning skills, planning future careers, and developing résumés. These findings may contribute to offering some insight into pedagogy that can encourage greater interest in computer programming in schools.

Using guest lectures can provide graduate students with the opportunity to link theories with practice. This study aims to investigate perceptions towards online and face-to-face guest lectures among graduate students specialized in Curriculum and Instruction of Computer Science. Data was collected via reflection logs, semi-structured interviews and observations, revealing mainly positive experiences of both types of guest lecture. The participants acknowledged the flexibility and accessibility of an online guest lecture; on the other hand, they found that a face-to-face guest lecture facilitated better interaction and discussion. It is recommended to consider three issues for a successful guest lecture: guest speaker selection, teaching strategy of guest speaker and the role of the course lecturer. Future research based on identified gaps is recommended.

This research aimed to investigate the perceptions and experiences of in-service teachers participating in a professional development (PD) program focused on computer science (CS). The main research question explored the teachers’ perceptions of their experience in the CSPD program, while sub-research questions examined the challenges encountered and the program’s impact on their capacities to teach CS in elementary schools. The study adopted an interpretivist paradigm and employed a qualitative research approach to understand the subjective meanings and hidden factors underlying teachers’ experiences. Data collection involved observations, reflection essays, and a semi-structured focus group interview. The data analysis was guided by the community of practice elements. The findings revealed prerequisite challenges faced by the teachers, such as the need to develop self-directed learning and research skills. Additionally, the PD program was found to enhance teachers’ knowledge, skills, and confidence in teaching CS. It also fostered changes in their beliefs and self-efficacy. Challenges in the pre-implementation and implementation stages were also revealed, including conflicting perspectives, limited supervisor support, and passive learning and teaching. These findings provide valuable insights that can contribute to the design of effective PD initiatives in CS education and promote sustainable education practices.