Digital platforms are one of the educational resources that were used in education prior to Covid-19 pandemic. Nevertheless, the pandemic has led to a complete shift to learning via digital platforms, and therefore they have become a strategic alternative for sustainable education. Given that previous studies regarding the impact of digital platforms on learning outcomes have yielded conflicting results, the present study aims to determine whether or not digital platforms improve learning outcomes. To achieve this aim, meta-analysis approach was used through the examination of the overall effect size of these platforms on the learning outcomes besides the examination of the effect size of a set of mediating variables including study period, subject area, student rating, and publication type. Thirty studies published between 2015 and 2021 comparing learning via digital platforms and learning in traditional classrooms were accounted for. The focus on this period of time was because the fourth industrial revolution took place in that time where the use of digital platforms in teaching was prosperous. Findings showed that the overall effect size using the random effect model (g = 0.278; p < 0.001; α = 0.05) was small and positive, from (0.123–0.433) in favor of learning via digital platforms, and so no evidence regarding publication bias could be discovered in these data. The result of the current study may be useful to universities and e-learning centers on how to use digital platforms to improve learning outcomes.

The research aimed to investigate the perceptions of public education teachers in Jeddah towards Madrasati learning management system during COVID-19. To achieve this goal, the research attempted to answer two questions. The first question investigates the perceptions of public education teachers towards Madrasati learning management system. The second question aimed to know teachers’ suggestions to overcome the difficulties they faced while using the system. The research took a mixed methods approach; quantitative approach, descriptive method, to answer the first question by using a questionnaire, 4-point Likert scale, and a qualitative approach to answer the second question by analyzing content through the responses of the participants in the questionnaire, by MAXQDA program. The research sample included 523 male and female teachers from different levels. The quantitative results revealed that 75% of teachers did not use Madrasati learning management system before the current school year, which may affect their perceptions about the system. Also, revealed that most teachers believe that the system tools are either very good or good. In addition, teachers in most of their responses to system use functions went about the system tools most of time or sometimes used it. Moreover, the results showed that male and female teachers have a positive attitude towards Madrasati in terms of its impact on learning, which can be a good start to help them learn about the features and functions of Madrasati through professional development activities. Also, the qualitative results revealed that teachers faced many challenges in using Madrasati; difficulties with Madrasati learning management system, Internet problems, difficulties with learners, availability of electronic devices, learning strategies in the e-learning environment, families of learners, and weak technical skills. The teachers’ suggestions came to overcome the difficulties they faced as the following: improve Madrasati learning management system, enhance teacher's performance, availability of electronic devices, enhance the partnership roles with families of learners, provide e-learning strategies and resources, and train the learners. The research aimed to investigate the perceptions of public education teachers in Jeddah towards Madrasati learning management system during COVID-19. To achieve this goal, the research attempted to answer two questions. The first question investigates the perceptions of public education teachers towards Madrasati learning management system. The second question aimed to know teachers’ suggestions to overcome the difficulties they faced while using the system. The research took a mixed methods approach; quantitative approach, descriptive method, to answer the first question by using a questionnaire, 4-point Likert scale, and a qualitative approach to answer the second question by analyzing content through the responses of the participants in the questionnaire, by MAXQDA program. The research sample included 523 male and female teachers from different levels. The quantitative results revealed that 75% of teachers did not use Madrasati learning management system before the current school year, which may affect their perceptions about the system. Also, revealed that most teachers believe that the system tools are either very good or good. In addition, teachers in most of their responses to system use functions went about the system tools most of time or sometimes used it. Moreover, the results showed that male and female teachers have a positive attitude towards Madrasati in terms of its impact on learning, which can be a good start to help them learn about the features and functions of Madrasati through professional development activities. Also, the qualitative results revealed that teachers faced many challenges in using Madrasati; difficulties with Madrasati learning management system, Internet problems, difficulties with learners, availability of electronic devices, learning strategies in the e-learning environment, families of learners, and weak technical skills. The teachers’ suggestions came to overcome the difficulties they faced as the following: improve Madrasati learning management system, enhance teacher's performance, availability of electronic devices, enhance the partnership roles with families of learners, provide e-learning strategies and resources, and train the learners.