Digital adaptation in Saudi EFL higher education: Technology exposure, student confidence, and rural–urban variation

Abstract

Although Saudi Arabia's Vision 2030 policy has prioritized rapid, large-scale technology integration in higher education, this study examined institutional technology use, students’ adaptation challenges, and rural–urban differences in perceptions. A mixed-methods approach was used, including a questionnaire on pedagogical approach, technology diversity, technology usage frequency, perceived increase in technology, students’ confidence, benefits, challenges, and perceptions of Vision 2030, along with two open-ended items. A chi-square test found no significant difference in the type of adaptation challenge reported across institutional pedagogical approaches (traditional, blended, or highly technology-based), χ² (6, N = 228) = 2.75, p = .840. A tool-diversity index (0–5) was not significantly related to reported benefit type but was a significant, albeit weak, ordinal predictor of confidence in using digital tools (Nagelkerke R² = .019, p = .047). Neither the perceived increase in technology nor the actual frequency was significant when included together (Nagelkerke R² = .041). No significant differences emerged between rural and urban perceptions or between perceptions of the Vision 2030 environment (all p > .26). The open-ended responses revealed three concrete, actionable ideas: introductory technology training, gradual pacing, and device provision. The results indicate that the problems Saudi EFL learners encountered were related not only to institutional technology factors but also to broader factors, such as the transition to university and individual learners’ attitudes and confidence. This sample did not strongly support the often-held assumption of rural disadvantages, though the small rural subsample limits the strength of this conclusion.