Impacts of Digital Technology-Enabled Personalized and Adaptive Learning on Student Learning Performance: A TOE Framework for Saudi Arabia

Digital technology-enabled personalized and adaptive learning has emerged as a critical tool for educational institutions to satisfy the evolving needs of their students, particularly in a dynamic environment like COVID-19. Such learning provides students the necessary guidance and flexibility required in a learner-centered environment, thus improving student performance. The current study leverages the TOE model to develop an institutional-level DT-PAL student learning framework. The framework suggests that digital technology-enabled personalized and adaptive learning can provide the students with the necessary personalization, flexibility, and adaptability to meet their learning needs and enhance their learning performance. The DT-PAL framework also suggests that COVID-19 and national culture complement the relationship between digital technology-enabled personalized and adaptive learning and student performance. The analysis of Saudi national culture on Hofstede cultural dimensions suggests that digital technology-enabled personalized and adaptive learning can foster student creativity, improve teaching-learning methodologies, bridge the gender divide, increase professionalism, improve evaluation methods, and streamline curriculum. The knowledge generated by this study can help Saudi Arabia to meet its digital transformation goals under National Transformation Program. Other countries can use the knowledge generated by this study to transform their education sector and improve the learning performance of their students.