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Article

Integrating Technological Knowledge into Higher Education Curricula: An Essential Measure for Attaining Sustainable Development in Saudi Arabia

by
Abdulaziz M. Alshammari
1,
Faisal F. Alshammari
1,
Murad Thomran
2,* and
Mubarak Altwaiji
3
1
Department of Curriculum and Teaching Methods, College of Education, University of Hail, Hail 55476, Saudi Arabia
2
Department of Accounting, College of Business Administration, University of Hail, Hail 55476, Saudi Arabia
3
Department of Languages and Translation, Faculty of Education and Arts, North Border University, Arar 73213, Saudi Arabia
*
Author to whom correspondence should be addressed.
Sustainability 2023, 15(22), 15956; https://doi.org/10.3390/su152215956
Submission received: 15 September 2023 / Revised: 25 October 2023 / Accepted: 13 November 2023 / Published: 15 November 2023
(This article belongs to the Special Issue Digital Learning for Education Sustainability)
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Versions Notes

Abstract

:
The aim of this paper is to enhance comprehension of the integration of technology knowledge into higher education curricula by analyzing existing literature on technology knowledge in higher education curricula, research patterns, and future research possibilities. A total of 306 participants responded to an online questionnaire after an extensive examination of relevant academic research literature. Convenient sampling and snowball sampling were employed to gather data, and PLS/SEM version 4.0 was used to systematically analyze the results. The study discovered a significant connection between the inclusion of technology knowledge in higher education institutions’ (HEIs’) curriculum and sustainable development. However, the obstacles to integrating technology knowledge into higher education curricula had little effect on sustainable development. This study serves as a reference point for policymakers in Saudi Arabian HEIs in developing an appropriate curriculum that promotes technology integration among university students and improves university performance.

1. Introduction

The rapid technological advancement and economic development that has come with it in the world have brought about a lot of dynamic changes in major areas of people’s lives. These changes manifested in virtually all areas of human endeavors, and as a result, some countries benefited immensely from the changes and have continued to develop and achieve the SDGs, while others are devastated by them, as a lack of technological know-how and investment constitutes a digital divide among nations [1]. The UNDP’s 2030 sustainable development agenda seeks to promote the rapid dissemination of technology and global interconnectivity, creating significant prospects for human advancement, closing the digital gap, and building knowledge-based societies [2]. Lui [2] identifies technology education, digital literacy, advocacy initiatives, and increasing public awareness of digital technology usage as some of the key factors that can help bridge the digital divide, a critical concern identified in the UNDP’s 2030 sustainable development agenda. According to UN Secretary General Guterres at the 2018 High Political Forum on Sustainability, “technology has a great potential to help deliver the SDGs; hence, there is a need to harness the benefits of technology for all” [3].
Consequently, several countries are working in line with the sustainable development agenda to foster developments in knowledge, ICT, and sustainability. Most countries have gone to the extent of mainstreaming sustainable development goals in their higher education curricula [4,5]. According to Weibo et al. [6], higher education plays a crucial role in advancing sustainable development. Again, higher institutions are seen as change agents who provide solutions to a number of issues of greatest concern to countries, especially in the area of sustainability awareness and knowledge [7]. HEIs have a significant role in implementing sustainable solutions, which makes this statement particularly relevant. This is possible in view of the fact that the curriculum of such institutions can be tailored to achieve major developmental goals [8]. Furthermore, sustainability goals can be achieved by adopting ICT in education and smart computing systems through the education of professionals using advanced technologies in HEIs. Similarly, the growth of smart computing technologies and applications has brought significant improvements in education, teaching, and learning methods [9].
Saudi Arabia has achieved a considerable level of economic development in view of its status as a major oil producer; however, like most countries, it needs to revamp its education system to catch up with the rapid technological changes globally [10]. Several authors attribute the inefficiency of the Saudi education system to obsolete school curricula, antiquated teaching methods, and low education standards [10,11]. This problem and others have rendered Saudi graduates less competitive globally. According to Bunaiyan [12], about 9.5 million foreigners occupied Saudi Arabia’s private sector, constituting about 88.4% of the labor force in the private sector, a situation that complicates unemployment issues among Saudi youth because they are constrained by skill gaps as a result of the country’s low-standard education system. Similarly, it was shown that the level of Saudi education sustainability is not adequate despite enormous investments in the sector [4].
On the positive side, Saudi Arabia has invested so much and came up with its own developmental program aside from the SDGs and sustainable development agenda, called Saudi Vision 2030, to achieve accelerated technological advancement and contribute to global sustainability development programs [13]. It was stated that one of the objectives of Saudi Vision 2030 is to establish a strong education system that positions at least five of its universities as leading global universities capable of producing dynamic graduates.
In spite of the rapid pace of technological progress, Mohiuddin et al. [14] express the opinion that the curricula of higher education institutions within Saudi Arabia do not adequately incorporate technological know-how. Because of this absence, the nation’s ability to fulfill its goals for sustainable development in the long run is hindered. This means that Saudi Arabian students are not adequately prepared for the ever-changing labor market because they are not receiving an all-encompassing education in technology, which leaves them unprepared to meet the challenges of the future [15]. In addition, the knowledge gap regarding technology contributes to the worsening of social inequality by reducing the number of options available to less fortunate students and regions. Because of its direct effect on the development of a country’s economy and its ability to compete internationally, the incorporation of technological knowledge into higher education is clearly a requirement. It is essential to find a solution to this problem in order to encourage creativity, entrepreneurialism, and technological competence among young people in Saudi Arabia, ultimately propelling the nation toward a more environmentally conscious and affluent future.
Thus, this study aims to assess the impact of integrating technology knowledge inclusion within higher education curricula on sustainable development in Saudi Arabia. It seeks to evaluate the current utilization of technology in Saudi Arabian higher education institutions (HEIs), identifying technological needs and associated challenges. The primary objective is to establish the significance of integrating technology knowledge into HE curricula for sustainable development in Saudi Arabia. This study addresses two key research questions:
  • To what extent does the role of technology knowledge (TN) in higher education influence sustainable development in Saudi Arabia?
  • To what extent does the role of curriculum (CC) in higher education influence sustainable development in Saudi Arabia?

2. Literature Review

2.1. Higher Education

Higher education institutions (HEIs) play a significant role in society; they serve as change agents through the dissemination of knowledge that transforms society [13]. Higher education institutions can be viewed from two perspectives: as systems that change from within through innovation and technology and as agents that transform societies from outside the academy. Several studies concentrate on the internal system that involves only professors, students, and the institutional environment [16]. Unlike most studies, the present study looks at both the internal and external roles of HEIs, that is, their role in teaching students and knowledge dissemination through research and public engagement. According to Stephens [13], there are four ways HEIs contribute to societal transformation toward sustainability. First, HEIs can model desired sustainable behaviors within society. This can be accomplished by promoting sustainable behavior on campus and throughout society. Secondly, HEIs prepare students to critically think and develop analytical skills that allow them to tackle or solve sustainability challenges. Thirdly, HEIs conduct applied research that offers solutions to many human and environmental challenges. Lastly, HEIs coordinate engagements among academia, industries, and the community. Colucci-Gray [17] argues that the second category emphasizes the role of HEIs in integrating sustainability through curriculum modification using state-of-the-art technology to enhance the understanding and impact of the curriculum. The reason for this is that a sustainability-oriented curriculum necessitates unconventional methods and an emerging skill set that enables students to combine, incorporate, and comprehend a complicated system.

2.2. Role of Technology in Higher Education

As a new generation of students emerges, who are more familiar with a wide range of digital technology, from games to smartphones, etc., there will be an increasing need for HEIs to integrate digital technology into their curricula [18]. In view of that, the way people have been studying has now changed due to the development of technology [19]. Technology has transformed learning by allowing better understanding, easy access to a variety of online materials, flexible study periods, and the use of assisted technology for learning [20]. New technology has been deployed, including artificial intelligence, analytics, big data, blockchain, etc., to advance higher education institutions to the next level. The benefits of using technology in higher education curricula and extracurricular activities cannot be emphasized in view of their strategic roles [21]. Technology has changed the way facilitators and students study; the availability of high-speed internet and wireless technology has helped to connect mobile devices across large geographical areas among different computing devices such as laptops, tablets, and so on [22]. This has given room for online learning at the students’ and facilitators’ convenience. Furthermore, studies have shown that this development paved the way for distance learning, which is now being used by a number of universities and colleges around the world. Also, online learning has been found to have environmental benefits [4].
According to Ottenbreit-Leftwich [23], using technology to motivate learning can be beneficial because young students are more tech-savvy and enthusiastic. Similarly, Ruthotto [24] studied the motivating factors that attract students toward technology in education. Communication, learning, and empowerment are three factors that attract students, according to their findings. This is because the students enjoy their interactions with others in real time through their devices and the internet. Similarly, Bereiter [25] opines that adopting technology in higher education can assist in improving students’ problem-solving techniques, self-control, and soft-skill development. A study has shown a positive relationship between education and technology, as well as evolving curricula that have taken advantage of emerging technology [21]. Similarly, the Horizon Report 2019 has identified technological trends accelerating technological adoption in HEIs; some of the major trends include blended learning, redesigning learning spaces, the evolution of online learning, students as creators, blending formal and informal learning, etc. [26,27].
In recent years, significant strides have been made in educational technology, resulting in the emergence of innovative tools and approaches to enhance learning. Analytics technologies have enabled educators to monitor student progress and tailor instructional strategies accordingly. Adaptive learning technology has made it possible for students to receive personalized learning experiences that are tailored to their individual needs and learning styles. Games and gamification have been introduced as a way to make learning more engaging and fun, increasing student motivation and participation. The internet of things has enabled the integration of technology into everyday objects, creating a more connected and efficient learning environment. Makerspaces have been established to provide students with access to cutting-edge technology and equipment, allowing them to create and innovate. Flipped classrooms have flipped traditional teaching methods on their heads, placing students at the center of the learning experience. Wearable technology has been introduced to enable teachers to track student engagement and progress. Three-dimensional printing has allowed students to bring their ideas to life, creating tangible objects and prototypes. Artificial intelligence has been integrated into education to personalize learning experiences and assist with administrative tasks. Mixed reality has made it possible to merge virtual and physical learning environments, creating immersive learning experiences. Finally, blockchain has been introduced as a way to secure student records and improve transparency in education [20,24,26].

2.3. The Role of Higher Education in Sustainable Development

The significance of higher education in promoting sustainable development has become increasingly important at all levels of education, but especially in HE [28]. The HEIs are so strategic because they are a focal point for supporting sustainability at a global level. Sustainability has been variously defined; however, most definitions are context-specific [28]. Nevertheless, understanding the concept has become so important in view of its significance to world protection and development. According to Bedawy [28], the concept is thought to have three dimensions: environment, society, and economy. Similarly, Yousaf [29] opines that “for us to be able to protect and preserve our beautiful world, the social, economic, and environmental factors must be harmonized”. The term became noticeable after the 1992 Rio Earth Summit, which emphasized the need for environmental protection and the need for HEIs to be strategic in their implementation. Today, sustainability has become an indispensable aspect of developmental planning worldwide. And HEIs have become strategic partners due to the fact that innovation knowledge and specialized skills are needed for its implementation [30,31]. Therefore, higher education institutions, as catalysts for sustainable development, have to reform their methods of teaching and research, and their curricula should be modified to reflect sustainability by using innovative and creative techniques provided by technology [7].
Hence, the following hypothesis is postulated:
H1: 
There is a significant relationship between the higher education curriculum and sustainable development in Saudi Arabia.

2.4. Technological Knowledge in Saudi Arabian Higher Education Curricula

The strong commitments of the Kingdom of Saudi Arabia to pursue economic diversification and sustainable development led to the launch of its progressive plan, Vision 2030, alongside the SDGs and 2030 sustainable development agenda, to vigorously achieve the desired development [4,11]. However, the major challenge remains the lack of a robust education system that can support Vision 2030; it was indicated that the level of Saudi graduates’ educational development is not adequate, hence their low competitiveness in relation to other graduates around the world [4]. On the other hand, it was shown that Vision 2030 has taken into consideration the challenges of Saudi Arabia’s educational deficiencies and made adequate plans and investments. There has been drastic improvement in their education system, particularly new curriculum development in line with global best practices in ICT, higher education promotion, and labor market skills [11]. Currently, there is a scanty amount of evidence in the literature that shows such commitments; therefore, the present study aims at identifying the necessities and challenges of adopting technology and information systems in education curricula and enhancing technological skills in education in Saudi Arabia.
Hence, the following hypothesis is postulated:
H2: 
There is a significant relationship between technological knowledge and sustainable development in Saudi Arabia.

2.5. Theoretical Framework

The theoretical insight used to underpin the relationship between variables featured in this study is the human capital theory [32]. The theory illustrates how investment in oneself or other people in the form of training, education, and exercise will soon yield a future benefit in the form of personal development and income. The theory places emphasis on intangible resources; unlike economists’ points of view on the issue, according to the theory, the more intangible resources (education, experiences, etc.) one has, the more income they earn [33]. According to Xu [34], as students gain more human capital through education, their worth in the labor market increases since they can bring more knowledge, expertise, and efficiency to their job performance. The theory can explain how investments in education and education curricula provide graduates with world-class skills, making them employable globally. This is consistent with Saudi Arabia’s Vision 2030, which aims to produce graduates capable of competing with other graduates around the world and filling the majority of strategic jobs held by foreigners in Saudi Arabia [11].
The theory also applied to the current study’s context because the primary goal of sustainability is not only environmental but also societal and economic [28]. Lastly, the theory holds here because society derives significant economic and social benefits from investment in people, like the benefits Saudi Arabia stands to gain from its immense investment in education and technology [32].
The theoretical framework of this paper posits that integrating technology knowledge into higher education curricula can enhance the quality of education and promote sustainable development. This framework is supported by previous research findings, as discussed in the literature review section of the paper. For example, McNeill [35] and Loewe [36] found that sustainable development cannot be achieved by focusing on only one aspect and that a holistic approach is necessary. Similarly, Bedawy [28] and Yousaf [29] argue that sustainable development has three dimensions, environment, society, and economy, and that these dimensions must be harmonized to protect and preserve the world. The empirical component of this paper builds upon this theoretical framework by conducting an in-depth examination of the benefits of introducing technology education into higher education curricula in Saudi Arabia. The study compares and contrasts various sustainable development approaches and assesses their relative merits and drawbacks. The findings of the study underscore the essential role that higher education plays in cultivating a generation that is technologically empowered and competent in resolving the numerous obstacles to sustainable development. Higher education institutions have the potential to make substantial contributions to the movement of the country toward a more sustainable future by cultivating graduates who are knowledgeable about technology. Therefore, the discussion surrounding extant research findings in sustainable development and their implications for higher education is connected to the theoretical framework by providing empirical evidence that supports the argument that integrating technology knowledge into higher education curricula can enhance the quality of education and promote sustainable development.
The concept of “technological know-how” refers to the practical knowledge and skills required to effectively use technology to achieve specific goals. It encompasses a range of competencies, including technical skills, problem-solving abilities, and critical thinking. Technological know-how is not limited to the use of digital tools but also includes the ability to use other forms of technology, such as machinery and equipment. While related, technological know-how is distinct from other terms such as “digital competence”, “digital skills”, and “digital literacy”. Digital competence refers to the ability to use digital tools and technologies to achieve specific goals, while digital skills refer to the specific abilities required to use digital tools effectively. Digital literacy, on the other hand, refers to the broader set of skills and knowledge required to navigate and participate in a digital society. Technological know-how is broader than digital competence and digital skills, as it encompasses a wider range of technologies beyond just digital tools. It also includes problem-solving and critical-thinking abilities, which are not necessarily included in the definitions of digital competence and digital skills. While digital literacy is a broader concept that includes digital competence and digital skills, it does not necessarily include the practical knowledge and skills required to use other forms of technology beyond digital tools.
The theoretical framework serves as a foundational backdrop for the study, highlighting existing gaps in understanding that this research aims to address. The study’s conclusions will draw upon this theoretical framework, bolstered by empirical evidence, to substantiate the claims made in the literature review. The importance of incorporating technology knowledge into higher education curricula for sustainable development is underscored within the theoretical framework. The research findings will provide empirical backing for this assertion by illustrating how students’ perspectives and behaviors related to sustainability are positively influenced by technological proficiency, or conversely, how they may be impacted.
Furthermore, the theoretical framework explores the potential benefits of technological knowledge in enhancing students’ employability and prospects for professional advancement. Consequently, the research findings will lend empirical support to this assertion, revealing a demonstrable correlation between technology education and increased employment opportunities in technology-related sectors, along with higher income levels.

3. Research Methodology

3.1. Procedure Employed in the Study

Quantitative research methods were utilized in this research in order to achieve an all-encompassing comprehension of the subject matter of “Technology Knowledge Inclusion in Higher Education Curriculums: The Necessity toward Sustainable Development in Saudi Arabia”. A pre-designed questionnaire is the major method of data collection that was implemented for this investigation. The construction of the questionnaire was based on a stringent process that included an intensive literature study to find relevant theories, concepts, and existing research on the incorporation of technological know-how in courses of study in higher education and its overall impact on sustainable development. This review was carried out in order to ensure that the questionnaire was as accurate as possible. The results of this literature evaluation were used to establish research questions and hypotheses as well as to gain a better understanding of the gaps that existed in previous knowledge. Along the same lines as the questionnaire, it was prepared based on the findings obtained from the review of the relevant literature, and the questions were meticulously crafted to ensure that they corresponded with the research objectives and could successfully capture the essential data. Similarly, the questionnaire was also designed based on the findings obtained from the literature review.

3.2. Variable Operationalization and Measurement

This study operationalizes and measures variables such as technological knowledge, the role of curriculum, and sustainable development. The operationalization and measurement of technological knowledge in this study are achieved by utilizing a standardized questionnaire comprising eight (8) items, which are assessed on a five-point Likert scale. The questionnaire encompasses inquiries pertaining to diverse topics, including the content of the curriculum, pedagogical approaches, and evaluation procedures. The study operationalizes and measures the role of curriculum by employing a structured questionnaire, which is also utilized to assess technological knowledge. This questionnaire consists of seven (7) items. The survey comprises inquiries pertaining to the content of the curriculum, specifically addressing the degree to which it integrates technological knowledge and concepts related to sustainable development. In this study, the operationalization and measurement of sustainable development are conducted using a structured questionnaire. This questionnaire is also utilized to test technological knowledge and the influence of curriculum. The questionnaire consists of seven (7) components. The survey comprises inquiries pertaining to students’ perspectives and actions about sustainable development, encompassing their level of consciousness regarding environmental concerns and their inclination to embrace sustainable habits. Furthermore, this study aims to evaluate the influence of incorporating technological knowledge into curricula in higher education institutions on the promotion of sustainable development. This will be achieved by investigating the correlation between these two factors, as indicated by Hypotheses 1 and 2.

3.3. Instrumentation

To increase the questionnaire’s validity and reliability, a panel of experts in the fields of higher education, technology integration, and sustainable development evaluated and validated it. These fields are all related to sustainable development. Their comments and ideas were taken into consideration, and more improvements were made to the questionnaire. A preliminary study with a limited number of participants was carried out in order to evaluate the questionnaire in terms of its readability, applicability, and efficiency. Because of the findings of the pilot study, the final draft of the questionnaire underwent the required revisions and enhancements in order to ensure that it was reliable and valid. The questionnaire that was used in this research study was a newly produced instrument that had been specifically tailored to fulfill the research objectives and investigate the relationship between the incorporation of technological knowledge into higher education curricula and sustainable development in Saudi Arabia. In order to evaluate the views of students regarding the integration of technological expertise into their higher education curricula, a structured questionnaire consisting of items measured on a five-point Likert scale was devised. The questionnaire comprises questions about a variety of subjects, such as the substance of the curriculum, instructional methods, and assessment methodologies. Other data, such as demographic information, were collected in order to provide a comprehensive picture of the research area.

3.4. Sample Techniques

Consequently, it was decided to pick an accurate representation of students from a wide range of academic fields at institutions of higher education. Students representing four distinct universities in Saudi Arabia, including Hail University, North Border University, King Faisal University, and Alqassim University, were incorporated into the study sample. Students from a variety of colleges and faculties at those universities were used to compile this sample. In particular, students from the College of Business Administration, College of Engineering, College of Medicine and Dentistry, Faculty of Education, and Faculty of Letters and Arts were included. In addition, this representative group includes students who were enrolled in a wide variety of academic programs offered by the universities, including diploma programs, bachelor programs, master programs, and doctoral programs. The participants were provided with the questionnaire in an electronic format to ensure they could remain anonymous and that their participation was completely voluntary. The participants were given access to an online survey created with Google Forms and sent to them via social networks such as email groups and WhatsApp. The respondents were asked to complete the questionnaire, which had been translated into Arabic. The online questionnaire was set up so that a respondent could not submit without answering all of his or her questions; consequently, the online survey conducted in this study had a total of 306 participants.

3.5. Techniques for Data Analysis

For the purpose of conducting an analysis of the demographic data, descriptive statistics are utilized. This analysis takes into account the frequency and distribution of the respondents. SEM/PLS was used to study the interactions between latent variables such as curriculum content, instructional methods, and students’ perceived technology knowledge, as well as to determine the direct and indirect effects that are contained within the suggested conceptual research model. More specifically, the relationship between curriculum content, instructional methods, and students’ perceived technology knowledge is being investigated. In a similar manner, the hypothesized model examines two hypotheses using SEM and PLS, which enables the discovery of factors impacting sustainable development in Saudi Arabia:
  • There is a significant relationship between the role of technology knowledge (TN) in higher education and sustainable development in Saudi Arabia.
  • There is a significant relationship between the role of curriculum (CC) in higher education and sustainable development in Saudi Arabia.
All indicators are evaluated using five-point Likert scales. Technology Knowledge in Higher Education Curriculum is measured using eight [8] items; the Difficulties of Accommodating Technology Knowledge in Higher Education are measured using seven [7] items; and the Sustainable Development Aspect of the Curriculum is measured using four [4] items.

4. Findings

Table 1 provides an overview of the demographic data collected from the universities participating in the study. The data reveal that males represent the majority of the respondents, with approximately 63% of the participants being male, while the remaining 37% are female. This suggests a gender disparity in Saudi Arabian educational settings, with men increasingly dominating the education sector. Interestingly, the survey found that there were three times more male participants than female participants, highlighting the significant difference in gender representation. These findings are particularly noteworthy when compared with the Onsman [37] study, which found that women were 50% dominant in the education sector. The shift toward male dominance in Saudi Arabian universities is encouraging for some, while others may view it as a cause for concern.
Moreover, the study found that the majority of the respondents were in their first year of studies, representing the “X and Y” generations who are well versed in technology. This presents an excellent opportunity for the students to assess the level of technology inclusion in their university curriculum effectively. Furthermore, the University of Hail had the highest number of respondents, with approximately 42% of the participants coming from this institution, followed by North Border University, which had approximately 40% of the respondents.
Regarding the distribution of respondents by faculties, the study found that 41.5% of the participants were from the faculty of education, while 30% were from the College of Medicine. The remaining 30% of the respondents were from various colleges, including the Colleges of Business, Engineering, and others.
In terms of educational qualifications, the majority of the respondents had a bachelor’s degree, representing approximately 57.6% of the participants. Meanwhile, 35% of the respondents had a diploma, and the remaining 8% had postgraduate degrees of either an M.S. or a Ph.D. This indicates that the majority of the respondents were educationally sound and qualified to provide their views on the inclusion of technology in their university curriculum. This is because most Saudi Arabian university students must complete a diploma educational program before enrolling in a bachelor’s degree program.
Overall, the data presented in Table 1 provide an insightful overview of the demographic characteristics of the study universities’ student populations. The findings indicate a gender disparity in Saudi Arabian educational settings, as well as a shift toward male dominance in the education sector. Furthermore, the majority of the participants were well educated and technologically savvy, making them well equipped to provide valuable insights into technology inclusion in their university curriculum.

4.1. Statistical Analysis and Results

To ensure the internal consistency of the measurement items used in the survey questionnaire, composite reliability and Cronbach’s alpha were assessed in this study. This method of analysis was suggested by Adamson [38] and Hajjar [39]. According to their recommendations, the value of Cronbach’s alpha should be 0.7 or higher to indicate acceptable internal consistency. In addition, the appropriate composite reliability model was determined based on the validity and reliability of the measurement model.
The results of the analysis showed that all of the constructs used in the study achieved a minimum value of 0.7 for both the composite alpha and Cronbach’s alpha. This indicates that the measurement items used in the survey questionnaire had acceptable internal reliability. Table 2 presents the results of the analysis for each construct, showing the composite alpha and Cronbach’s alpha values for each. These results provide evidence that the survey questionnaire was a reliable tool for measuring the constructs under investigation in this study.
Hair [40] further proposed that convergent and discriminant validity might be assessed using additional indicators, such as factor loading and AVE. In structural equation modeling, indicator loading values are used to determine the strength of the relationship between the indicator and its corresponding construct. In this study, all indicators had loading values greater than 0.5, indicating that they were significant and contributed to the measurement of their respective constructs. This means that each indicator adequately measured the construct it was intended to measure and that the constructs in the model were well defined. Overall, the high indicator loading values suggest that the measurement model used in the study was reliable and valid, which is adequate for multivariate analysis. The AVE values, which ranged from 0.585 to 0.7377, were higher than the nominal value of 0.5. The heterotrait–monotrait test (HTMT), one of two tests for discriminant validity, was used to evaluate the discriminant value of the constructs. To demonstrate discriminant validity, the HTMT relationship’s values must be lower than 0.85. As a consequence of this, the findings demonstrated that every value was lower than the 0.85 criteria, showing adequate discriminatory validity. Those investigations led to the conclusion that the PLS-SEM predictions were verified by the dataset.

4.2. Structural Model Assessment

To evaluate the structural model in this study, a bootstrapping method was employed. After confirming the measurement model, the researchers validated the hypotheses by examining path coefficients and R2 values in the structural model using PLS-SEM. Figure 1 and Table 3 present the results for the two direct hypotheses. At the Saudi Arabian Universities, one aspect of sustainable development was studied to determine the impact that technology knowledge has on the higher education curriculum (β = 0.0423, t = 15.6101, p > 0.05). H1 is therefore acceptable.
The difficulties associated with incorporating technology knowledge into higher education are similar. At the Saudi Arabian Universities, the curriculum demonstrates an influence that is not statistically significant on the aspect of sustainable development (β = 0.0550, t = 1.4816, p = 0.05). As a result, H2 is disregarded. In addition, the bootstrapping method is utilized in order to verify the relational effect that was looked into for this particular study. For research that assesses these indirect impacts, this bootstrapping method has been utilized and proposed.
The value of Cohen’s f2 is provided within the framework of PLS-SEM to illustrate the magnitude of the effect that the independent variable had on the value of the dependent variable. As can be seen in Table 4, the f2 values that were emphasized suggested that the role of technology in higher education has an effect on sustainable development in Saudi Arabia; however, the curriculum of higher education has no effect on sustainable development in Saudi Arabia. When compared to the influence that technology in higher education has on sustainable development, which has a coefficient of 0.792717 and is considered to be good, the effect that the higher education curriculum has on sustainable development is 0.0120598, which is weak.

5. Discussion

The present research investigates the impact of technology knowledge on sustainable development in the curricula of four universities in Saudi Arabia, namely the University of North Border, Hail University, Alqassim University, and King Faisal University. It also explores the challenges involved in integrating technology knowledge into higher education curricula to promote sustainable development. The study posits that including technology knowledge in the higher education curriculum (HEI) can have a positive impact on sustainable development. The statistical analysis indicates that the relationship is significant (t = 15.6101, p < 0.05) and the findings support this hypothesis (H1).
Previous studies have also found that integrating technology into higher education curricula has a positive impact on sustainable development, which is consistent with the results of this study that integrating technology knowledge into the curriculum of higher education has a significant impact on sustainable development (e.g., [41,42,43]). Previous research suggested that the degree to which higher education can accommodate proactive strategies for creativity is proportional to the amount of technology knowledge present in the higher education curriculum (HEI).
Hence, colleges with significant technology knowledge in their higher education curricula typically do better than those with restricted concerns. In a more competitive economy, the incorporation of technology knowledge into universities’ higher education curriculum (HEC) strategies promotes innovation and the development of technical knowledge [44,45].
On the contrary, H2 showed that there is no significant statistical relationship found between the Challenges of Accommodating Technology Knowledge in Higher Education Curriculum and sustainable development (=0.0550, t = 1.4816, p = 0.05). This finding strongly supports previous studies that have shown that the Challenges of Accommodating Technology Knowledge in Higher Education Curriculum has a negative impact on or a significant correlation with sustainable development but does not significantly influence it [46].
The results of this research indicate that there is a significant and favorable association between the incorporation of technology education within the academic programs offered by higher education institutions and the achievement of sustainable development goals. Higher education institutions exhibit resiliency and adaptation in the face of problems and roadblocks that have been encountered during the process of embracing technological education, and they are continually working toward development. This study takes a more targeted approach by carefully reviewing some of the most recent literature that is currently accessible. This builds upon previous research initiatives that have investigated this topic across a wide range of contexts and scenarios. Furthermore, this research sheds new light on the numerous benefits of introducing technology education into the curricula of higher education institutions by conducting an in-depth examination of the most recent academic works as well as empirical evidence. These benefits extend across many different facets of sustainable development, including economic, environmental, and social issues. Our research intends to expand the general understanding of how educational innovations can effectively boost the efficacy and success of sustainable development efforts within the specific context of Saudi Arabia by assessing the consequences of various sustainable development approaches and comparing and contrasting their relative merits and drawbacks.

6. Conclusions

The findings of this study have far-reaching consequences because they underscore the essential role that higher education plays in the process of cultivating a generation that is technologically empowered and competent in resolving the numerous obstacles to sustainable development. Higher education institutions have the potential to make substantial contributions to the movement of the country toward a more sustainable future by cultivating graduates who are knowledgeable about technology and environmentally conscientious. In addition, the findings of this study provide significant direction for policymakers, educators, and other stakeholders, assisting them in the development of empirically supported approaches to fix the disconnect between technological knowledge inclusion and initiatives for sustainable development in Saudi Arabia.
This study provides insights that go beyond the national context in order to effectively resonate with international readers. These insights make the data important on a global scale by contextualizing the research’s findings underneath the global trends of technology incorporation in higher education, comparing Saudi Arabia’s approach alongside international practices, and shedding light on the all-encompassing challenges and successes of technology knowledge inclusion in higher education curricula toward the objective of sustainable development. In addition, the study demonstrated how the findings of the study can be implemented or adapted to a wide variety of educational systems all around the world and highlighted the ways in which the findings of the study may be used to guide policy decisions not just in Saudi Arabia but also in other nations around the world by suggesting policy recommendations that can be used in order to support technology-driven education and sustainable development.
The study also investigated potential avenues for scholarly cooperation across international boundaries. The approach and findings of the study have the potential to stimulate collaborative research initiatives and propel a global discussion on the incorporation of technology into the curricular components of higher education. The purpose of this research was to further create and test a conceptual framework that enables readers from other countries to evaluate their own educational systems in comparison to the backdrop of Saudi Arabia. It is possible that this will further inspire a more in-depth appreciation of the significance of the study and, by doing so, discover new regions for foreign researchers to dive into, increasing the debate while elaborating upon the study’s solid underpinnings.
The extensive analysis that our study conducted on the relationship between the incorporation of technological education and sustainable development in the curricula of higher education institutions demonstrates the unwavering significance of providing undergraduates with the necessary skills and information to navigate a world that is continuously undergoing change. Through the adoption of forward-thinking educational practices, Saudi Arabia has the potential to assume a leadership role in the field of sustainable development, thereby laying the groundwork for a wealthy and peaceful society in the years and decades to come. The value of Cohen’s f2 is provided within the framework of PLS-SEM to illustrate the magnitude of the effect that the independent variable had on the value of the dependent variable. As can be seen in Table 4, the f2 values that were emphasized suggested that the role of technology in higher education has an effect on sustainable development in Saudi Arabia; however, the curriculum of higher education has no effect on sustainable development in Saudi Arabia. When compared to the influence that technology in higher education has on sustainable development, which has a coefficient of 0.792717 and is considered to be good, the effect that the higher education curriculum has on sustainable development is 0.0120598, which is weak.
Additionally, this study elucidated the correlation between the perspectives of the students, as delineated in the paper, and the achievement of Sustainable Development Goals (SDGs) in Saudi Arabia. Integrating technological knowledge into the curricula of higher education institutions in Saudi Arabia has the potential to enhance the quality of education. This integration would equip students with skills that are pertinent to the demands of the digital era. Furthermore, this objective is consistent with Sustainable Development Goal 4, which seeks to guarantee comprehensive and equitable access to high-quality education and foster lifelong learning opportunities for individuals of all backgrounds.
This research conclusion presents compelling evidence that the incorporation of technology into higher education courses has the potential to promote creativity and equip university students with the necessary skills for future employment opportunities. This action aligns with the objective of Sustainable Development Goal 9, which aims to enhance the development of robust infrastructure, encourage inclusive and sustainable industrialization, and support innovation. Access to technology and education in technology are essential factors in mitigating disparities. By integrating technological literacy into the educational framework, institutions of higher learning may contribute to narrowing the digital gap and fostering equitable access to opportunities, aligning with Sustainable Development Goal 10.
In summary, the findings of this study suggest that barriers to the incorporation of technological knowledge have a minimal impact on the achievement of sustainable development. It is crucial to acknowledge that technology may exert a substantial influence on the attainment of many Sustainable Development Goals (SDGs), encompassing domains such as education, innovation, and the mitigation of inequality. Hence, while the immediate consequences may not be significant, the enduring implications of incorporating technology into sustainable development initiatives may be more discernible.
The research investigated the inclusion of technological knowledge into higher education curricula and its impact on the promotion of sustainable development, with a focus on the Saudi Arabian context. The main focus of this study was the presentation of its findings and their implications in the specific setting of Saudi Arabia rather than the broader context of the Middle East. This constraint stems from the authors’ limited access to adequate resources, which limits their capacity to conduct a more extensive data analysis. Hence, this study emphasizes the practical consequences of the findings for policymakers and educators rather than their theoretical contributions to the field.
Furthermore, the study’s findings on the inclusion of technical knowledge into higher education curricula in Saudi Arabia provide valuable insights that are applicable to educational systems in a variety of other countries. This research has global implications since it emphasizes the importance of incorporating technology into educational systems as a means of addressing environmental, economic, and social sustainability concerns. It demonstrates that educational institutions can overcome hurdles and change their approaches to keep up with technological innovation.
In summary, this research has the potential to spark a global debate about the incorporation of technology into higher education curricula and its consequences for sustainable development. This particular convergence is significant for global scholars and researchers because it presents a chance to address pressing global concerns such as the availability of high-quality education and environmental sustainability. This means that the findings can be used to create a framework for optimal approaches to embracing technology for the sake of long-term development. As a result, experts from other countries can contribute their insights on how these approaches can be tailored to their individual educational systems, culminating in the creation of a comprehensive global repository of knowledge. Similarly, this study created a forum for worldwide experts to collaborate on comparative evaluations evaluating the efficacy of using technology in higher education in terms of fostering sustainable development. Thus, scholars can detect shared tendencies, challenges, and achievements by analyzing many educational systems.

7. Implications and Future Research

This study provides valuable insights into the challenges of integrating technology knowledge into HEI curricula and the impact that the lack of it has on higher education. The study focuses on recent literature and enhances our understanding of the benefits of using diverse sustainable development strategies, which can increase the effectiveness of sustainable development efforts in Saudi Arabia. By exploring this relationship, the study adds to the existing knowledge base and highlights the importance of technology education in promoting sustainable development and the challenges of accommodating technology knowledge in the higher education curriculum for sustainable development in the Kingdom of Saudi Arabia. The study’s results can be utilized as a reference for higher education institutions to assess the implementation of different sustainable development frameworks, which can improve the efficiency of higher education management. Moreover, to enhance their efficiency, the higher education institutions in Saudi Arabia need to concentrate on a number of different sustainable development capacities. Policymakers must also evaluate the processes by which these sustainable advances contributed to the success of higher education institutions. Hence, the success of higher education institutions needs to be evaluated in terms of sustainable development metrics, and after that, the interplay between these many elements needs to be considered. Assessing different aspects of sustainable development can help management assess successes and build plans.
This study demonstrates that the integration of technology knowledge into the curriculum of higher education and the challenges of integrating technology knowledge into the curriculum of higher education are the best strategies for enhancing the quality of education. These results are consistent with those obtained by McNeill [35] and Loewe [36], who discovered that sustainable development cannot be achieved by focusing on only one aspect. In general, these results provide further support for the introduction of technology knowledge into the higher education curriculum (HEI) with visionary features that can enhance the efficiency of sustainable development. Despite the fact that the objectives of this study were effectively met, there are still certain limitations that need to be acknowledged. Many recommendations for future studies also need to be mentioned. First, the impact of the higher education curriculum (HEI) and the challenges of accommodating technology knowledge in the higher education curriculum on sustainable development in the Kingdom of Saudi Arabia is the only thing that is examined in this study. Future research must also explore additional factors that may have an impact on sustainable development in the Kingdom of Saudi Arabia. In addition, the expectations of university students are the only ones used in this study to evaluate their involvement, which could potentially have influenced the measurements. Future research is also strongly encouraged to concentrate on measurements of objective sustainable development derived from other academic institutions. As a consequence of this, the study employs a method known as cross-sectional, wherein the data are collected at a single point in time. To further expand on the subject, future research could conduct a longitudinal study to investigate the impact of technology knowledge on higher education curricula in Saudi Arabia and other Arab nations with comparable geographic locations.
Furthermore, in order to duplicate this study, it is imperative for future researchers to undertake a thorough literature analysis encompassing pertinent papers, articles, and academic sources pertaining to the incorporation of technology knowledge into higher education curricula. The present study consisted of a sample size of 306 individuals who completed an online survey. In order to enhance the comprehensiveness of data about the incorporation of technological knowledge into higher education curricula and its influence on sustainable development, future researchers should consider broadening the range of participants, in terms of geographical location. The employed sampling techniques encompassed “convenient sampling” and “snowball sampling”. In a similar vein, it would be imperative for future researchers to thoroughly explicate various sampling methodologies, delineate the criteria that will be employed for participant selection, and outline the measures that will be implemented to ascertain the representativeness of the sample.
The data analysis in this study was conducted using PLS/SEM version 4.0. In order to reproduce the study, researchers would require access to additional software tools in addition to providing a comprehensive account of the analytical procedures undertaken. In order to facilitate future scholarly investigations, it is imperative for researchers to delineate the specific variables under scrutiny, the interrelationships being explored, and the statistical methodologies employed to ascertain any noteworthy associations between the integration of technological knowledge within the higher education curriculum and the promotion of sustainable development. Therefore, it is imperative to provide a comprehensive approach for data pretreatment, model formulation, and result interpretation in order to facilitate replication.

Author Contributions

Conceptualization, A.M.A. and F.F.A.; Data curation, A.M.A. and F.F.A.; Formal analysis, M.T.; Funding acquisition, A.M.A. and F.F.A.; Investigation, M.T.; Methodology, F.F.A. and M.T.; Project administration, A.M.A. and F.F.A.; Resources, M.T.; Software, M.T.; Supervision, M.A.; Validation, M.T.; Visualization, M.A.; Writing—original draft, M.A.; Writing—review and editing, M.A. All authors have read and agreed to the published version of the manuscript.

Funding

This research has been funded by the Deputy for Research & Innovation, Ministry of Education, through the Initiative of Institutional Funding at the University of Ha’il—Saudi Arabia through project number IFP-22 038.

Institutional Review Board Statement

Not applicable.

Informed Consent Statement

Informed consent was obtained from all subjects involved in the study.

Data Availability Statement

The data presented in this study are available on request from the corresponding author.

Conflicts of Interest

The authors declare no conflict of interest.

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Sustainability 15 15956 g001
Figure 1. Path coefficient results.
Figure 1. Path coefficient results.
Sustainability 15 15956 g001
Table 1. Demographic information about the participants.
Table 1. Demographic information about the participants.
ConstructsIndicatorsFrequency Percentage (%)
GenderMale19363.1
Female11336.9
Total306100.0
YearsFirst Year21670.6
Second Year3411.1
Third Year237.5
Fourth Year258.2
Fifth Year82.6
Total306100.0
UniversitiesHail University12841.8
North Border University12540.8
King Faisal University3912.7
Alqassim University144.6
Total306100.0
CollegesCollege of Business Administration289.2
College of Engineering175.6
College of Medicine and Dentistry9430.7
Faculty of Education12741.5
Faculty of Letters and Arts20.7
Others3812.4
Total306100.0
ProgramDiploma10835.3
Bachelor17557.2
Master15 4.9
Ph.D.82.6
Total306100.0
Table 2. Loading, Cronbach’s alpha, composite reliability, and AVE.
Table 2. Loading, Cronbach’s alpha, composite reliability, and AVE.
ConstructsIndicatorsLoadingCronbach’s AlphaComposite ReliabilityAverage Variance
Extracted
Technology Knowledge in Higher Education Curriculum (HEI)TK1Deleted0.71580.84620.7377
TK2Deleted
TK30.7013
TK40.7207
TK50.8134
TK60.8322
TK70.7510
TK8Deleted
Challenges Of Accommodating Technology Knowledge in Higher EducationCC10.97690.92080.93680.6798
CC2Deleted
CC30.7218
CC4Deleted
CC5Deleted
CC6Deleted
CC7Deleted
Sustainable Development Aspect in CurriculumSD10.73340.82200.87570.5859
SD20.8083
SD30.8417
SD40.8980
SD50.8492
SD60.8128
SD70.8191
Table 3. Structural model: direct effect.
Table 3. Structural model: direct effect.
HypothesisRelationshipStd. Betat-Valuep-ValueDecision
H1TN -> SD0.042315.61010.0000Accepted
H2CC -> SD0.05501.48160.1385Rejected
Table 4. f2 effect sizes.
Table 4. f2 effect sizes.
CCSDTN
CC0.012059
SD
TN0.792717
Technology knowledge (TN), curriculum (CC), sustainable development (SD).
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MDPI and ACS Style

Alshammari, A.M.; Alshammari, F.F.; Thomran, M.; Altwaiji, M. Integrating Technological Knowledge into Higher Education Curricula: An Essential Measure for Attaining Sustainable Development in Saudi Arabia. Sustainability 2023, 15, 15956. https://doi.org/10.3390/su152215956

AMA Style

Alshammari AM, Alshammari FF, Thomran M, Altwaiji M. Integrating Technological Knowledge into Higher Education Curricula: An Essential Measure for Attaining Sustainable Development in Saudi Arabia. Sustainability. 2023; 15(22):15956. https://doi.org/10.3390/su152215956

Chicago/Turabian Style

Alshammari, Abdulaziz M., Faisal F. Alshammari, Murad Thomran, and Mubarak Altwaiji. 2023. "Integrating Technological Knowledge into Higher Education Curricula: An Essential Measure for Attaining Sustainable Development in Saudi Arabia" Sustainability 15, no. 22: 15956. https://doi.org/10.3390/su152215956

APA Style

Alshammari, A. M., Alshammari, F. F., Thomran, M., & Altwaiji, M. (2023). Integrating Technological Knowledge into Higher Education Curricula: An Essential Measure for Attaining Sustainable Development in Saudi Arabia. Sustainability, 15(22), 15956. https://doi.org/10.3390/su152215956

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