Purpose

The purpose of this paper is to explore external factors: organization technical support, organization administrative support, organization infrastructure and resources, and organization ICT policy’s effect on the commitment in use of technology among the faculty staff Hail university, Saudi Arabia.

Design/methodology/approach

A cross-sectional survey approach was used to collect data. A sample of 300 fulltime employees, having administrative and teaching responsibilities participated using a self-completion questionnaire. The data were analyzed using exploratory factor analysis (EFA), correlation and multiple regressions to determine the impact of external factors on the commitment in use of technology.

Findings

Overall, the results provided evidence that organization technical support, organization administrative support, and organization infrastructure and resources have a significant positive impact on the commitment in use of technology. However, organization ICT policy has an insignificant negative impact on the commitment in use of technology. The findings could be generalized on other public sector universities of the Kingdom of Saudi Arabia.

Research limitations/implications

The data were collected from one public sector university of Hail province, the Kingdom of Saudi Arabia. Only four external factors were taken into consideration in investigating its influence on the commitment in use of technology. There could be other external/environmental factors which might be useful to underpin the theory and advance literature.

Practical implications

In-service and trainee faculties should take an advantage of using learning management system. Faculty should create a positive learning environment in their online classes so the learners can take a benefit out of the immense investment on ICT by ministry of higher education. Apart from giving training to teaching staff in use of technology, learners should also be given a platform to increase and improve their digital literacy. Workshops can be conducted frequently for both faculties and learners. Faculty can offer additional and out of the class support to their reluctant and weak students in order to assist them in the use of technology.

Originality/value

Technology integration after COVID-19 outbreak has significantly changed the education sector throughout the world. The use of technology now is unavoidable at primary, secondary and at tertiary level. This study provides an exclusive viewpoint concerning the external/environmental evidence based findings that have not been investigated empirically in the Saudi Arabian context. The current study also provides statistically a theoretical five-component model to understand the phenomena in the field of information communication technology.

中文翻译：

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外部因素对 Ha'il 大学学术人员使用技术的影响：来自沙特阿拉伯的证据

目的

本文的目的是探讨外部因素：组织技术支持、组织行政支持、组织基础设施和资源，以及组织 ICT 政策对沙特阿拉伯 Hail 大学教职员工技术使用承诺的影响。

设计/方法/途径

使用横断面调查方法来收集数据。300 名承担行政和教学职责的全职员工使用自填问卷参与了调查。使用探索性因素分析 (EFA)、相关性和多元回归分析数据，以确定外部因素对技术使用承诺的影响。

发现

总体而言，结果提供的证据表明，组织技术支持、组织行政支持以及组织基础设施和资源对技术使用承诺具有显着的积极影响。然而，组织的 ICT 政策对技术使用的承诺没有显着的负面影响。研究结果可以推广到沙特阿拉伯王国的其他公立大学。

研究局限性/影响

这些数据是从沙特阿拉伯王国海勒省的一所公立大学收集的。在调查其对技术使用承诺的影响时，只考虑了四个外部因素。可能还有其他外部/环境因素可能有助于支撑理论和推进文献。

实际影响

在职和实习教师应利用学习管理系统。教师应该在他们的在线课程中创造一个积极的学习环境，这样学习者就可以从高等教育部对信息通信技术的巨大投资中受益。除了对教学人员进行技术使用培训外，还应为学习者提供一个平台来提高和提高他们的数字素养。可以经常为教师和学习者举办研讨会。教师可以为不情愿和弱小的学生提供额外的课外支持，以帮助他们使用技术。

原创性/价值

COVID-19 爆发后的技术整合显着改变了全世界的教育行业。现在，在小学、中学和大学阶段，技术的使用是不可避免的。本研究提供了关于基于外部/环境证据的调查结果的独家观点，这些调查结果尚未在沙特阿拉伯背景下进行实证调查。当前的研究还从统计学上提供了一个理论的五分量模型来理解信息通信技术领域的现象。