During the rapid outbreak of the COVID-19 pandemic, most countries enforced stay-athome policies, which led to an increase in distance working. Accordingly, e-learning was utilised to replace face-to-face education, with many educational organisations across the world switching to online teaching and learning. In Saudi Arabia (SA), the option for elearning was not widely supported in public schools. The Ministry of Education (MoE) developed an online learning management system (LMS) named Madrasati to support the educational process during school closures. However, a large proportion of teachers chose to continue using Madrasati even after schools returned to face-to-face teaching, making it part of their post-pandemic approaches to teaching and learning. This study aims to investigate the reasons and motivations associated with the post-COVID-19 usage of Madrasati. This is of particular interest given that, internationally, LMSs such as Madrasati typically feature more prominently in further and higher education than they do in elementary and secondary school education. To thoroughly address the research question, this study adopts an explanatory sequential mixed-methods approach, wherein both quantitative and qualitative data were gathered in an organised sequence. First, a proposed model for a continued use of e-learning platforms was developed, primarily informed by the Decomposed Theory of Planned Behaviour (DTPB) and other relevant e-learning studies. In the first phase, a large-scale survey was conducted with 304 secondary school teachers in SA, who completed an online questionnaire. At this stage, Structural Equation Modelling (SEM) was applied to evaluate the proposed model, utilising two main techniques: the measurement model and the structural model. In the second phase, follow-up interviews were undertaken with 19 secondary school teachers, with a reflexive thematic analytical approach used to clarify the quantitative findings and to gain a deeper understanding of the rationale behind their decisions regarding the continuance of Madrasati use. The obtained results confirmed that the proposed model demonstrated a good fit with the quantitative data, verifying the validity and reliability of its instruments. The survey findings identified significant factors influencing teachers’ intentions to continue using Madrasati, including learning content quality, perceived usefulness, social influence, and self-efficacy. Most teachers demonstrated favourable attitudes towards the platform, with social influence-particularly from peers and students—emerging as a strong predictor of continuance intention. In contrast, qualitative data from the interviews revealed some concerns that could hinder the platform’s continued use, such as insufficient professional training, limited technical support, and inadequate internet infrastructure, particularly in rural areas. From an academic perspective, the proposed model may provide a useful tool for researchers in the field of technology adoption in education who wish to examine factors influencing the intention to adopt LMSs and technological platforms in diverse contexts. In addition, practical recommendations were presented to Saudi educational stakeholders and Madrasati’s developers to implement methods that could increase teachers’ motivation to continue using the platform.
Fiasal Assiri (Thu,) studied this question.