International Journal of
Information and Education Technology

Abstract—The Madrasati platform was launched by the Saudi Ministry of Education as an official tool for distance learning in public and certain private schools, to improve the quality of education through a robust learning management system. However, its adoption among secondary teachers remains low, highlighting the need for improvements to facilitate widespread use. However, the factors influencing teachers’ intentions to use the Madrasati platform have yet to be explored. This paper proposes a conceptual framework grounded in the Unified Theory of Technology Acceptance (UTAUT) model, with additional variables—such as system quality, service quality, and information quality—integrated as sub-factors under the Declan and McLean model to strengthen the model’s predictive capacity. To ensure the validity of the model, a pilot study and content validity evaluation were conducted. The validation process included multiple stages of quantitative testing, such as content validity (n = 3 experts), correlation matrix analysis, Cronbach’s alpha for all constructs (>0.70), exploratory factor analysis for all items (>50) to confirm the scale’s factor structure and model validation. The results of this research are expected to provide valuable insights for administrators and stakeholders, helping them better understand the needs of teachers and devise strategies to encourage continued use of the Madrasati platform in enhancing teaching practices, ultimately contributing to the improvement of educational quality. This study has successfully developed a comprehensive and reliable framework for future investigations into learning management systems.

Keywords—Madrasati, Unified Theory of Technology Acceptance (UTAUT) model, Declan and Mclean model, intention, usage, secondary teachers

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Cite: Sultan Saad Alawgdani, Siti Zuraidah Md Osman, and Nurul Ashikin Izhar, "Saudi Secondary Teachers’ Perceptions of Using Madrasati Platform: A Conceptual Framework and a Pilot Study," International Journal of Information and Education Technology, vol. 15, no. 8, pp. 1659-1669, 2025.

Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).