TY - JOUR

T1 - Assessing the impact of laptop integration on students' self-confidence and self-efficacy in technology use

T2 - the case of middle school students in Abu Dhabi

AU - Alshehhi, Hanan

AU - Sandoval-Hernández, Andrés

AU - Eryilmaz, Nurullah

N1 - Publisher Copyright: Copyright © 2025 Alshehhi, Sandoval-Hernández and Eryilmaz.

PY - 2025

Y1 - 2025

N2 - This study examines the quantitative effects of a laptop introduction program in Abu Dhabi's middle schools on students' self-confidence and self-efficacy in using technology. The quantitative phase involved 198 students, with data collected pre- and post-intervention through a survey questionnaire. The study employed a control and intervention group design, allowing for comparative analysis. Using statistical models, the study explored the impact of facilitating conditions, social influence, experience, socio-economic status, and gender on students' self-confidence and self-efficacy. Results indicated a significant positive relationship between gender and self-confidence, with male students reporting higher self-confidence in technology use. Facilitating conditions, such as access to various technological devices, were also positively associated with self-confidence, while prior experience emerged as the sole significant predictor of self-efficacy. By situating the study in the under-researched context of Abu Dhabi, this research addresses the gap in evidence from Middle Eastern education systems and highlights how contextual factors shape the outcomes of technology integration. The findings contribute to international debates on digital inclusion by showing that successful laptop integration depends not only on access to devices but also on students' prior experience and home resources, offering practical insights for policymakers and educators seeking to foster equitable digital learning environments.

AB - This study examines the quantitative effects of a laptop introduction program in Abu Dhabi's middle schools on students' self-confidence and self-efficacy in using technology. The quantitative phase involved 198 students, with data collected pre- and post-intervention through a survey questionnaire. The study employed a control and intervention group design, allowing for comparative analysis. Using statistical models, the study explored the impact of facilitating conditions, social influence, experience, socio-economic status, and gender on students' self-confidence and self-efficacy. Results indicated a significant positive relationship between gender and self-confidence, with male students reporting higher self-confidence in technology use. Facilitating conditions, such as access to various technological devices, were also positively associated with self-confidence, while prior experience emerged as the sole significant predictor of self-efficacy. By situating the study in the under-researched context of Abu Dhabi, this research addresses the gap in evidence from Middle Eastern education systems and highlights how contextual factors shape the outcomes of technology integration. The findings contribute to international debates on digital inclusion by showing that successful laptop integration depends not only on access to devices but also on students' prior experience and home resources, offering practical insights for policymakers and educators seeking to foster equitable digital learning environments.

KW - laptop integration

KW - middle school students

KW - quantitative analysis

KW - self-confidence

KW - self-efficacy

KW - technology in education

KW - Educational science

UR - http://www.scopus.com/inward/record.url?scp=105019683109&partnerID=8YFLogxK

U2 - 10.3389/feduc.2025.1599407

DO - 10.3389/feduc.2025.1599407

M3 - Journal articles

AN - SCOPUS:105019683109

VL - 10

JO - Frontiers in Education

JF - Frontiers in Education

SN - 2504-284X

M1 - 1599407

ER -