Role of Teachers’ Ability and Students’ Facilities in Educational Sustainability during the COVID-19 Pandemic: Empirical Evidence from Saudi Arabia

Abstract

Purpose The sustainability of education became a global issue due to the COVID-19 pandemic lockdown and captured the focus of regulators and recent literature. The current article investigated the impact of teachers’ ability related to the usage of learning management system (LMS) and research engines and students’ facilities related to access online learning activities and learning resources. The objective was to examine the moderating role of institutional support among the linkage of students’ access to online learning activities, students’ access to learning resources, and education sustainability of private and public universities in Saudi Arabia. Methodology The study used a survey questionnaire to gather the data and smart-PLS to analyze the data. Findings The results indicated that teachers’ ability to use LMS and research engines and students’ access to online learning activities and learning resources have a positive impact on the education sustainability of private and public universities in Saudi Arabia. The results also exposed that institutional support significantly moderated between the linkage of students’ access to online learning activities and education sustainability of private and public universities in Saudi Arabia. Implications to Research and Practice This study would provide help to the policymakers while developing the policies regarding education sustainability during and after the COVID-19 pandemic.