Internet of Things in Education:

Teachers’ Perspectives, Practices and Challenges

FAISAL ALOUFI1, MOHAMMAD A. TASHTOUSH2,3, NAWAL SHIRAWIA3,

RAMI A. TASHTOUSH4,5, EMAD A. AZ-ZO’BI6

1Bukayriyah Education,

Ministry of Education,

Bukayriyah,

SAUDIA ARABIA

2Department of Basic Sciences,

AL-Huson University College,

AL-Balqa Applied University,

Al-Salt,

JORDAN

3Department of Mathematics Education

Faculty of Education & Arts,

Sohar University,

Sohar,

OMAN

4Department of Psychology

Faculty of Educational Sciences,

Sultan Qaboos University,

Muscat,

OMAN

5Department of Counselling & Educational Psychology

Faculty of Educational Sciences,

Yarmouk University,

Irbid,

JORDAN

6Department of Mathematics,

Faculty of Sciences,

Mutah University,

Karak,

JORDAN

Abstract: - The current study aims to detect the level of challenges facing teachers in applying the Internet of

Things (IoT) in the educational process. It also investigates the teachers' perceptions regarding the importance of

using IoT in the educational process. This study adopts a quantitative approach to analyze the use of IoT amongst

Saudi secondary school teachers. The study recruited (142) teachers in schools in the Riyadh region. A

questionnaire with (26) Likert Scale items was distributed electronically to the participants. Results indicated that

Saudi teachers still face high challenges in applying IoT in teaching and learning, they also report a high

importance of using IoT. Results also showed that specialization, year of service, and the training technical

WSEAS TRANSACTIONS on COMPUTER RESEARCH

DOI: 10.37394/232018.2024.12.42

Faisal Aloufi, Mohammad A. Tashtoush,

Nawal Shirawia, Rami A. Tashtoush, Emad A. Az-Zo’Bi

E-ISSN: 2415-1521

429

Volume 12, 2024

programs played a significant role in the perceptions of Saudi teachers. Specifically, computer science teachers

have less challenge in applying IoT when compared to teachers from other specializations. Furthermore, the study

showed that teachers with less experience had higher means, indicating their enthusiasm for utilizing modern

technological tools in education. Finally, the study showed that teachers who had completed more technical

training programs had less difficulty in applying IoT. The study recommends integrating IoT technologies into the

educational system. It also proposes conducting research to standardize IoT applications for different teaching

materials and all levels of schooling.

Key-Words: - Challenges, Communications Network, Education, Importance, Internet of Things, Practices,

Computing Systems, Importance of IoT.

1 Introduction

We are currently witnessing a substantial revolution

in information and technology that has deeply

influenced our daily lives. The technological

revolution has transformed various fields. It brings

up new opportunities for development. Beginning

with the era of computing and personal computers in

the 1980s and 1990s, and evolving into the mobile

era with the launch of the iPhone in 2007, computing

has entered a new phase. Internet technology has

progressed, making communication and interaction

among individuals easier, [1], [2]. The rapid

evolution of internet usage has opened up new

chances for incorporating the internet into our daily

lives, making smart devices interact more easily with

each other. The main goal is to create an improved

reality where individuals can communicate and

interact with devices and tools based on their

preferences and needs, without the constraints of

physical presence in a specific time or location, [3].

Upon initial examination, it is evident that the

concept of internet-connected devices or things has

given rise to a new iteration of the internet, leading to

a greater dependence on it. This allows anything to

be connected to the internet and imbued with

intelligence. Connected devices are capable of

communication, information sharing, exchange,

processing, and even decision-making. This concept

is known as the Internet of Things (henceforth, IoT),

which is seen as the imminent major technological

frontier that will pave the way for a revolution in

various areas of our lives, [4].

IoT refers to the emerging and evolving new

generation of information and communication

technologies that enhance the ability of physical

objects and machines to connect and exchange data

through internet connectivity, [5], [6]. This

development provides high-quality systems and

technologies that increase productivity, create

modern business, industrial, and educational models,

generate new sources of income, and represent the

most significant features of the Fourth Industrial

Revolution. The IoT has great potential to integrate

all aspects of natural and digital life in fields such as

commerce, industry, medicine, agriculture, and

education, which has had a profound impact on

changing the current lifestyle. Similar to the previous

three industrial revolutions, the IoT is changing the

pattern of human life, [7], [8].

The benefits of employing IoT in education

include personalized learning experiences, improved

classroom management, and increased efficiency in

administrative tasks. The Intentional Conference on

IoT proposes the incorporation of IoT into learning

institutions as such integration develops learning

outcomes and equips students with skills required for

the digital future. Nevertheless, such integration is

not without potential challenges, including privacy

concerns, security as well as the necessity for

adequate infrastructure and educator training, [9]. In

Arab countries, including Saudi Arabia, there is a

growing interest in using IoT in education, but there

are still obstacles that hinder its widespread adoption.

Overall, the use of IoT in education has the potential

to improve learning outcomes and the quality of the

educational process by providing real-time data and

personalized support for learners.

Based on the recommendations of the World IoT

Conference held in Saudi Arabia in December 2019,

which focused on the significance of employing IoT

in the educational process, and due to the rapid

progress in the information and technological

revolution in the field of education. Furthermore, the

Received: February 12, 2024. Revised: July 12, 2024. Accepted: August 12, 2024. Published: September 27, 2024.

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DOI: 10.37394/232018.2024.12.42

Faisal Aloufi, Mohammad A. Tashtoush,

Nawal Shirawia, Rami A. Tashtoush, Emad A. Az-Zo’Bi

E-ISSN: 2415-1521

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lack of studies that have examined the importance of

using IoT in education in Arab countries in general,

and Saudi Arabia in particular. Still, the urgent need

to update the skills, experiences, and orientations of

students to enable them to deal with the information

and technological revolution in education. All these

factors urged the researcher to bridge such a gap by

detecting the level of importance and challenges that

Saudi teachers have while utilizing IoT and using it

in different educational environments significantly

contributes to the quality of the educational process

and improves learning outcomes. Therefore, this

study is important to answer the questions:

RQ1. What is the level of challenges facing Saudi

teachers in applying IoT in the educational

process?

RQ2. To what extent do Saudi teachers perceive the

significance of using IoT in the educational

process?

RQ3. Are there statistically significant differences in

teachers' perspectives about the significance of

using IoT and the challenges they face

attributed to specialization, years of service,

and technical training programs?.

2 Literature Review

The IoT has been defined variously among

researchers and experts. For instance, [10], defined it

as an interactive internet connection between

computers, smart devices, and many other objects,

enabling them to transmit and receive data, [11],

Viewed IoT as the active connection of many

everyday items and objects to the internet, such as

alarms, mirrors, rain umbrellas, shoes, and others, to

create a better living environment and accomplish

easier tasks. Meanwhile, IoT was perceived as the

communication and control of objects equipped with

suitable sensors through a network connection to

accomplish specific tasks, [12], [13].

In the context of the IoT, the term "Things"

refers to the objects that can be identified and

connected to the internet using established internet

protocols. These objects communicate and share with

each other over the internet without direct human

interaction, utilizing a common language of

communication. Each of these objects is assigned its

own unique internet protocol (IP). Interestingly, even

humans can be considered as "Things" if they are

attached to a specific IP address, such as through

wearable devices like glasses, watches, bracelets, or

electronic clothing. These connected "Things" are

equipped with advanced capabilities in

understanding, analyzing, and processing

information. They respond to commands, analyze

data, generate insights, and can issue commands or

perform actions based on their high-level

technological skills, [14].

In this study, IoT is procedurally defined as a

group of updated devices, software, and connected

remote sensors via the Internet, making them capable

of sending and receiving data and interacting with

them by humans. Furthermore, the challenges of

implementing IoT are seen as a set of difficulties and

obstacles facing teachers, both male and female,

during the application of the IoT, which prevent the

optimal use of it in teaching.

IoT has led to the emergence of smart

environments that include various household

appliances, security systems, building entrances, air

conditioning systems, and commercial goods. This

technology has revolutionized several settings,

including homes, companies, factories, farms,

universities, hospitals, and laboratories, [15]. IoT

consists of three main elements: things, which refer

to everything that can be connected to the internet

through a small data chip without human interaction,

such as household appliances, cars, transportation,

energy, food, and even the human or animal body.

The second element is communication networks that

connect these things, and the last element is

computing systems that process the data sent and

received by the things, [16], [17]. Figure 1 illustrates

these components.

IoT is a means of communication between

interconnected devices through sensors, actuators,

and various artificial intelligence tools. It operates

within the advancements in data transmission

generation like 5G, satellite software development,

and remote sensing. Operating IoT requires

establishing a set of rules that govern device

communication, along with defining cloud storage

points and developing web-based platforms to

provide advanced systems and technologies for

enhanced productivity, [18], [19].

Therefore, IoT is an important modern

technology that has brought about a significant

revolution in the tech world. It can be used to

enhance the teaching process by providing a variety

of applications that can greatly improve the

attainment of educational objectives and boost the

performance of both students and teachers, [20], [21].

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Faisal Aloufi, Mohammad A. Tashtoush,

Nawal Shirawia, Rami A. Tashtoush, Emad A. Az-Zo’Bi

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Fig. 1: Components of IoT

The proliferation of internet-connected devices is

rapidly increasing, leading many experts research

institutions, and analysts to predict the IoT future and

its pivotal impact on internet networks. Juniper

Research Group in 2015 revealed that there were an

estimated 13.4 billion devices linked to the internet;

this exceeds the world population at the study time.

According to Gartner's statistics for 2021, the new

devices which link the internet amount to 21.8

billion. As per Gartner's 2021 statistics,

approximately 21.8 billion new devices were

connected to the internet. Additionally, a Machine

Research study in 2023 projected that the number of

internet-connected devices would exceed 28 billion.

Furthermore, a study by Machine Research in 2023

predicted that 28 billion devices would be linked to

the internet, [22]. Experts such as, [10], [17], have

highlighted the vast potential of IoT perceiving it as a

field that encompasses billions of connected devices.

IoT uses both hardware and software components to

exchange data through a variety of communication

protocols. The applications of IoT span across

various domains including medical, industrial,

agricultural, economic, and educational fields.

Human creativity fuels the boundless potential for

applying IoT in many sectors, such as healthcare,

smart homes, agriculture, smart cities, and education

as seen in Figure 2.

2.1 IoT in Education

Education has been revolutionized using technology.

It innovatively provides ways to engage students in

the learning process. IoT was widely adopted and

extended its impact on various areas of life where

education is one aspect. This motivates many

individual and institutional research efforts to

propping the significance of such efforts. Scientific

events and blogs extensively discuss the potential of

IoT in education. The focus pinpoints the advantages

of IoT as well as areas of further investigation, [13].

IoT potentially participates in developing the system

of education in its various stages. Not only students

but also teachers and institutions felt the privilege of

IoT due to the shift it results while ceasing traditional

teaching and encouraging high tech-based teaching.

It also helps in improving the infrastructures of

schooling worldwide. To sum up, IoT shapes the

ways in which we as teachers teach as well as the

ways how our students learn, [22].

Fig. 2: Areas of IoT

2.2 Advantages of Using IoT in Education

IoT has been found to have numerous advantages in

the field of education. In education, IoT has been

reported to have various benefits. It encourages

virtual learning which enables students to learn at a

time and place suitable for them according to some

studies. Students' engagement is prestigious in this

teaching mode. Thus, students can check their

progress due to the feedback they immediately

receive from their teachers, [20], [23]. Furthermore,

IoT celebrates lifelong learning. Students can enroll

in online programs and receive their degrees. They

can participate in online learning to enhance their

qualification. Teachers still make use of the IoT

features. They can get access to various

learning/teaching materials related to their

curriculum. They can also design their course

contents using various applications. Teachers can

contact their students at any time. Monitors can also

easily attend virtual classrooms to evaluation the

teaching/learning process, [20], [21]. IoT is possibly

incorporated in the process of education, [24].

Teachers can facilitate students retrieving the

learning materials virtually using the instructional

plan.

Smart Home

Health Care

Smart CitiesAgriculture

Teaching and

Learning

Areas

of IoT

IoT

Things

Commenications

Network

Computing Systems

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Collaborative learning is an interesting

environment that teachers can utilize by leveraging

interactive applications. Teaching materials based on

three dimensions can be created via IoT which

enables both teachers and students to surf the internet

electronically. IoT applications can be incorporated

to save students' privacy and risk that they may

encounter in physical classrooms. These applications

are voice communication tools, 3D location tracking

technologies, wireless watches, and smart cameras.

Furthermore, [25], [26], studied the privilege of using

IoT technology to develop the system of education.

They found that IoT can participate in creating a

motivational learning environment; it can also

develop education services virtually for students and

instructors. New opportunities for improving the

learning/teaching process can be sought due to the

incorporation of IoT in academia.

2.3 Challenges in Using IoT in Education

Nevertheless, IoT is not without defects. A very high

percentage amounted to 75% of IoT-based projects

fail. The majority of these projects fail at the

application stages according to Cisco Networking

Academy. A primitive challenge stems from the

inability to produce IoT devices with low or

considerable prices. IoT spread is contingent on the

affordance of learning institutions to establish

communication devices that enable interacting

surrounds via actuators and sensors, [27]. Energy

consumption is another challenge for installing IoT

devices. Still, a third source of challenge results from

the available big data where IoT acts. These huge

data deprive IoT from participating effectively in

improving education, [28].

Several studies pinpointed the challenges

resulting from incorporating IoT, [26], [27], [28].

They listed them in disruptions, privacy violations,

data espionage, hacking, and weak internet

connection. Another plight to them is the resistances

that accompany change resulting from complexities

of IoT, technical vulnerabilities, insufficient

technological development, high energy

consumption, security vulnerabilities, weak

infrastructure, and human errors. Furthermore, the

social, psychological, and health challenges that

students face in using IoT technologies include

increased sedentary behavior, leading to health risks

like obesity, social isolation, and addiction. An

additional concern is the fear of job displacement due

to the reliance of most jobs on technology, raising

uncertainties about students' future prospects.

Finally, [29], [30], explored the concept of the IoT on

campus and the related infrastructure of the

university campus. The study concluded that it is

important to use new technologies through IoT

applications specific to the university campus to

achieve the concept of a smart university capable of

supporting senior management, educational

activities, research activities, increasing needs, and

environmental challenges.

2.4 IoT in Saudi Arabia

IoT has been examined in Saudi Arabia by a few

studies, 30, [31]. However, such studies whether

examined higher education facility members, for

example, [5], explored the potential benefits and

obstacles associated with using the Internet of Things

(IoT) in Saudi universities, as seen through the eyes

of faculty members from diverse sectors including

education and learning, human resources, energy,

transportation, public infrastructure, safety and

security, and data analysis. The study listed the

challenges in applying IoT by weak infrastructure,

data breaches and leaks, increased economic costs,

and privacy breaches. Another study focused on

students, investigated the efficacy of IoT

technologies in a personalized learning environment

for developing cognitive achievement in linear

programming skills in mathematics among female

middle school students. The study employed a

personalized learning environment and a cognitive

achievement test for linear programming skills as

research tools. Results indicated that the use of IoT

technologies was effective in improving cognitive

achievement in linear programming skills in

mathematics among the participants, [31].

On the other hand, [32], focused on the important

features and benefits of the used of IoT and its

contribution to educating and raising awareness

among learners about the advantages of using IoT

technologies in the learning and teaching process.

The study also addressed the major challenges and

obstacles that hinder the use of IoT in the learning

and teaching process. In other Arabic sittings, like

Jordan, [32], investigated the effectiveness of using

IoT to develop reading and writing skills among 7th-

grade female students. To achieve this, the

researchers prepared a test that was administered to

50 students. The study results showed the effects of

teaching using IoT technologies. Such studies

clarified the IoT in the Saudi context, however, there

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is still a crucial need to explore the importance and

challenges of adopting IoT amongst Saudi secondary

schools in Riyadh as the previous studies were

conducted in other Saudi governorates.

3 Methodologies

3.1 Research Design

This study adopts an analytical descriptive approach

that is suitable for examining the IoT in education.

This approach is comprehensive and flexible. It

allows for the researchers to analyze and compare the

phenomenon with others, while also pinpointing the

causes of its emergence, this methodology enables

the accurate determination of results and conclusions.

This study was conducted in Saudi Arabia, for the

academic year 2022/2023.

3.2 Participants

The participants of this study consist of 142 teachers

(males and females) in schools in Riyadh Saudi

Arabia during the academic year 2022/2023. The

sample of the study was selected by using the simple

random method, and a questionnaire was distributed

electronically to the participants. Participants were

introduced to the aim of the study and asked whether

they could participate (Table 1, Figure 3, Figure 4

and Figure 5).

Table 1. Study Sample Distribution

Percentage

Frequency

Category

Variable

7.95

58.69

Mathematics

Specialization

8.02

60.27

Computer

7.92

58.09

Sciences

7.85

59.65

Less than 7

Years of Service

7.72

58.16

7 – 15

7.29

55.57

More than 16

6.95

59.62

Less than 3

Technical Training Programs

7.12

60.55

3 – 6

7.16

62.32

More than 7

SD

Mean

Item

No

1.31

4.04

Weak Internet network and outages

1

0.91

4.51

Privacy breaches and data and information spying

2

1.25

4.36

Poor technological development of devices

3

1.31

4.12

Fear of technical glitches

4

0.95

3.75

Lack of desire to develop the educational process

5

0.96

4.35

The school curricula do not include using IoT in teaching and learning

6

1.06

4.06

Lack of training in using IoT technologies and weak technical support

7

1.13

4.44

Dismissal of some educational positions in the future

8

1.19

4.52

The large burden placed on teachers prevents them from using IoT

technologies

9

0.97

3.86

High financial cost

10

1.02

3.82

Fear of equipment malfunction

11

1.01

3.82

High power consumption for devices connected to the IoT.

12

1.08

4.13

Average

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Table 5. ANOVA analysis according to specialization

Domains

S.S.

d.f.

M.S.

F

Sig.

The difficulties of

applying the IoT in the

educational process

Between-Groups

305.65

2

152.82

0.93

0.045

Within Groups

22965.63

140

164.04

Total

23271.28

142

The importance of

applying the IoT in the

educational process

Between Groups

286.36

2

143.18

0.92

0.062

Within Groups

21589.62

140

154.21

Total

21875.98

142

Table 6. ANOVA analysis according to years of service

Domains

S.S.

d.f.

M.S.

F

Sig.

Difficulties of

applying the IoT

Between Groups

235.15

2

117.575

0.78

0.035

Within Groups

20895.97

140

149.25

Total

21131.12

142

Significance of

applying the IoT

Between Groups

206.44

2

103.22

0.70

0.030

Within Groups

20771.55

140

148.36

Total

20977.99

142

Table 7. ANOVA analysis according to the technical training programs

Domains

S.S.

d.f.

M.S.

F

Sig.

Difficulties of applying

the IoT in the

educational process

Between Groups

214.87

2

107.44

0.68

0.042

Within Groups

21985.62

140

157.04

Total

22200.49

142

The importance of

applying the IoT in the

educational process

Between Groups

197.21

2

98.60

0.70

0.044

Within Groups

19584.66

140

139.89

Total

21875.98

142

Table 5 indicates that there are signs differences

between the Saudi teachers' perceptions regarding the

challenges in using IoT, based on their specialization.

Specifically, teachers specializing in computer

science scored higher when compared to teachers

from other specializations. This suggests that

computer science teachers may have greater skills,

knowledge, and experience in utilizing IoT

technologies. However, there is no significant

difference in the perceptions of Saudi teachers

regarding the significance of using IoT for their

specialization. This suggests a consensus among

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teachers, irrespective of their fields of expertise,

regarding the significance of integrating IoT

technologies into education. To discern whether there

are statistically significant variations in the

perceptions of Saudi teachers concerning the

importance of utilizing IoT technologies and the

obstacles they encounter, based on their years of

service, a One-Way ANOVA test was employed, see

Table 6.

Table 6 describes that there is a sign differences

in Saudi teachers' perceptions of the difficulties they

face in applying IoT attributed to the years of service.

Interestingly, teachers with less experience had

higher means, indicating their enthusiasm for

utilizing modern technological tools in education. To

investigate whether there is a sig. differences in the

perceptions of Saudi teachers regarding the

importance of using IoT technologies and the

challenges they face, based on the technical training

programs, ANOVA analysis was conducted, see

Table 7.

Table 7 reveals that there is a sign. the difference

for arithmetic means of the Saudi teachers for

difficulties in applying IoT according to the technical

programs. However, there is no sign. the difference

in the perceptions of Saudi teachers regarding the

importance of applying the IoT. This suggests that

completed high technical training programs tend to

have higher means in the first domain.

5 Discussions

The results of the current study on the challenges

faced by Saudi teachers in applying IoT in the

educational process clearly show that there are high

levels of challenges that hinder Saudi teachers from

the ideal application of IoT. This includes weak

internet network and disconnection, fear of device

failure, privacy breaches, fear of technical

vulnerabilities and espionage on information,

reluctance of teachers to develop the educational

process, lack of training on using IoT technologies,

weak technological development, and lack of

experience and training in using these advanced

technologies. This is especially true for teachers who

have more years of service and are less proficient in

using these advanced technologies and have not

undergone sufficient technical training courses from

various scientific disciplines. They may believe that

using this type of high-quality technology requires

more time and effort than using traditional methods

they have been following for years during their

service, especially since there are many burdens and

duties that require them to hold tests, correct them,

evaluate students' tools, and prepare daily lessons and

administrative work.

The current study showed the high level of

connectedness between teachers and IoT technology

while incorporating the IoT in the learning/education

process. This high connection with technology can be

explained by the high skills that teachers master and

their knowledge of the up-to-date information

affiliated with IoT. However, the missing teaching

instructions and roles challenge IoT's future. This

technology-based learning creates a new learning

environment which teachers should be aware of.

These findings are confirmed with [34], [35]. Using

modern technology needs high training for

participants and users. Such lack of training and

insufficient teachers’ support set a challenge for

teachers in underutilizing IoT in the learning process.

Another challenge in addition to what has been

mentioned is the low number of trainers and experts

in IoT when compared to other fields. To sum up, the

success of utilizing IoT in the education process

requires the availability of competent expertise in the

field. These technical skills and expertise are ensure

good investment in technology in education.

The study's findings show a high level of the

importance of using IoT technologies in education,

regardless of teachers' expertise, years of service, or

training. Teachers recognize the value of IoT for

flexible material selection, self-learning

opportunities, and critical thinking skill development.

IoT also teaches basic skills, provides feedback to

teachers, and considers individual differences among

students. These findings agree with some studies, [3],

[28], that affirmed of using modern strategies that

rely on IoT to have positive effects for the motivation

of students, challenging spirit, excitement, and

competition. Incorporating IoT into curricula and

utilizing it in teaching improves learning outcomes

by providing flexibility in presenting materials,

facilitating monitoring of student performance, and

tracking attendance. This saves the efforts and time

of teachers and develops the quality of learning

outputs.

Results also revealed signs. differences in the

perceptions of Saudi teachers regarding the

importance of using IoT technologies in education.

Moral differences are reported in the attitudes of

Saudi teachers regarding incorporating IoT

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Faisal Aloufi, Mohammad A. Tashtoush,

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technology in education in some variables.

Completion of training course, field of experience,

and year of service are examples. Results reported

that Science teachers with newly hired PCs and who

received extensive training have reported high and

moral significance in using IoT technology. Due to

the high training they received, they construct a

reliable plan to incorporate IoT in the teaching

process; they also get high access to learning and

teaching sources and support they need. The

teaching/learning process can be developed due to

the availability of applications responsible for

developing instructing, bringing challenges to the

students, and keeping them enthusiastic. Such

findings agreed with, [36], [37], [38], who confirmed

the positive impact resulting from levering IoT in the

learning process.

The significant differences reported by Saudi

teachers can be attributed to the widespread of

computer technology and the high knowledge of

Science teachers when compared with the teachers of

other subjects. Science teachers are exposed to a

wide range of information during their study for the

skills and expertise required for incorporating IoT

technology. Yet, this board knowledge helps to

organize valid teaching plans and solve any problem

they face. Their broad knowledge and high culture of

modern technologies may be the reason for their

proficiency. Despite the ease of access to these

technologies, some educational platforms have

provided many technologies and applications that

help teachers improve the quality of the teaching

process. They also help students learn using modern

technologies that develop a challenging spirit,

excitement, and competition among students, which

promotes self-confidence and contributes to

improving the educational process, as some studies

have indicated, [22], [23], [32].

Regarding newly hired teachers, it is noticeable

that the requirements of the rapidly advancing era we

live in have necessitated the acquisition of high

experience and skills in using IoT. They have

accumulated skills that enable them to perform the

required educational competencies and teaching

skills more than teachers with longer service. This

has enabled them to easily access the latest software

and device versions connected to the internet network

in order to employ them in the educational process

and improve the quality of learning outcomes.

Additionally, newly hired teachers have motivation,

enthusiasm, and creative ideas on how to manage the

educational process more than teachers with longer

service who are accustomed to traditional methods

and do not deviate from convention in teaching. This

has been indicated in some studies, [35], [36].

Teachers who trained in more than seven training

technical courses show a significant positive impact

on their ability to effectively utilize IoT technologies

in the educational process. The training and

preparation they receive equip them with the

necessary skills and knowledge to overcome

challenges and employ these technologies optimally.

This, in turn, leads to improved student performance.

The value of training courses in enhancing teaching

performance and providing a clear vision for teachers

is widely recognized, as supported by previous

studies, . In-service training enables teachers to

acquire new skills and experiences that positively

influence students, reshape their attitudes, boost

morale, increase productivity, and align with the

demands of modern education. Additionally,

teachers' awareness of advancements in IoT fosters a

sense of belonging and importance within their

educational institutions, further enhancing the

development of learning outcomes.

6 Conclusions and Recommendations

IoT technologies have become necessary and even

essential in contemporary life, especially in the field

of education. These technologies require flexible

infrastructure and wireless communication networks.

On the other hand, we must take into account the

challenges facing the employment of IoT and try to

overcome them. The study recommends the

implementation of IoT technologies and conducting

more studies on standardizing and preparing IoT for

different educational materials and for all educational

levels. It also recommends undertaking more studies

that examine the relationship between educational

services and IoT technologies, raising awareness of

the importance of IoT in developing this process, and

developing and processing automated systems for

managing education through IoT. The study also

recommends the importance of providing a suitable

technological environment for IoT in education,

providing specialists to provide appropriate technical

support, studying the sources of concern that threaten

the investment of IoT technologies in the educational

process, and trying to find solutions to them by

allocating more discussion sessions and specialized

seminars on the subject of IoT services to discover

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DOI: 10.37394/232018.2024.12.42

Faisal Aloufi, Mohammad A. Tashtoush,

Nawal Shirawia, Rami A. Tashtoush, Emad A. Az-Zo’Bi

E-ISSN: 2415-1521

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Volume 12, 2024

more promising opportunities, deal with difficulties

that hinder working with IoT, and benefit from the

experiences of advanced countries that have used IoT

in the field of education.

7 Limitations

 Human Limitations: The teachers (male and

female) in schools of the KSA affiliated with the

Ministry of Education in Riyadh region.

• Temporal Limitations: This study was conducted

during the school year 2022- 2023.

• Spatial Limitations: The government schools in

the Kingdom of Saudi Arabia in the city of Riyadh.

• Subjective Limitations: This study is focused for

the significance of using the Internet of Things in

education from teacher’s perspective and

addressing the challenges during its implementation

in the educational process.

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1.

Contribution of Individual Authors to the

Creation of a Scientific Article (Ghostwriting

Policy)

The authors equally contributed to the present

research, at all stages from the formulation of the

problem to the final findings and solution.

Source of funding

No funding was received for conducting this study.

Conflict of Interest

The authors have no conflicts of interest to declare.

Creative Commons Attribution License 4.0

(Attribution 4.0 International, CC BY 4.0)

This article is published under the terms of the

Creative Commons Attribution License 4.0

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US

WSEAS TRANSACTIONS on COMPUTER RESEARCH

DOI: 10.37394/232018.2024.12.42

Faisal Aloufi, Mohammad A. Tashtoush,

Nawal Shirawia, Rami A. Tashtoush, Emad A. Az-Zo’Bi

E-ISSN: 2415-1521

442

Volume 12, 2024