The Factors Influencing 21st Century Skills and Problem-Solving Skills: The Acceptance of Blackboard as Sustainable Education

Abstract

This study aims to investigate the mediating roles of students’ self-efficacy and problem-solving in the relationships between independent variables with the Blackboard System (BS) and performance impact in order to better understand how they relate to one another. This is carried out to fully appreciate the potential benefits of using BS in education and to provide detailed explanations of how BS usage may improve academic attainment. The purpose of this study was to discover the essential factors that determine how college students use BS. This study examined the effects of a number of parameters discovered in the literature about using Blackboard as sustainable education in higher education using the students’ self-efficacy and problem-solving abilities. In total, 396 King Saud university students completed a written questionnaire that served as the source of the data. Structural equation modeling with squares was used to examine the data (Amos-SEM). The results showed that control variables are the main factors influencing learners’ adoption of 21st century skills by using Blackboard as a sustainable education model and, consequently, the effectiveness of organizing training system integration. While students were not entirely in agreement with the rational reflection for problem-solving skills, the results of students’ self-efficacy and issue skills show a good impact on their academic performance in colleges and universities. To foster students’ self-efficacy and problem-solving skills, as well as their use of BS in higher education teaching processes, the study’s findings provide essential information on how colleges and universities may improve students’ acceptance of 21st century skills by using Blackboard Systems as a sustainable education model.

1. Introduction

Many aspects of our lives, including education and learning, have been impacted by information and communication technologies (ICTs) [1]. The recent debut and quick development of these technologies have transformed classrooms into intelligent learning environments [2]. For instance, the Blackboard System (BS) and mobile computing devices have given students ways to engage through continuous connectivity, encouraging collaborative learning and facilitating real learning [3]. When it initially appeared in the 1990s, a BS was generally referred to as a computer-aided learning system [4]. It eventually became widely used by higher education institutions (HEIs) around the world, earning a variety of names: learning platform, distributed learning system, course management system, content management system, instructional management system, portal, and virtual learning environment [5,6]. Blackboard systems are made up of several software groups and programs filled with a wide array of pedagogical and class administration capabilities to support conventional teaching programs in web-based school institutions to fulfill its objectives [7,8]. Specifically, it serves as a platform for communicating information, maintaining course materials, gathering and assessing student outputs from assessments, assigning tasks, storing and communicating grades and feedback with students, and other duties [9,10,11]. Many other platforms including Adobe Acrobat Prime, Chalkboard, Brightspace, Canvas, Moodle, Saba Systems, Schoology, and WizIQ, which are compatible with BS [12,13]. These technological developments give educators and students more options for individualizing instruction [14,15]. To ensure the ongoing delivery of academic programs and student interaction, educational institutions are encouraged by the rapid increase in internet accessibility and ICT to integrate e-learning software [16]. With the use of e-learning technologies, teaching and learning may be made more engaging and efficient.

Sustainable learning in the sphere of education entails a pedagogical philosophy built on sustainability principles, with a special emphasis on the concept of ‘learning to learn,’ which is similar to the concept of lifelong learning [5]. Today, BS are well-liked pieces of e-learning technology [17,18]. High-quality online course delivery is required of HEIs due to the growing popularity of e-learning, remote learning, blended learning, and BS [19]. Further, BSs are regarded as the foundation of e-learning at HEIs and primarily as complements to conventional face-to-face instruction [20,21,22]. BSs are used by teachers to organize the learning processes of their students. It makes it easier for teachers to communicate with students, share course materials, and evaluate their performance. To provide a better learning environment, educators must engage and communicate with students using a good BS [23]. Many HEIs employ BS to improve the quality of education and learning; as a result, they train users in technical skills and encourage greater interaction from them [24]. The current use and consequences of the Blackboard System in higher education contexts in the United States, the United Kingdom, and Australia have recently gained scholarly attention [23,25]. The proper usage of BS makes teaching and learning more interactive [26]. Most HEIs had to physically stop teaching and learning during the COVID-19 pandemic, forcing instructors to convert to open and distance learning (ODL) methods.

The degree to which a student is effective in using these tools affects how they perceive online learning via learning management systems (LMSs) like Blackboard [27,28]. Students must therefore be prepared to understand the transition from conventional to online learning, and they must be informed of the significance of Blackboard and other online learning technologies as the sole alternative to traditional instruction in times of crisis [29]. However, the difficulties and anxieties brought on by the abrupt and rapid shift in the COVID-19 period had an impact on students’ opinions of LMS apps as an alternative to conventional instruction [27].

The use of online learning during the crisis, according to Affouneh et al. [30], had drawbacks that discouraged students from learning online via LMSs. Others said that students encountered numerous technical challenges that hindered and slowed the learning process [31], and reduced or ended the direct teacher–student connection. According to Dhawan [27], many students experienced psychological issues during crises, including tension, fear, worry, despair, and insomnia, which made it difficult to pay attention and concentrate. Even so, a lot of students thought of the Blackboard application as an additional learning tool rather than the sole one available during a crisis [15].

Some of them even expressed concern that face-to-face connections would be replaced by online interactions between the teacher and the pupils [9]. Almogren [18] made the observation that issues and concerns encountered during the abrupt transition from offline to online learning modes had an impact on students’ impressions of Blackboard. He mentioned some of these concerns, including fair assessments, home and school environments, technical requirements, internet access, and uncertainty. Universities all across the world should implement certain measures, such as having suitable online academic advisers and psychological counseling for their mental health, in order to lessen the detrimental psychological effects of the interrupted scenario, according to [14].

On the other hand, Moawad [21] advised assessing students’ perceptions and attitudes toward the online learning mode via Blackboard in various circumstances during the COVID-19 crisis since those perceptions have an effect on how well and how often they use online learning. According to [12], students’ perceptions, both favorable and negative, had an impact on their behavior and performance. Therefore, the effectiveness of Blackboard might be assessed via research on its perception and use [1,3]. In other words, a student’s intention to use Blackboard is significantly influenced by their attitude toward online learning. The interaction between perceptions and use was what managed the effective use of e-learning technologies.

A study of earlier studies in the EFL Saudi environment revealed mixed findings regarding students’ opinions of the use of LMSs (Blackboard) as a blended learning model or as an additional and ancillary learning aid [9,15,21,22,26,29]. Some of the earlier studies revealed positive student opinions of Blackboard, while others revealed negative ones, and a select few revealed sentiments that were neither positive nor negative. All of the studies, however, characterized the usage of Blackboard and the switch to blended learning as situations fraught with difficulties. The quick transition from offline learning to online learning via Blackboard at the time of the COVID-19 outbreak became the primary difficulty that students had to deal with [32,33,34].

To investigate the relationship between the variables impacting academic success, a structural equation model (SEM) was developed. When applied to BS, the research model specifically examines the effects of both cooperative design requirements, specifically knowledge sharing, available resources, normative beliefs, virtual social skills, effective communication, critical thinking, and students’ self-efficacy and problem-solving skills, on students’ academic performance. The key statistical methodologies for this study were IBM SPSS 26 and IBM Amos 23, which included measure construction validity, convergence measurement validity, discriminating measure validity, and structural model evaluation. This study is structured as follows: Section 2 presents the conceptual model and hypothesis creation; Section 3 describes the research methodology; Section 4 includes the presentation of the analyzed results; Section 5 presents a discussion of the topics and its implications; and Section 6 includes the conclusion and directions for future studies.

Problem Statement

According to [33], BS are a sort of educational technology that is often used in higher education to enhance traditional classroom learning. It is anticipated that incorporating technology into the classroom will enhance student performance, teaching effectiveness and learning effectiveness. The COVID-19 pandemic has significantly impacted educational processes worldwide [34]. Following the outbreak, the Ministry of Education in Saudi Arabia switched from a traditional to a distance learning approach [35]. The importance of architecture and bioinformatics science has been acknowledged by the Saudi Higher Education Ministry. To integrate instructional strategies, i.e., e-learning and combined instruction, e-learning was approved as a component of the national plan. Due to this, several universities in the kingdom created an e-learning deanship and hired specialists to aid in the effective use of BS and blended learning in academic settings [7,36,37]. Some academic authorities contend that e-learning has faults. A sizable portion of pupils are unhappy with the way in which technology is utilized in the classroom. This is partly because there is limited direct communication between students and teachers. Other factors also play a role in the unhappiness of students. It is important to note that certain educational institutions have integrated e-learning systems into their curricula. Despite this, the benefits of such systems are linked to the success or failure of their implementation. As with any other information system (IS), user acceptance and utilization are critical success factors for the system. To prevent ISs from failing, student admission must be considered. Several other institutions of higher learning that use e-learning run into numerous difficulties, even though anything can develop from the full utilization of digital education by using Blackboard as a sustainable education tool in classroom teaching and college students’ consent. Getting students to accept using technology for learning is one of the key steps in creating and executing successful e-learning. Few instructors, according to Zheng et al. [38], use BS in their classes. Additionally, they lack excitement for educating others and implementing this technology into their typical teaching methods. To provide information to encourage the effective use of BS, it is necessary to determine the general level of society’s acceptance and the causes of widespread resistance to BS as an e-learning system.

2. Research Model and Hypotheses Development

Holden and Rada [39] claim that teachers’ technological skills influence how they use technology. According to Panda annd Mishra [40], faculty members think that organizational regulations and instructional design are the biggest obstacles to e-learning uptake, followed by poor internet access and a lack of training. They discovered that the use of technology by faculty members is primarily motivated by personal desire, intellectual challenge and suitable technological infrastructure. In accordance with Mokhtar et al. [41], task–technology fit (TTF), perceived usefulness and perceived ease of use (PU, and PEU) have a direct bearing on teachers’ intention to use BS. Further, TTF, adaptability, ease, Self-efficacy, personal innovativeness (PI) and subjective norm (SN) have a significant impact on PU and PEU numerous earlier studies. The researchers in [42,43] examined BSs’ usage from the perspective of students. Little research has been conducted on this topic from the standpoint of educators [44]. Students’ BS use habits can be changed since educators’ use of BS is essential to students’ involvement in the learning experience through the creation and sharing of course content. Investigating educators’ intentions to utilize BS is therefore crucial. Several studies have also been conducted using various adoption models to examine how e-learning and BS are adopted by students and instructors [45,46,47,48]. Even though these variables have an impact on the adoption of Information system, these studies did not account for BS [49,50,51] or students’ self-efficacy [50,51,52,53,54,55,56,57] in the adoption models. Furthermore, there is limited literature about state-owned, non-degree-awarding HEIs; in addition, not many studies have been carried out in Sri Lanka from the perspective of educators [58]. By using the four new factors and the abilities inside the 21st century elements to investigate the variables that influence the academic achievement of the learning by using Blackboard as a sustainable education instrument, this study fills a gap in the literature (see Figure 1).

2.1. Information Sharing

Students share information with their friends, family and other individuals through this process. Information sharing effectiveness is influenced by its quality and substance, which has important practical ramifications [59]. According to Chang and Chuang [60], theory, experience and facts are combined to form knowledge. When people form groups and interact with one another, knowledge and experiences are exchanged, which improves learning. According to Eid and Al-Jabri [61], after researching knowledge sharing and education in an organizational context, information sharing uses social networking platforms to support organizational learning. Alyouzbaky et al. [62] explored how the adoption of educational management systems by students has a beneficial impact on their learning outcomes and academic progress. Alalwan et al. [63] investigated how knowledge sharing affected academic performance. The cumulative grade point average (CGPA) was used to evaluate the learning performance of the students; however, they were unable to establish any concrete connections between them. They claimed that using a relative (norm-referenced) grading system like the CGPA was the reason for their success [64]. The competition in the classroom is increased by the CGPA, which makes it more difficult for pupils to impart their knowledge [64]. According to Alalwan et al. [63], who investigated the relationships between student performance and the quality and quantity of information exchange, the amount of data shared and the students’ grades were the only variables that were correlated with learning quality and quantity (or learning performance). Debate, self-reliance, initiative, problem-solving and creativity are just a few of the student learning opportunities included in the learning success in our study [62]. We argue that adopting Blackboard as a sustainable education model has an effect on effective teaching and student achievement. The use of social networking platforms for information sharing is determined to contribute to the process of organizational learning after completing an analysis of knowledge dissemination and educational practices within organizational contexts. Blackboard systems are increasingly used in higher education, particularly in blended and online classroom environments [62]. These solutions improve communication, expedite administrative procedures, and give teachers and students a solid foundation for both traditional classroom settings and remote learning environments. As a result, we propose the following hypotheses:

H1: 

There will be a positive relationship between information sharing and students’ self-efficacy.

H2: 

There will be a positive relationship between information sharing and problem-solving skills.

2.2. Resource Availability

Research claims that organizational resilience requires financial, technological and social resources, especially in the initial stages of preparation [65]. The basis for quick and adequate reactions in challenging circumstances is a diverse and readily available collection of materials [66,67,68]. To deal with the shift to remote learning, having financial reserves was proven to be essential during the closure of Saudi schools [69], as shown by the country’s well-established information technology (IT) infrastructure. According to previous studies on the accessibility of resource availability in education, resources are not always available in classrooms [70,71]. The lack of available resources has raised serious concerns among educators. According to Chintalapati and Daruri [71], using Blackboard as a sustainable education model means that learning is a multifaceted process that involves the interaction of students’ motivation, facilities and equipment, educational resources, teaching methods, and curricular requirements. Resources are essential to students’ outstanding academic accomplishment; thus, having access to them increases the efficiency of schools. There are several resources for using the Blackboard system in higher education, and they can differ depending on the unique setup and requirements of the institution. Therefore, the availability of resources improves school effectiveness because they are crucial components that lead to students’ great academic achievement. Material resources, human resources such as instructors and support staff, and physical facilities such as laboratories, libraries, and classrooms are just a few examples of essential teaching and learning resources that should be easily available. As a result, we hypothesize the following:

H3: 

There will be a positive relationship between resource availability and students’ self-efficacy.

H4: 

There will be a positive relationship between resource availability and problem-solving skills.

2.3. Subjective Norm

Subjective norm, also known as social norm, refers to the societal pressures that a person feels when engaging in a specific behavior [72]. In other words, a person feels pressured to engage in a certain behavior by important people or groups such as elders, family and peers [73]. It is easier to initiate the desire to participate in the conduct when a person cares about the subjective standard. Venkatesh and Bala [72] examined the key factors influencing university students’ preparedness to adopt a BS. They illustrate the significant influence that social norms have on students’ intentions to use a BS. Jiang et al. [74] identified the key factors influencing university students’ intentions to use web-based teaching methods in Algeria. Additionally, using Blackboard as a sustainable education model demonstrates how subjective norms have a positive and significant impact on students’ aspirations to use web-based learning systems. Due to their nature as social beings, all people yearn to fit in with a group [73]. As a result, implementing strategies that have a positive impact on subjective norms, such as clearly communicating the advantages of using the Blackboard system and emphasizing the support of reputable individuals, can help increase adoption rates and improve the use of the system in higher education [74]. Therefore, this leads to the following hypotheses:

H5: 

There will be a positive relationship between resource availability and students’ self-efficacy.

H6: 

There will be a positive relationship between resource availability and problem-solving skills.

2.4. Virtual Social Skills

Social skills are defined as behaviors that “enable healthy social interactions and involve both verbal and nonverbal behaviors essential for effective interpersonal communication” [75]. According to social constructivist theory, learners must actively engage in their social situation because it significantly affects learning [76]. In the context of learning, faculty and peers are important learning resources for students [77]. Yet, because of the complexity of the e-learning environment, connecting with professors, peers and friends can be more difficult and requires the use of a variety of strategies [75]. It is believed that because they are accustomed to the norms and techniques, students who have engaged in online socialization will be better able to interact with instructors and peers in the e-learning environment [76,77]. Such a connection would improve the students’ ability to learn. For instance, a student with strong virtual self-efficacy is accustomed to and skilled in online sociability, and they may employ emoticons or animations in their communication with peers or an instructor to obtain a better reaction than students with low online self-efficacy [76,78]. These tactics help the students achieve success while having an impact on the effectiveness of their learning. When conversing with an instructor or peers online, a student with strong virtual self-efficacy, for instance, may use emoticons or animations and may obtain a better response than a student with low virtual self-efficacy [76,77]. One will have a better overall experience utilizing the Blackboard system in higher education if one develops these virtual social skills. Effective engagement and communication support not just one’s learning but also the development of a supportive and fruitful online learning community. As a result, we provide the following hypotheses:

H7: 

There will be a positive relationship between virtual social skills and students’ self-efficacy.

H8: 

There will be a positive relationship between virtual social skills and problem-solving skills.

2.5. Communication Skills

The current study considers online communication self-efficacy to be a distinct factor that can impact communication for learning through technology [79]. Furthermore, the impact of self-efficacy in online communication on self-directed learning through technology is likely to extend to the use of digital media technologies for educational purposes [79,80]. In this age of globalization, when people from many cultures are constantly mixing and engaging, all educators should help their students develop critical communication skills by offering them the time and opportunities to practice interpersonal communication skills [81,82]. Hadiyanto et al. [83] examined how students’ grades and 21st century skills by using Blackboard as a sustainable education model were impacted by using Blackboard as a sustainable education model. Students can communicate and resolve problems by using communication and knowledge technology. The students’ grades improved as a result of their happiness. In turn, this has a significant effect on students’ performance effectiveness and satisfaction [84]. Effective teacher–student communication has an impact on many aspects of the classroom experience, including the sharing of accomplishments and student learning performance [85]. Lim et al. [86] discovered variances in student satisfaction and learning outcomes based on learner profiles, instructional factors and learners’ characteristics on the outcomes of advanced learning courses. In order to inspire students and maintain healthy and desirable levels of student happiness, it can be beneficial to provide them with frequent feedback and a range of contact possibilities. A study of the educational pedagogical model for 21st century learning strategies was conducted, according to Lim et al. [86]. According to this study, interactions and communication between students and teachers had a big impact on how well they performed [84]. Strong communication abilities also encourage participation and aid in creating a sense of community among students and teachers using the Blackboard system [84,86]. Teaching the next generation communication skills, which are essential for success in the 21st century, is said to be the current crucial issue [87]. Therefore, we propose the following hypothesis:

H9: 

There will be a positive relationship between communication skills and problem-solving skills.

2.6. Critical Thinking

Inferencing, interpretation, analysis and self-regulatory judgment are the outcomes of critical thinking. It also clarifies the factual, philosophical, methodological and contextual factors supporting that conclusion [88]. The ability to think critically is crucial and liberating in the classroom; it is also a useful asset in one’s personal and civic life [89]. Critical thinking seeks to help people make informed choices about their beliefs and actions. It is a level requiring higher-order thinking skills [90]. The relationship between critical thinking and education is obvious since one cannot think well without being able to learn well by using Blackboard as a sustainable education model. Both academic and professional success depend on critical thinking. It is a cognitive process needed to construct or solve issues, come to conclusions, comprehend specifics and come up with solutions to queries [91]. Peer conversation enhances comprehension even when no one in a discussion forum has the right answer and the group is just developing critical thinking skills [92]. The students believe they have high critical thinking and problem-solving capabilities, and they are satisfied with their ability to think critically [92]. Students must also possess the critical thinking skills needed to identify the cause of problem-solving capabilities to improve their performance [93]. Critical thinking is recognized as a vital skill for 21st century learning by education and political leaders worldwide, highlighting its importance in training young individuals [92]. While some research emphasizes strategies that effectively improve students’ critical thinking abilities and the positive influence of critical thinking on academic performance in online education, other research indicates that simply providing online instruction does not always result in a significant improvement in students’ critical thinking. Therefore, we provide the following hypothesis:

H10: 

There will be a positive relationship between critical thinking and problem-solving skills.

2.7. Students’ Self-Efficacy

An individual’s self-efficacy is their belief in their own ability to succeed. It has little to do with a person’s abilities but rather with how competent they perceive themselves to be [94]. Self-efficacy, or self-belief, affects one’s actions, way of thinking and emotional reactions in a certain situation [94]. The elements impacting users’ continuous usage of e-learning systems are identified by Arunachalam [95]. In a survey of 250 employees of software firms, they discovered that self-efficacy had a substantial impact on the respondents’ behavioral intention to keep using Blackboard Systems by using Blackboard as a sustainable education model. Saeed Al-Maroof et al. [96], consider the variables that could influence Saudi Arabian university teachers’ and students’ behavioral intentions to continue utilizing e-learning technology. In the context of this study, “technological self-efficacy” refers to the user’s subjective evaluation of his or her ability to use technology to complete a task, in this case a Blackboard task [97]. Perceived self-efficacy (PSE), which is frequently found in studies, exemplifies how perceptions of performance skills in parallel scenarios can predict the desire to utilize an IS [97]. Self-efficacy can improve learning outcomes in the online learning environment by fostering greater engagement and a better use of the Blackboard system’s features. Furthermore, students with higher levels of online learning self-efficacy had higher rates of academic success [93,94]. Therefore, we present the following hypotheses:

H11: 

There will be a positive relationship between students’ self-efficacy problem-solving skills.

H12: 

There will be a positive relationship between students’ self-efficacy and Blackboard Systems.

2.8. Problem-Solving Skills

The definition of problem-solving is the creation of fresh ideas in response to an issue [98]. On the other hand, critical thinking is a mental ability that challenges the knowledge in a person’s mind map and permits its restructuring [99,100]. A person must possess critical thinking abilities to be able to come up with various answers because analyzing an issue is a complicated task [100]. According to the literature, problem-solving abilities are influenced by critical thinking abilities [101,102], and there is a positive association between the critical thinking and self-efficacy variables [103,104]. Problem-solving skills and critical thinking are interconnected [105], and neither one has an impact on the other. These two skills complement one another and cannot be distinguished from one another [106]. Giannakopoulos and Buckley [99,102] argue that one must first develop critical thinking abilities before one can employ them. Additionally, because technological difficulties or problems can develop when utilizing the Blackboard system in higher education, problem-solving abilities are crucial. Students may overcome challenges and get the most out of their online learning experience by honing these abilities. Therefore, we proposed the following hypothesis:

H13: 

There will be a positive relationship between problem-solving skills and Blackboard Systems.

2.9. Blackboard System Used

One of the popular web-based programs among HEIs is a BS [107]. For distributing and managing ODL, BSs have numerous integrated technologies. Open-source BSs (such as Moodle, Forma BS, Open edX, etc.) and commercial BSs are both available (e.g., Google Classroom, Blackboard, Docebo BS, etc.). Most BSs are flexible, easy to use, available and user-friendly [24,108]. To produce and manage online course material, and help students develop their critical thinking abilities and foster group collaboration in academic settings, educators can employ a BS [36]. In addition, Blackboard offers a range of features, including teleconferencing, online chat rooms, live comments, lecture resources, and teacher–student interaction. In addition, BS provides learning modules, course evaluations, and grading that may all be customized to meet teaching and learning needs [21]. When non-traditional teaching and learning tactics are supported by online educational strategies, both teachers and students benefit [108]. By effectively utilizing the Blackboard system in higher education, we may improve our academic performance in both online and mixed learning contexts and allow for better communication. The key to utilizing this platform to its full potential is to be proactive, involved, and resourceful. To engage students and provide more in-depth and active teaching materials, many HEIs use the open-source, free BS web platform, Moodle [10]. Therefore, we proposed the following hypothesis:

H14: 

There will be a positive relationship between Blackboard Systems and students’ academic performance.

2.10. Students’ Academic Performance

Academic performance is defined in this study as the four essential learning skills that Bloom’s taxonomy identifies: remembering, understanding, applying and analyzing. How successfully a student, learner, teacher or institution has achieved its educational objectives is determined by their academic achievement [109]. Basri et al. [110] asserts that BSs continue to influence students’ academic success in all areas of science. In fact, it has been recognized that the development of social groups centered on a BS can aid students’ smoother development [110]. Nonetheless, there are still a few exceptional circumstances in which integration can improve learning [3] and connections between Twitter and Facebook are advantageous [63]. According to Avcı and Ergün [111], BSs lay the groundwork for interactions, exchanges and teamwork among research students and professors in their department. Additionally, it is asserted that BS’s use of Blackboard as a sustainable education model has little to no effect on students’ academic performance. Additionally, even though the Blackboard system has many advantages for improving students’ academic achievement, it is vital to remember that individual results may differ. Instructional design, course materials, student involvement, and the overall teaching strategy all have an impact on how effective the system is. For the Blackboard system to have the greatest positive influence on students’ learning and academic progress, teachers must also offer advice and help. According to studies on the impact of BS usage on students’ academic achievement [112,113], all students believe it is appropriate for their mentors to build a usage of BS where professors or students can both become socialized. Furthermore, the use of BS contributes to the development of a positive relationship between student happiness and academic achievement [114,115].

3. Research Methodology

For the present study, we issued 420 survey items to randomly chosen individuals from among King Saud University students; 396 were answered by participants. Of the original 420 questionnaires, 24 were found to be incomplete after manual examination and were eliminated. Such exclusions are advised by Arteaga et al. [116], who states that outliers should be removed since they can cause statistical results to be erroneous. Users of BS made up the sample in the selected study model; their self-efficacy, issue abilities and use of BS were all studied. One of the questionnaire’s sections, problem-solving skills, was graded on a 5-point Likert scale. Respondents were required to physically return the completed questionnaire upon completion. The questionnaire asked questions about students’ self-efficacy, problem-solving abilities, use of BS and respondents’ perceptions of how these factors affected their academic achievement. The software for data analysis was SPSS with structural equation modeling (SEM-Amos). The study is divided into two stages: first, the evaluation of the convergent and discriminant validity; second, the evaluation of the structural model. These techniques have been proposed by Hair et al. and Alzahrani et al. [117,118].

3.1. Participants

Gender, age and specialization were all listed in the questionnaire’s demographic profile section. As shown in

Table 1. An overview of the respondents’ demographics.

Demographic	Description	n	%
Gender	Female	129	32.6
	Male	267	67.4
Age	18–20	51	12.8
	21–24	67	16.8
	25–29	129	32.5
	30–34	95	23.8
	35 and above	54	13.5
Specialization	Humanities Colleges	200	50.0
	Scientific Colleges	120	30.0
	Medical Colleges	76	20.0

, 129 (32.6%) of the respondents were female, whereas 267 (67.8%) were male. Overall, 51 (12.8%) participants were aged 18 to 20 or younger; 67 (16.8%) were between the ages of 21 and 24; 129 (32.5%) were between the ages of 25 and 29; 95 (23.8%) were in the 30- to 34-year-old age range; and 54 (13.5%) were 35 years of age or older. In terms of specialization, 200 were from humanities colleges, 120 were from scientific colleges, and 76 were from medical colleges.

3.2. Measurement Instruments and Data Collection

As previously noted, 396 completed questionnaires were returned by college students. In this instance, interaction points to a crucial step in the instructional process that promotes researchers’ initiative in actively learning through an education management system [112]. The construction components utilized in earlier investigations provided additional evidence of the items’ validity. The following items, with factor loading, make up the study questionnaire: information sharing (IS), five items were adapted from [59,119,120,121]; resource availability (RA), four items were adapted from [122]; subjective norm (SN), five items were adapted from [123]; virtual social skills (VSS), four items from [124]; communication skills (CS), four items from [125]; and critical thinking (CT), four items were adapted from [126,127]; students’ self-efficacy (SS), five items were adapted from [123]; problem-solving skills (PSS), four items were adapted from [128]; BS, five items were adapted from [129]; and academic performance (AP), five items were adapted from [130]. There was a total of 45 items (See

Table 2. Indicator loadings: composite reliability, Cronbach’s alpha, and average variance extracted.

Factors	Items	Load	CA	CR	AVE		GCR	GI	CA	CR	AVE
Information sharing	IS_1	0.789	0.914	0.914	0.682	Critical thinking	CT_1	0.771	0.893	0.894	0.680
	IS_2	0.737					CT_2	0.882
	IS_3	0.831					CT_3	0.849
	IS_4	0.865					CT_4	0.792
	IS_5	0.898
Resource availability	RA_1	0.753	0.871	0.875	0.640	Students’ Self-efficacy	SS_1	0.741	0.870	0.870	0.573
	RA_2	0.872					SS_2	0.747
	RA_3	0.867					SS_3	0.740
	RA_4	0.692					SS_4	0.807
							SS_5	0.749
Subjective norm	SN_1	0.753	0.874	0.875	0.584	Problem-solving Skills	PSS_1	0.821	0.875	0.876	0.640
	SN_2	0.814					PSS_2	0.833
	SN_3	0.771					PSS_3	0.820
	SN_4	0.759					PSS_4	0.720
	SN_5	0.721
Virtual social skills	VSS_1	0.699	0.825	0.828	0.546	Blackboard System	BS_1	0.706	0.887	0.889	0.616
	VSS_2	0.714					BS_2	0.761
	VSS_3	0.786					BS_3	0.830
	VSS_4	0.753					BS_4	0.859
							BS_5	0.758
Communication Skills	CS_1	0.736	0.897	0.899	0.692	Academic performance	AP_1	0.779	0.883	0.884	0.606
	CS_2	0.867					AP_2	0.814
	CS_3	0.861					AP_3	0.807
	CS_4	0.856					AP_4	0.785
							AP_5	0.701

).

4. Result and Data Analysis

The linked components had an impact on students’ self-efficacy and problem-solving skills in a BS. The Cronbach alpha coefficient, which varies from 0.70 to 0.90, and is therefore satisfied by all the variables. The dependability analysis looks at Cronbach’s reliability index, which is 0.977. The variable’s index value needed to be less than 0.80 [117], the AVE rate had to be greater than or equal to 0.5, and the AVE square needed to be higher than the inter-construct correlation (IC) [131] to be considered discriminately valid. Axially loaded confirmatory factors of 0.7 and higher were also found. Acceptable reliability levels were determined by Cronbach’s alpha scores of 0.70 or greater and composite dependability (see Table 2) [117].

4.1. Measurement Model Analysis

There were 396 test questionnaires returned by university students. All of them have proven to be useful (See Table 2). The construction components confirmed that that earlier research had backed up the measurement scales’ material validity. The survey questionnaire determined information sharing (IS), resource availability (RA), subjective norm (SN), virtual social skills (VSS), communication skills (CS), critical thinking (CT), students’ self-efficacy (SS), problem-solving skills (PSS), Blackboard System (BS), and academic performance (AP) and all outer loading to be appropriate, as shown in

Table 3. Summary of goodness-of-fit model.

Model	χ2/df	CFI	IFI	TLI	SRMR	RMSEA
Target	≤5.0	≥0.90	≥0.90	≥0.90	≤0.09	≤0.08
Model 1 (Final model)	2.233	0.908	0.909	0.901	0.039	0.051

. In this study, SEM was employed as a crucial statistical technique in AMOS 23 to assess the results based on confirmatory factor analysis (CFA). This model was used to study over convergent validity [117]. Furthermore, Hair et al. [117] suggests that with goodness-of-fit techniques such as conventional chi-square, normed chi-square, relative fit index (RFI), Tucker–Lewis coefficient (TLI), and incremental fit index (IFI), the model that fits well when the comparative fit index (CFI) value is greater than or equal to 0.90. In addition, the root shows that the root mean square error of approximation (RMSEA) satisfies the suggested standard of below or equal to 0.08 to endorse the requisite suit [117], as seen in Table 3. Further, the root mean square residual (RMR) is appropriate, as seen in Table 3, as well as the unit of measure of the independent variables, mediator and dependent variables noted in Figure 2.

4.2. Measurement Model Assessment Measures Model for Validity and Reliability

Using discriminant validity [112], the level of perception, which includes multiple indices of distinct concepts, is assessed. The computed average variance extracted (AVE) values showed that all outcomes exceeded the cut-off value of 0.50. Moreover, a p value of 0.001 showed that validity was constant across all studied constructs [110]. Hair et al. [117] also state that no item’s correlation with other items can be bigger than the square root of the AVE value that each item provides to each construct. The obtained composite reliability values are also displayed; it is evident that they fall within the suggested range of 0.70 and above. Moreover, the results for Cronbach’s alpha were between the recommended value of 0.70 and higher. Additionally, readings for the extracted AVE value fell between the acceptable value of 0.50 and higher. This shows that the overall factor loading is substantial and exceeds 0.50, matching the criteria outlined in the work of Hair et al. [117] and Fornell and Larcker [131]. The following sections display the measurement model’s data that was obtained.

4.3. Structural Equation Model Analysis

The results for the determinants of students’ self-efficacy and problem-solving skills for their academic performance are presented in

Table 4. Summary of validity and reliability.

	VSS	SN	RA	CS	CT	IS	SS	PSS	BS	AP
VSS	0.737
SN	0.355	0.736
RA	0.311	0.434	0.876
CS	0.315	0.498	0.424	0.900
CT	0.319	0.313	0.280	0.350	0.901
IS	0.339	0.376	0.324	0.423	0.300	0.918
SS	0.316	0.402	0.414	0.490	0.287	0.394	0.702
PSS	0.324	0.329	0.359	0.242	0.213	0.302	0.297	0.791
BS	0.318	0.266	0.319	0.271	0.299	0.264	0.289	0.348	0.763
AP	0.326	0.294	0.354	0.305	0.213	0.351	0.340	0.452	0.332	0.733

. The CFA was used in the subsequent stage of the SEM to analyze the proposed hypotheses H1-H14 (See Figure 1 and Figure 3 and

Table 5. Structural model for hypotheses’ testing results.

H	Factors	Relationships	Factors	Estimate	S.E.	C.R.	p-Value	Results
H1	Information sharing	-------->	Students’ Self-efficacy	0.201	0.038	5.270	0.000	Accepted
H2	Information sharing	-------->	Problem-solving Skills	0.103	0.048	2.167	0.030	Accepted
H3	Resource availability	-------->	Students’ Self-efficacy	0.233	0.041	5.731	0.000	Accepted
H4	Resource availability	-------->	Problem-solving Skills	0.202	0.051	3.987	0.000	Accepted
H5	Subjective norm	-------->	Students’ Self-efficacy	0.249	0.048	5.200	0.000	Accepted
H6	Subjective norm	-------->	Problem-solving Skills	0.182	0.062	2.920	0.004	Accepted
H7	Virtual social skills	-------->	Students’ Self-efficacy	0.117	0.043	2.694	0.007	Accepted
H8	Virtual social skills	-------->	Problem-solving Skills	0.213	0.053	4.012	0.000	Accepted
H9	Communication Skills	-------->	Problem-solving Skills	0.123	0.056	2.199	0.028	Accepted
H10	Critical thinking	-------->	Problem-solving Skills	0.008	0.045	0.168	0.867	Rejected
H11	Students’ Self-efficacy	-------->	Problem-solving Skills	0.130	0.063	2.049	0.040	Accepted
H12	Students’ Self-efficacy	-------->	Blackboard System	0.269	0.049	5.442	0.000	Accepted
H13	Problem-solving Skill	-------->	Blackboard System	0.339	0.046	7.300	0.000	Accepted
H14	Blackboard System	-------->	Academic performance	0.435	0.044	9.836	0.000	Accepted

). Validity was further demonstrated by the sum values of all three measures being accepted. Additionally, the composite dependability values that were obtained, and that fall between the ranges of 0.828 and 0.914, are all clearly above the cut-off value of 0.70. Furthermore, the Cronbach’s alpha values, which ranged from 0.825 to 0.914, were all higher than the cutoff point of 0.70. The AVE, which ranged from 0.546 to 0.692, was also higher than the recommended threshold of 0.50 (see Table 3). This shows that the overall factor loading is not negligible and exceeds 0.50, therefore fulfilling the criteria given [117,131].

4.4. Hypotheses’ Testing Results

All of the hypotheses are true, as indicated in Table 5 and Figure 3, except for the following: “No critical reasoning for problem solving skills”. The current sample demonstrates that there is no critical thinking that fosters the development of problem-solving abilities in student groups (0.01–H10). As a result, each construction’s hypothesis was stronger than that of the other constructions. When compared to other theory values (for example, BS to academic achievement (p = 0.435, t = 9.836)), the theory of information sharing on students’ self-efficacy and problem-solving skills was found to be significantly and positively related to students’ self-efficacy and problem-solving abilities to BS for learning (p = 0.201, t = 5.270). Another example is the hypothesis that problem-solving abilities and communication skills are statistically and positively related (p = 0.123, t = 2.199), as shown in Table 5.

5. Discussion and Implications

The findings of our study shed light on academic performance successes and connections to the following: sharing of information, available resources, social norms, virtual interpersonal skills, effective communication, critical thinking, students’ self-efficacy, problem-solving skills in the 21st century, and having to learn management systems. According to the results of this study, information sharing is strongly and favorably associated with students’ self-efficacy and problem-solving skills for BS in higher education (Table 5 and Figure 3). Therefore, the hypotheses (H1 and H2) that suggest that a BS has an impact on students’ self-efficacy and problem-solving abilities in the 21st century are acceptable. According to earlier studies, it has a favorable and considerable impact on students’ self-efficacy and problem-solving abilities in the 21st century [59,132]. It was found that the availability of resources (H3 and H4) was both a significant predictor of students’ self-efficacy and a factor influencing their capacity for problem-solving. Moreover, the availability of resources has a significant and direct impact on both students’ self-efficacy and problem-solving skills. This outcome is consistent with past research [122,133,134].

This demonstrates that if students feel that using a BS is easy and requires little work, they are more likely to think it is valuable and continue using it (i.e., little cognitive load and time). Additionally, information from students’ self-efficacy indirectly affects students’ academic performance; problem-solving skills and BS improve students’ perceptions of information sharing, which in turn improves their academic achievement. Subjective norms for students’ self-efficacy and problem-solving skills in the 21st century are the fifth and sixth (H5 and H6) hypotheses of this study. It has been discovered that subjective norms significantly boost students’ 21st century problem-solving abilities and self-efficacy. It aligns with other studies [73,123] concerning how technology was embraced in schools during the pandemic. It demonstrates the applicability of online learning technology in a pandemic. Users can, therefore, appreciate the value of online education for learning tasks during a pandemic. This adds to the evidence for [73,123,135] conclusion. The findings, which are consistent with comparable studies conducted by [136,137], show that virtual social skills have a substantial impact on students’ self-efficacy and problem-solving abilities in the 21st century toward using BS. This supports hypotheses H7 and H8.

The employment of BS is influenced by students’ self-efficacy and problem-solving abilities in the 21st century. The students’ self-efficacy and problem-solving abilities toward these systems will develop because of their comprehension of the advantages of BS. Digital learning systems can aid students in their academic endeavors by facilitating the comprehension of course material, fostering a love of learning, enhancing learning effectiveness, and providing access to current course resources. Pupils will be ready to use technology in the classroom, according to Buabeng-Andoh [138], if they think that it will be advantageous to the users. The findings of this study are consistent with Hypothesis 9; when employing BS [80,125,139], communication skills significantly affect students’ self-efficacy and problem-solving capabilities in the 21st century. The degree to which students comprehend how employing learning systems may enhance their learning is referred to as communication skills.

The likelihood that a student will use BS increases as they become more aware of the desired advantages. According to Hosain et al. [79], a key factor in a system’s acceptability is the user’s perception of its advantages. Because these benefits, among other things, influence users’ problem-solving skills in the 21st century regarding the use of Blackboard Systems as a sustainable education model, the tenth (H10) hypothesis relates critical thinking to issue skills in the 21st century. It has been discovered that critical thinking does not have a beneficial effect on problem-solving abilities in the 21st century. Nevertheless, it has a weak impact. As a result, the findings of the present study are not strongly supported by other studies [100,101,140], which discovered a strong positive link between critical thinking and problem-solving abilities in the 21st century. It demonstrates that respondents’ perceptions of the critical thinking involved in adopting online learning are less likely to be optimistic. This may be the result of the students’ uncertainty about whether online learning will enhance their learning as successfully as in-person instruction. This is logical given that the majority of the respondents were final-year undergraduates with offline learning experiences. Online learning has also been shown to improve student performance [100]. While there are some reasons to believe that students in the humanistic sciences will find online learning more compatible with their disciplines, it is important to note that the impact of online learning on academic performance can vary greatly depending on individual learning styles, field-specific requirements, and the quality of online instruction provided. A multitude of factors can influence academic success, and it is critical to recognize the intricacies involved [79,101].

Self-efficacy is involved in the eleventh and twelfth (H11 and H12) hypotheses of this study. The findings demonstrated the importance of self-efficacy in problem-solving abilities in the 21st century when using Blackboard Systems as a sustainable education model. Most research-based conclusions about the importance of students’ self-efficacy in academic success [74,141,142] were further supported by the discovery that self-efficacy significantly affects both students’ 21st century problem-solving abilities through using Blackboard Systems as a sustainable education model. This study’s findings, which are consistent with recent research [100,143], support hypothesis H13 by demonstrating that problem-solving skills have a significant impact on a Blackboard System (BS). The degree to which students comprehend how employing a Blackboard System might enhance their learning is referred to as problem-solving skills. The likelihood that a student will use BS increases as they become more aware of the desired advantages. According to Kocak et al.; Han et al. [100,143], a key factor in a system’s acceptability is the user’s perception of its advantages. The present study also discovered that the educational management system (H13) significantly affects students’ academic performance at colleges of education. This indicates that BS has a favorable impact on students’ academic achievement at colleges of education by using Blackboard Systems as a sustainable education model. The results support those of past research [18,24,108,144] that found BS to be effective.

5.1. Implications for Theory and Practice

The above findings are consistent with the conceptualization of students’ self-efficacy and problem-solving abilities in the 21st century as the theoretical foundation for academic success in the context of BS, as well as other concepts (information sharing, resource availability, subjective norm, virtual social skills, communication skills, critical thinking, etc.). The initial contribution of this work focuses on expanding the 21st century problem-solving skills to forecast academic performance in relation to BS. The model that has been created is comprehensive and offers a fresh expansion to problem-solving techniques because it takes various viewpoints relating to outside elements into account. These characteristics are confirmed as true and relevant antecedents by the empirical analysis of the created model, which also helps to predict academic performance in connection to BS.

The impact of novel dimensions (information sharing, available resources, social norms, virtual interpersonal skills, effective communication, and critical thinking) that have not yet been empirically addressed in a single model was also examined in this work. To the best of our knowledge, this list of integrated components includes new connections that have never been empirically investigated (for example, the connection between students’ self-efficacy and 21st century problem-solving skills). The newly included variables are significant drivers of academic achievement regarding the use of Blackboard Systems as a sustainable education model, according to the empirical investigation. For instance, the findings show that students’ self-efficacy and 21st century problem-solving skills are crucial enhancers of their academic achievement regarding BS. Problem-solving abilities, however, are seen as a significant roadblock to continue the use of Blackboard Systems as a sustainable education model. From a practical standpoint, the current study provides insightful data that universities and e-learning administrators may use to create successful methods to encourage students to continue using BS. The results show that information sharing, resource accessibility and subjective norms play a significant role in encouraging students’ self-efficacy and problem-solving abilities to continue using BS.

By implementing efficient awareness approaches and dispensing pertinent instruction and seminars on the advantages and novelty of using BS, it is imperative to boost students’ sharing of information, availability of resources and subjective norms. Blackboard Systems, university websites, printed posters and brochures can all be used to raise awareness. Further, BSs should include capabilities that are user-friendly and simple to use, as evidenced by the good effects of virtual interpersonal skills, communication skills and critical reasoning on problem-solving skills that keep students using BS and impact their academic achievement. Students will be inspired to use these systems again as a result. To draw in more students, BS developers should simplify their systems’ complexity by creating user-friendly interfaces and functionalities that are both simple to use and compatible. Even if all other requirements are met, students will stop using BS if they perceive them to be complicated and difficult to use for educational reasons.

5.2. Limitations

This study has some shortcomings as well as some unexpected insights. This study’s sample size is one of its data collection shortcomings. As a result, this study’s findings do not always imply that higher educational levels (e.g., high school) require digital abilities. It is consequently recommended that the research model be validated by using a larger sample of students from Saudi Arabia’s state and private colleges. Finally, the effects of mediating variables (such as gender, age, and experience) were not investigated in this study. As a result, more research is required to determine the consequences of these variables.

6. Conclusions and Future Work

This study’s primary goal was to integrate the digital skills model with three additional constructs—information sharing, available resources and subjective norms—to examine the key variables that influence university students’ academic success in connection to BSs. The empirical findings show that with 21st century skills, by using Blackboard Systems as a sustainable education model, subjective norms, resource availability and information sharing are crucial enablers of students’ self-efficacy and problem-solving skills, as they all have a positive indirect impact on academic achievement. This study has also demonstrated that students’ use of BS for problem solving in the 21st century is hindered by their lack of interpersonal skills, effective communication and critical thinking. The results also illuminate the crucial elements that shape problem-solving abilities in the 21st century, offering insightful information that HEIs and developers can use to encourage students to continue using Blackboard Systems as a sustainable education model. Because it has a negative effect on students’ academic progress, the significance of creating digital skills, in particular, demands special emphasis.