Exploring the Dynamics of Cultural Influence on Distance Learning Technology Acceptance: Evidence from the MENA Region

This study focuses on the relationship between culture and technology acceptance in higher education among students from the MENA region, at times when technological integration in higher education institutions is inevitable, and where investigating the impact of cultural dynamics becomes important. We look into the diverse MENA region's local cultural frameworks, understanding their influence on the acceptance of technology and the quality of distance higher education as perceived by students. We used triangulation, combining qualitative exploratory case studies, surveys, and bibliographic analysis. Through an empirical study approach, we investigate the impact of Hofstede's cultural dimensions, that of Power Distance, Uncertainty Avoidance, and Collectivism vs Individuality, on higher education students' perceptions of technology use. It questions how different occupational cultures from the MENA region could shape perceptions of technology, affecting its adoption and quality. This study shows how educators could be more culturally sensitive when designing distance learning courses, and could also facilitate cross-cultural collaboration to bridge the gap between cultural diversity and technology integration in distance learning courses. The main objective of this study is to identify, from diverse MENA region students' remote focus group experiences, elements that could highlight the impact of cultural dimensions on the acceptance of technology in higher education. Investigating the MENA region aims to fill the gap in the theory related to the issue of technology adoption in distance learning. It has the ambition to contribute to the growing body of evidence concerning the moderating impact of culture on technology acceptance and quality of education.