Integrating Digital Assessment in Physics Education: Enhancing Higher-Order Thinking and Problem-Solving Skills of Students in Technical Colleges in the Kingdom of Saudi Arabia

This study investigated the use of Digital Assessment Tools (DATs) in physics education in Saudi Technical Colleges (STCs). It examined their roles in boosting the Higher-Order Thinking Skills (HOTS) and problem-solving abilities of students. The study adopted a qualitative approach and a research design based on a phenomenological approach involving semi-structured interviews with 22 educators of different ages, backgrounds, and experiences from STCs in various cities in the Kingdom of Saudi Arabia (KSA). The data were analysed following a six-step thematic process, identifying effectiveness, challenges, and areas for improvement. Our findings indicate that digital assessment tools can enhance learning skills, improve students’ understanding of physics, critical thinking, analytical skills, and engagement and application of theory. The challenges include technical problems and the need for more training and guidance. The study suggests solutions, such as improved training and customisation of tools. Despite its positive outcomes, the study notes its limited generalisability and potential bias. It calls for further research, including quantitative and longitudinal studies, to assess the long-term effects of these tools on physics education. In summary, the study highlights the value of DATs to advance physics education and improve HOTS and problem-solving skills.