The Role of Digital Education Economics in Supporting the Transition towards a Knowledge Society: A Case Study of Taiz University

Abstract

This study aims to investigate the role of digital education economics in supporting the transition toward a knowledge society at Taiz University. The study adopted the descriptive-analytical approach, using a questionnaire administered to a stratified sample of faculty members, and the data were analyzed using appropriate statistical methods.

The results showed that the level of digital education economics was below the benchmark mean (3), with a mean score of (2.80) and a relative weight of (56%), reflecting shortcomings in funding aspects and digital infrastructure. In contrast, the level of transition toward a knowledge society exceeded the benchmark mean, with a mean score of (3.80), a standard deviation of (0.405), and a relative weight of (76%), indicating a partial but incomplete transition.

The obstacles dimension recorded a high level (3.99) with a relative weight of (79.9%), indicating structural, organizational, and technical challenges that limit the effectiveness of digital education. The findings also revealed a weak and statistically non-significant correlation between digital education economics and the transition toward a knowledge society (R = 0.161, R² = 0.026). No statistically significant differences were found in the digital education economics dimension attributable to gender and faculty, whereas significant differences were found in the transition toward a knowledge society dimension attributable to academic rank and years of experience, in favor of assistant professors and those with less experience (less than ten years).